Noise Cancelling Headphones
Noise Cancelling Headphones
Embedded Files
Using Noise Cancelling Headphones...
Allows students who can be overstimulated by noise a way of self managing
Provide a way for students to participate in large high volume settings such as assemblies
Give students an easily accessible option to self regulate
Implementation
Implementation
Core Components
Noise cancelling headphones have often been used ot support students with sensory needs.
Overstimulating environments such as assemblies, large collaborative work, or bus transportation can overstimulate students causing an extreme emotional response.
The teacher may introduce headphones to a particular student and explain that they may keep them with them
The student's goal is to self regulate with the headphones. Putting them on when needed and they are starting to feel overstimulated due to noise.
Work with the student to create a shared understanding that the headphones are a tool to help not a toy.
The teacher may remind the student to put on the headphones if they know or see a moment that the student may need them.
Core Components
A developed plan must be communicated with student on how and when noise cancelling headphones will be used.
A reflection of implementation must be conducted after each use to understand why they were needed and determine effectiveness.
Proactive Implementation
Students with a history of auditory sensory concerns may be proactively given noise canceling headphones to use when they deem necessary. This can be combined with forewarning of any changes in routine where a teacher or supervising adult reviews changes that may require the headphones due to loud noises such as an assembly so that the student can be better prepared.
Responsive Implementation
A teacher may keep a sensory toolbox containing headphones or keep headphones in an accessible area. If a student seems to be struggle to focus or with auditory stimuli, then the adult has the ability to offer the headphones as support for the student.
Bucket Fits
Bucket Fits
Connection
If the need is connection you may bring others that have struggles with loud noises or auditory stimuli to share and bond with the student. This connection can act as a mentorship and deflect a sense of isolation.
Skills Training
If the need is skill building the student may be required to request the headphones in order to use them. The request can be viewed as improving self advocacy.
Awareness
If the need is awareness the student may recognize and debrief situations in which they use the headphones to discover patterns in order to diagnose opportunities to proactively use in the future.
Emotional Regulation
If the need is regulation the student may combine the headphones with a break. This could be by keeping the headphones in another location outside of the classroom for the student to have time to de-escalate before returning to the classroom.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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