The effects of sound field classroom amplification on the communicative interactions of Aboriginal and Torres Strait Islander children

Abstract

This study investigated the effects of sound field FM intervention on the communication occurring in classrooms of Aboriginal and Torres Strait Islander (ATSI) children. Field trials were conducted in two Queensland rural communities with 64 primary school children. The listening environments of the four classrooms were alternated between non-amplified 'OFF' and amplified 'ON' conditions. Structured behavioural observation was used to record classroom interactions. Comparisons of communicative interactions between the children, teachers and peers for the combined 'OFF' listening conditions and the combined 'ON' listening conditions indicated a change in the dynamics of classroom communication. The results indicated increased child/teacher verbal interaction with the child relying less on nonverbal cues. The child showed a preference for initiating more communication to the teacher. A change in cueing to the child was demonstrated with the child responding more to communication directed to the class as a whole, with less need to be addressed individually. The children took a more proactive role in classroom communication. The findings indicated that sound field FM amplification intervention may provide educational benefits in the complex interaction of culture, language, hearing loss and poor listening environments operating in the classrooms of indigenous school children.