Impact of FM Aid Use on the Classroom Behavior of Profoundly Deaf Secondary Students

Abstract

This study investigated the effects of FM aid use on a range of classroom behaviors among nine mainstreamed, profoundly deaf students. Changes in visual attention, use of notetaker/interpreter, class participation, and student-to-student interactions were measured during regular English classes using videotaped classroom observation with and without the students' own FM systems. Speech perception scores and attitude to FM use were also measured. FM aid use resulted in increased visual attention to the teacher and reduced reliance on notetaker/interpreter. Changes in classroom behavior were not observed for all participants. A direct relationship was observed between visual attention to the teacher and speech perception scores. Student attitude about the FM aid also appeared to impact classroom behavior, with more positive students showing increased visual attention to the teacher when the FM aid was worn. Results are discussed in terms of their implications for the assessment of FM aid use in the classroom, particularly with young deaf children.

Keywords:

FM aids - observation - profoundly deaf