Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing

Abstract

The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment included changes in seating arrangements, classroom organization, visual stimulation, and acoustic quality. A multiple-baseline design was used to examine the effects of the intervention on the frequency of student academic engagement and disruptive behaviors. Results show a functional relationship between the physical environment and both an increase in levels of academic engagement and a decrease in levels of disruptive behavior. Teachers maintained the majority of modifications after the study ceased. Social validity ratings by the teachers indicated high acceptability of the intervention. Limitations and practical implications for future research are discussed.

Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting

“…Teachers have reported that physical classroom modifications that improve acoustics (e.g., laying carpet/rugs on hard surface flooring, using caps on chair legs) take little time to implement, are sustainable over time, and improve student behavior (Guardino & Antia, 2012). After modifying the acoustic learning environment, it is recommended that the efficacy of the modifications be measured, a role for which the smartphone application would be ideal (Crandell, Kreisman, Smaldino, & Kreisman, 2004).…”

Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters

“…Listening in noise is a barrier to participating in conversation for many people, however of great concern is that research also indicates that students for whom English is an additional language, and those with speech and language difficulties, learning difficulties, cognitive disorders, attention disorders and behavioural problems also have difficulties listening and interpreting speech in noisy learning spaces (Massie & Dillon, 2006;Rowe & Pollard, 2003;Sharma, Purdy, & Kelly, 2009;Shield, Greenland, & Dockrell, 2010;Smaldino & Flexer, 2012;Snow & Powell, 2008). It is also widely reported that noisy environments adversely affect students with sensory disorders such as autism and vision loss by impacting cognition, heightening anxiety and diminishing access to clear speech (Anderson, 2001;Clark & Sorqvist, 2012;Guardino & Antia, 2012;Katte, Bergstroem, & Lachmann, 2013;Smaldino & Flexer, 2012). Collectively for the purpose of this research this cohort is referred to as students with hearing difficulties.…”

Evaluating Learning Environments for the Inclusion of Students With Hearing Difficulties

“…Further research indicates that students for whom English is an additional language, and those with speech and language difficulties, learning difficulties, cognitive disorders, attention disorders and behavioural problems also have difficulties listening and interpreting speech in noise (Massie & Dillon, 2006;Rowe, Rowe, & Pollard, 2004;Sharma et al, 2009;Shield, Greenland, & Dockrell, 2010;Smaldino & Flexer, 2012;Snow & Powell, 2008). It is also widely reported that noisy environments adversely affect students with sensory disorders such as autism and vision loss by impacting cognition, heightening anxiety and diminishing access to clear speech (Anderson, 2001;Clark & Sorqvist, 2012;Guardino & Antia, 2012;Katte, Bergstroem, & Lachmann, 2013;Smaldino & Flexer, 2012).…”

“…The connection arises as educational institutions must account for the quality of services provided, in terms of quality of education (effectiveness), value for money (efficiency), equity and access ("Australian Education Act 2012," 2012). Building compliance and legislated regulations can be used highly effectively to Meet Student Need, for example, provision of appropriate hearing access solutions and listening environments for hearing impaired students and students with additional sensory needs such as autism and vision loss (Guardino & Antia, 2012;Hooge et al, 2012;Hyde & Palmer, 2010). Figure 1 gives an overview of current legislative initiatives underpinned by human rights movements that aim to enhance accessibility to quality experiences for people with differences (disability) in public meeting spaces in Australia.…”