Amplified Instruction for ADHD Students
Students with disabilities, particularly those with ADHD, may be noncompliant, aggressive, or may exhibit other difficult behaviors. Classrooms that are noisy and hinder their ability to hear teacher directions may exacerbate these problems. Most approaches to treat ADHD are of the medical variety, but many classroom teachers indicate that management in the classroom is still a challenge. Teachers prefer to use methods that are effective, yet easy to manage. One such method has received little attention, but may be both effective and easy to manage, sound field amplification (SFA)(University of Nebraska, 2006).
What is Sound Field Amplification?
A simple to use audio amplification system with up to eight loudspeakers per classroom and comes with the option of either a Lapel or Head-worn Microphone. SFA amplifies the speaker's voice through loud speakers placed strategically throughout the classroom. This amplification makes it easier to hear teacher directions. If a direction cannot be heard, it cannot be followed and the converse is also true (University of Nebraska, 2006).
A result of studies conducted has shown that sound field amplification helped during classroom instruction. Teachers can spend less time repeating themselves and he or she would not have to raise their voice. Students will be able to better understand teachers and they would be able to concentrate better. This is one of many solutions that teachers can use that is geared towards students who may be hearing impaired or ADHD. Students who are ADHD are more likely to have behavioral problems because they are unable to follow the teacher’s directions, leading to more classroom disruptions.
Although the use of SFA can increase the speed by which a student follows the teacher’s instructions, that does necessarily mean that the student will show interest in or complete a particular task.
References:
1. Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders
www.ERIC.ed.gov
2. Anderson, J.M., The impact of voice amplification on the speed of direction following behavior with students with attention deficit disorder (ADHD). The University of Nebraska-Lincoln, 2006.
http://digitalcommons.unl.edu/dissertations/AAI3216343/
Page contributed by: Kai Blackwood