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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. 


Related Courses

Supporting Students with Traumatic Brain Injury
Presented by Angela Hein Ciccia, PhD, CCC-SLP
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Angela Hein Ciccia, PhD, CCC-SLP
Course: #10577Level: Intermediate1 Hour
  'Enjoyed the examples and speaker's knowledge on the topic'   Read Reviews
Needs and challenges of students with traumatic brain injury (TBI) related to the return-to-learn process and long-term management are described in this course. SLPs' role in the TBI interdisciplinary team, and their ability to provide support for this population by capitalizing on the skills and techniques they already use in daily clinical practice, are also discussed.

20Q: Addressing the Needs of Children and Teens with Traumatic Brain Injury
Presented by Angela Hein Ciccia, PhD, CCC-SLP
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Course: #9302Level: Intermediate1 Hour
  'An easy and informative read with tangible recommendations'   Read Reviews
This course will focus on the prevalence of traumatic brain injury (TBI) and concussion in children and teens, the communication issues that can occur as a result, and recovery patterns. Current treatment guidelines - including return-to-learn protocols - and the role of the speech-language pathologist in the rehabilitation process will also be discussed.

Adverse Childhood Experiences: Effects on Brain, Behavior and Clinical Practice
Presented by Angela Hein Ciccia, PhD, CCC-SLP
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Course: #8929Level: Advanced1 Hour
  'Thank you for the resources!'   Read Reviews
This course provides a brief review of conventional and expanded adverse childhood experiences and discuss their implications. Specifically, the impact of Adverse Childhood Experiences (ACEs) on brain and behavior and the importance of this information to clinical practice for speech-language pathologists are described. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).

Treatment Approach Considerations for School-Aged Children with Speech Sound Disorders
Presented by Kathryn Cabbage, PhD, CCC-SLP
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Course: #9472Level: Intermediate1 Hour
  'Organized visuals helped with explanations'   Read Reviews
This course will address the theoretical underpinnings and research base related to differential diagnosis and treatment of articulation and phonological deficits in children with speech sound disorders. Special considerations for how to tailor evaluation and intervention to meet the needs of school-age children will be discussed.

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Developmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.

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