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Use of FM System in the Classroom

Angela Hein Ciccia, PhD, CCC-SLP

September 14, 2009

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Question

What does FM stand for and what are some of the advantages of using an FM system in the classroom?

Answer

FM refers to a Frequency Modulated system, also referred to as a wireless communication device. It consists of a transmitter, also referred to as a microphone or mic, and a receiver. The transmitter acts like a radio transmitter, which picks up the signal, usually the speech of the person using the device. The receiver picks up that signal and delivers it to the listener. The receiver may be attached to a hearing aid, be an ear-level "stand alone" device, or be a speaker that is in the listening environment.

Using an FM system enhances what is referred to as "signal-to-noise" ratio, or the amount of signal, generally speech, that can be heard in relation to the competing information in the listening environment. Poor signal to noise ratio contributes to poor speech intelligibility, or speech understanding, which is particularly problematic for a listener who has a hearing loss, auditory processing disorder, or certain types of conditions that place them in a "high risk" category, such as traumatic brain injury. This enhances both the quality and clarity of the speech signal, making it easier to hear the message.

This Ask the Expert was taken from the course entitled: "FM and Speech-Language Pathologists: A Powerful Partnership".

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Gail M. Whitelaw, Ph.D., is an audiologist and Director of the Speech-Language-Hearing Clinic at Ohio State. Her clinical and research interests are in auditory processing disorders in children and adults and educational audiology. Working with FM technology has been a significant part of her career for the past 25 years and in addition providing auditory services in the clinical setting. She has provided educational audiology consulting services to a number of school districts in Central Ohio.


angela hein ciccia

Angela Hein Ciccia, PhD, CCC-SLP

 Angela Hein Ciccia, Ph.D., CCC-SLP is an assistant professor in the Department of Psychological Sciences. Dr. Ciccia's research focuses on factors that impact children's ability to recover/develop in the presence of a diagnosis of an acquired (i.e., new onset) and/or developmental neurogenic communication disorder. Dr. Ciccia is also interested in the use of novel service delivery models (including telemedicine) to enhance access to rehabilitation/support services for these children. She is the current Co-Chair of the Pediatric Networking Group of ACRM and a member of the Pediatric/Adolescent TBI Task Force of ACRM. 


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Supporting Students with Traumatic Brain Injury
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