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
