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Client Profile: A school aged child with a hearing impairment that utilizes a FM/DM system in the classroom to improvide his/her ability to listen to classroom content.
Goal: Student will inform communication partners (i.e., teachers, peers, familiar and unfamiliar listeners) of his/her hearing loss and resulting needs to improve communication and listening in 4/5 conversation opportunities, as measured by SLP observation and student report.
Mute the Mic
Mute the Mic
This self advocacy activity can be used to work with your students that use FM/DM systems in the classroom. The acitivty focuses on preparing the student to communicate with his/her teacher about when to mute the FM/DM mic so that they do not hear messages that are not needed. Specific examples of situations in the classroom in which a student does not need a message amplified are provided to help identify the need for amplification. Some examples found in this resource include; when the teacher is helping students individually, when the teacher is on the phone, and when the teacher is speaking with another teacher. Support the student in preparing a reference for the teacher and advocating for his/her needs for amplification in the classroom. To increase student understanding of why amplification is not needed in particular situations, role-play hypothetical classroom scenarios in which amplification is not needed.
Materials:
Hypothetical classroom scenarios on strips of paper
Writing template
Writing utensils: pencil, pens
Cueing: Verbal cueing can be provided as needed to remind the student of situations where amplification is not needed.
Data Tracking: A tally system will be used to track the student's ability to indpendently inform others of when to stop amplification by turning of the microphone for the FM/DM system. Initially track data during role-play scenarios in the speech room and continue to track his/ her level of independence by way of student and teacher report.
EBP: Assertiveness training is an area of counseling provided for individuals with hearing loss to improve communication opportunities with conversation partners. The goal of this type of counseling is to empower the individual with hearing loss to confidently express what they need from others to improve their ability to express and understand verbally presented information.
Role-play is a teaching strategy that can be implemented to practice utilizing listening and communication strategies that the student learns through assertiveness training. The clinician provides feedback to the student during this process to enhance skills for effective use with a conversation partner.
References
Hull, R. H. (2005). Fourteen principles for providing effective aural rehabilitation. The Hearing Journal, 58(2), 28–30. https://doi.org/10.1097/01.hj.0000286115.54593.1f
Tye-Murray, N. (2020). Communication Strategies Training. In Foundations of Aural Rehabilitation: Children, adults, and their family members (pp. 203–225). essay, Plural Publishing, Inc.
Tye-Murray, N. (2020). Counseling, Psychosocial Support, and Assertiveness Training. In Foundations of Aural Rehabilitation: Children, adults, and their family members (pp. 253–256). essay, Plural Publishing, Inc.
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