Classroom Management of FM Systems

By

Linda ThibodeauUniversity of Texas at Dallas

Advanced Hearing Research CenterCallier Center for Communication Disorders

AcknowledgementsAcknowledgements

Phonak Frye Electronics Jennifer Harrison, MS, CFLE

Preschool Deaf Education Teacher Dallas Independent School District

Marcia Crouch, MS Deaf Education Coordinator Plano Independent School District

INTRODUCTIONINTRODUCTION

Demographics Transition to New Equipment Viewpoints

Audiologist Teacher Administrator

Summary

DEMOGRAPHICSDEMOGRAPHICS

DEMOGRAPHICSDEMOGRAPHICS

PISD DISD Total Size 55,000 161,000 Regional Dayschool

Students 240 400Teachers 29 50Interpreters 15 16

SLPs 3 8 Audiologists 1.75 ~3 Paraprofessionals 8 20

DEMOGRAPHICSDEMOGRAPHICS

PISD DISD Shared Services 18 17 Communication Oral/TC Oral/TC Campuses 5 7 Attendance 97%

95% Dropout Rate .4%

1.3% Economically

Disadvantaged 14% 78%

TRANSITION TO NEW TRANSITION TO NEW EQUIPMENTEQUIPMENT

FM SYSTEMS PRIOR TO FM SYSTEMS PRIOR TO 20032003

Equipment DISD-Body-worn FM Receivers with earbud

coupling, personal aids removed daily PISD-Body-worn FM Receivers with neckloop

coupling, personal aids used daily

Big difference in DISD DID NOT rely on the personal aid PISD DID rely on the personal aid

MORE IMPLICATIONS FOR TRANSITION TO NEW SYSTEM

NEW FM SYSTEMS IN FALL NEW FM SYSTEMS IN FALL 20032003

Transmitters FM Transmitters-Campus S

DISD – Lapel mics, Wall Pilots PISD – Cheek mics

FM Amplifiers DISD – Maxx 311 and Power

Maxx 411 PISD – Maxx 311 and Supero

412 FM Receivers

MLxS

Automatic Frequency Automatic Frequency Synchronization-AFSSynchronization-AFSMLxS with Wall PilotMLxS with Wall Pilot

FM ARRANGEMENTSFM ARRANGEMENTS

All children fit with binaural FMAll teachers have an assigned channel

In PISD…CI children in PISD have FM on CI AND have FM amplifier/receiver on non-implant ear unless parent denies that option

In DISD…Wall pilots allow child to walk out of room and null out to common frequency, when they walk in the teacher beams channel

VARIATIONS WITH AGE VARIATIONS WITH AGE GROUPSGROUPS

Preschool Centers, Wall pilots, teachers

assigned channels and do small groups

Elementary Teachers have mics (art/music/PE)

Middle/Jr High School Some students carry mic to teachers

SR/High School Students carry mic to teachers, less

likely to have same classes Wall Pilots in DISD

VIEWPOINTSVIEWPOINTS

AUDIOLOGIST AUDIOLOGIST VIEWPOINTSVIEWPOINTS

AUDIOLOGIST AUDIOLOGIST VIEWPOINTSVIEWPOINTS

PROS Ordering Equipment-Fewer

models to control Making earmold impressions

Consider delays caused by earmold orders

Fitting-Easy to change, same software for all

Verification-Coordination with private audiologist

AUDIOLOGIST AUDIOLOGIST VIEWPOINTSVIEWPOINTS

PROS Verification-Coordination with

private audiologist Not monitoring personal aids School provides batteries Laptop essential !

Programming Database of Equipment Records of Verification

AUDIOLOGIST AUDIOLOGIST VIEWPOINTSVIEWPOINTS

CONS Batteries drive HA but may not have

power to drive HA+FM Need to keep transmitters charged or

battery door open Need power strips for central

charging area, i.e. Middle School where students carry transmitters to teachers

Replacement equipment needs programming using laptop at central location?

FM SET UP SEQUENCEFM SET UP SEQUENCE

Helpful items to acquire BEFORE startup: School Calendar School Daily Bell Schedule School Map Teacher’s Conferencing Periods Email addresses of all involved Student Schedules

SETUP INFORMATION SETUP INFORMATION NEEDEDNEEDED

Determine • Students needing FM in the school• Daily schedule-changing classes• Overlap in student’s classes• Location of classes• Number of transmitters/ channels

needed

FM STARTUPFM STARTUP Assign channels to classes Program Equipment

Transmitters-Set Default Channels

FM Amplifiers- Set gain/MPO/VC lock? Verify re: personal aid

FM Receivers Use Toaster to set FM Advantage

and Default Channels Verify FM Advantage/Transparency

Inventory Equipment by Class

Phonak Software for FM Phonak Software for FM ProgrammingProgramming

Verification with FM Examiner Verification with FM Examiner Software for Software for

FP35/40 Hearing Aid AnalyzerFP35/40 Hearing Aid Analyzer

FM Examiner Provides FM Examiner Provides Picture Prompts for Picture Prompts for

MeasurementsMeasurements

FM Examiner allows Results FM Examiner allows Results to be stored on Laptopto be stored on Laptop

FM STARTUPFM STARTUP

FM Introduction Meeting with Staff Explain daily routine, cabinets Explain Inventory Sheets Practice “beaming” channels

Introduce FM to students via Demo, Storybook: “Arthur gets FM” Explain daily routine, cabinets Review costs and consequences Practice setting channels and FM

switches

IMPLEMENTATION TOOLSIMPLEMENTATION TOOLSon EARRING CD ROMon EARRING CD ROMwww.utd.edu/~thibwww.utd.edu/~thib

STAR PROJECTSpecialized Types of Acoustic

Receivers

CONTENTSFM Transmitter Guide SheetStudent Inservice Agenda

Student STAR ChartStudent STAR Record

TEACHER TEACHER VIEWPOINTSVIEWPOINTS

Teacher Viewpoints

Daily Routine

Downside of BTE FM’s

Can accidentally go home

Smaller size may be hard to find

Perspiration

Positive impact of BTE FM’s

No food in microphone

Easier to use, quick to put on

Switch between channels easily

Volume controls not as accessible for child and can be deactivated

Positive impact of BTE FM’sDon’t have to invade space to change

channels

Students move easily through centers

Fewer parts to be damaged or replaced

Students like system, FM’s and hearing

aids are not different

Clothes do not cover

environmental mic

Educational Impact

Used more frequently because easy to get on teacher’s channelEasier for field trips-can hear in small groupsStimulate more language/speech workUse teacher microphone to stimulate speech

Educational Impact

Use teacher microphone to stimulate speechListen for Beep as an auditory training activityPay attention easierIf across the room, they can still hear teacherMore language input because of “overhearing”

ADMINISTRATOR ADMINISTRATOR VIEWPOINTSVIEWPOINTS

ADMINISTRATOR ADMINISTRATOR VIEWPOINTSVIEWPOINTS

Responsible for child being amplified according to IDEA-Part B and C

Meet the law by providing FM Amplifier

Not dependent on personal aid Parents expect digital FM if you are

taking off child’s digital aid Common FM facilitates fitting time for

audiologists and maximizes amplification time

PROCESSPROCESS Parent Meeting-Demo Introduced first at Middle School

where they hated the body systems Parent Conferences Help get information needed to

assign transmitters/channels for school

Lost receivers Submit claim in the first year, $100

to replace Stress Inventory…sharing

responsibility with teachers to check inventory

FUNDINGFUNDING Need good rapport with

administration

District Philosophy is to do what needs to be done!

Use research to support request

Show how all students do better with FM

Ear level arrangement gives better response

FUNDINGFUNDING Present as a one time Major

Funding request

Critical unmet needs grant from Texas Education Agency

Watch for funding opportunities Bond Money for additional

equipment such as: Earmold cleaners, Dry and Store for each campus

Maintenance IssuesMaintenance Issues Fewer repairs and downtime-cords,

administrative time, instructional time Increased maintenance cost?

Earmolds New earmolds at least each year for preschool

and elementary, older if needed Batteries

Same cost…had to order new rechargeable with older body-worn systems

Repairs No substantial difference

HINDSIGHTHINDSIGHT Before making the transition…

Meet with all the teachers, aides, interpreters and PROVE the difference

Consider time during the summer for Setting equipment Making Earmolds Verifying equipment functioning Coordinate plan to start using FMs first day!

Determine class arrangements so channels can be set

Elementary easier, schedules don’t change as much

FEEDBACKFEEDBACK SLP-“How thankful I am for this new

supporting technology that gives support to the daily communication needs of our hearing impaired children.”

Teacher-”Children respond with better acuity and over greater distances as evident in their improved speech language imitations.”

Teacher-”Children attend more, focus more, and can tell if they are hearing someone else’s voice”

FEEDBACKFEEDBACK Parent of four children with hearing

loss-They are less cumbersome.Without neckloop it is so much easier.I’m sure the quality is better!

Students- A child with limited language showed

awareness when FM turned on

The students who don’t like them …are ones that don’t like to be told what to do, ie teenagers!

SUMMARYSUMMARY

SUMMARYSUMMARY

Audiologist’s work is simplified by common equipment and fitting

which means more time for verification and monitoring

classroom use.

SUMMARYSUMMARY

Teacher’s efforts are increased by easier access to providing FM signal, simplified equipment

maintenance, and overall positive acceptance.

SUMMARYSUMMARY

Administrator’s concerns are reduced because optimal system is provided to ALL students with

increased FM opportunities throughout daily classes in an

efficient manner with fewer repairs/ downtime.

? Questions ?? Questions ?

THANK YOU!THANK YOU!