BATOD Foundation Study DayBATOD Foundation Study Day25 November 2011

More reasons to install sound field systems

Honor Andersen

The Impact of SF systemsThe Impact of SF systemsan evaluationan evaluation

Aims of this session:Provide the context and overview

of the studiesNote the implications on

children’s learning and performance

Next step

The ContextThe Context HCC has championed the use of SFS for over 10

years Key people who have who have promoted and

supported this over the years:• Rob Redfern - SEN Adviser• Maggie Ladkin - EP• Donald Allan - Educational Audiologist• Stuart Bowen - PC Werth• Andy Taylor – PC Werth / Lightspeed• Alan Sapsfod - Assistant Director SEN• Head Teachers and staff of participating schools

We all knew SF made a difference but wanted needed to demonstrate it

BackgroundBackgroundInitial study in 2001 involving 6 schoolsLimited results due to capacity However indications were positive from

pupils, staff and parentsTherefore approached (with the support of PC

Werth):o Bridget Shield – London South Bank Universityo Julie Dockerell – Institute of Education

A larger scale study was planned in 2003 Report produced in 2005

The First studyThe First studyWe set out to collect data on the We set out to collect data on the following:following:Social behaviour scores (scale 0-9) 76% of sample scored 7-9 20% scored 5-6 4% scored 4Teacher Evaluation In 9 out of 11 measures 100% agreed strongly that

the system had a positive impact on pupils’ learning and behaviour

Listening inventory in all measures 100% agreed or strongly improved

listening skills set out in inventory

The First studyThe First studyParent Evaluation86% agreed or strongly agreed that the

system had a positive impact on their child’s learning and behaviour

Pupil evaluationNot formally carried out however pupil

comments noted e.g. “my teacher is not cross anymore she doesn’t shout”

The Second StudyThe Second Studyset out to collect data on the following:set out to collect data on the following:Classroom acousticsTeachers’ voice levelPupils’ views on impact Teachers’ views on impactEffect on children’s performance

and learningFull report can be made available

Outline of StudyOutline of Study10 schools were selected 39 classrooms were installed with SFS13 other classrooms were used as the

control groupSystems were installed in primary schools

across the rangeAcoustic measurements taken to compare

with current guidelines when empty“the majority would meet recommendations

for background noise but unlikely to meet new build requirements”

Teachers’ Voice Level (VL)Teachers’ Voice Level (VL)VL of teachers with SFS and control

group measured before and 6 months after installation

While there was no consistent pattern to changes between 1st & 2nd measurement

VL in SFS group either no change or had decreased between 4 & 10 dB(A)

VL in control group no change or increased

Pupils’ view on SFSPupils’ view on SFSPupils in Years 3 and 6 were surveyed1,396 questionnaires were completed

before & 6 months after installationChildren in classrooms with SFS rated

hearing their teacher better when amplification was in use when:

Teacher writing on board and talkingWorking in groupsChildren were making noise outside

Impact on PerformanceImpact on PerformanceMeasured performance of 271

children with systems on and off Children performed significantly

better on the spelling test when amplification was used

This was also true for the 24 children identified as having SN

Impact on LearningImpact on LearningChildren completed attainment and

speed of processing task prior to installation & 6 months later

196 in SFS & 86 in control groupPerformance on all measures

improved over timeChildren in classes with amplification

improved significantly more than those without

Impact on LearningImpact on LearningGains in SFS classrooms

Gains in control classrooms

Reading 7.5 3.5Oral Comprehension

1.25 0.3

Information processing

12.1 5.7

These results indicate that classrooms where SFS are used are providing better learning environments

Other research findingsOther research findingsMARRS results showed pupils made greatest improvements in amplified

classroomsachieved in reading and language at a faster

rate, to a higher level and at a much reduced cost to students who were withdrawn from class

Impact greater the younger the pupilMARCS K to 3rd gradeThe younger the children the greater the

difference between control and SFS group in achievement test scores

Comments from teachersComments from teachersRaises expectation of being heardChildren notice and complain

when system not onParticularly good for phonic workIt is easier to be expressiveNoise levels have reduced

Why would you bother?Why would you bother?Because:As a teacher you need to be heardWhat you say is important, more

important than any PPBChildren thrive, are more

confident and make better progress when they can hear you

It makes sense

Thank you