The purpose of this study was to determine the academic benefits and challenges, if any, of utilizing a group amplification system in first-grade mainstream classrooms. More specifically, this study measured the influence of a group amplification system throughout language-based tasks, such as spelling accuracy. A total of 33 first-grade students, including two students reportedly diagnosed with an Autism Spectrum Disorder (ASD), participated in the study, with 17 students in Classroom A and 16 students in Classroom B. This study’s experimental procedures included a spelling pretest, two intervention activities, and a spelling posttest, administered over the course of four days. The spelling pretest was comprised of 10 grade-level words, and was administered to each classroom without the use of an amplification device. Intervention activities had students create tongue twisters, as well as play a “Spelling Word” Bingo game. The spelling posttest was comprised of the same 10 grade-level words. During the intervention and posttest procedures, the researcher made use of a group amplification system in Classroom A, while Classroom B did not as a control measure. Overall, students in Classroom A demonstrated significant increases in change scores from spelling pre- to posttest measures when compared to Classroom B. In addition, the use of a group amplification system appeared to positively impact students in Classroom A through improvement of the signal-to-noise ratio. Findings suggest the use of this hearing assistive technology was effective in the first-grade mainstream classroom.
Velichka, Emily, "Tuned In: An Investigation of the Use of Group Amplification Systems for Students, Including Those on the Autism Spectrum, in First Grade Mainstream Classrooms" (2018). Senior Independent Study Theses. Paper 8232.
Early Childhood Education | Educational Methods | Elementary Education | Speech Pathology and Audiology
Group Amplification System, Autism Spectrum Disorders, Elementary School Classroom, Spelling Accuracy
Bachelor of Arts
Senior Independent Study Thesis
© Copyright 2018 Emily Velichka