Abstract

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.

Advisor

Goldberg, Donald

Department

Communication

Disciplines

Early Childhood Education | Educational Methods | Elementary Education | Speech Pathology and Audiology

Keywords

Group Amplification System, Autism Spectrum Disorders, Elementary School Classroom, Spelling Accuracy

Publication Date

2018

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2018 Emily Velichka