1. Classroom Management of FM Systems By Linda Thibodeau University of Texas at Dallas Advanced Hearing Research Center Callier Center for Communication Disorders

2. Acknowledgements  Phonak  Frye Electronics  Jennifer Harrison, MS, CFLE  Preschool Deaf Education Teacher  Dallas Independent School District  Marcia Crouch, MS  Deaf Education Coordinator  Plano Independent School District

3. INTRODUCTION Demographics Transition to New Equipment Viewpoints Audiologist Teacher Administrator Summary

4. DEMOGRAPHICS

5. DEMOGRAPHICS PISDDISD Total Size55,000 161,000 Regional Dayschool Students 240 400 Teachers 29 50 Interpreters 15 16 SLPs 3 8 Audiologists 1.75 ~3 Paraprofessionals 8 20

6. DEMOGRAPHICS PISD DISD Shared Services 1817 CommunicationOral/TC Oral/TC Campuses 5 7 Attendance97%95% Dropout Rate.4%1.3% Economically Disadvantaged 14%78%

7. TRANSITION TO NEW EQUIPMENT

8. FM SYSTEMS PRIOR TO 2003 Equipment DISD-Body-worn FM Receivers with earbud coupling, personal aids removed daily PISD-Body-worn FM Receivers with neckloop coupling, personal aids used daily Big difference in DISD DID NOT rely on the personal aid PISD DID rely on the personal aid MORE IMPLICATIONS FOR TRANSITION TO NEW SYSTEM

9. NEW FM SYSTEMS IN FALL 2003 Transmitters FM Transmitters-Campus S DISD – Lapel mics, Wall Pilots PISD – Cheek mics FM Amplifiers DISD – Maxx 311 and Power Maxx 411 PISD – Maxx 311 and Supero 412 FM Receivers MLxS

10. Automatic Frequency Synchronization-AFS MLxS with Wall Pilot

11. FM ARRANGEMENTS All children fit with binaural FM All teachers have an assigned channel In PISD…CI children in PISD have FM on CI AND have FM amplifier/receiver on non- implant ear unless parent denies that option In DISD…Wall pilots allow child to walk out of room and null out to common frequency, when they walk in the teacher beams channel

12. VARIATIONS WITH AGE GROUPS Preschool Centers, Wall pilots, teachers assigned channels and do small groups Elementary Teachers have mics (art/music/PE) Middle/Jr High School Some students carry mic to teachers SR/High School Students carry mic to teachers, less likely to have same classes Wall Pilots in DISD

13. VIEWPOINTS

14. AUDIOLOGIST VIEWPOINTS

15. PROS Ordering Equipment-Fewer models to control Making earmold impressions Consider delays caused by earmold orders Fitting-Easy to change, same software for all Verification-Coordination with private audiologist

16. AUDIOLOGIST VIEWPOINTS PROS Verification-Coordination with private audiologist Not monitoring personal aids School provides batteries Laptop essential ! Programming Database of Equipment Records of Verification

17. AUDIOLOGIST VIEWPOINTS CONS Batteries drive HA but may not have power to drive HA+FM Need to keep transmitters charged or battery door open Need power strips for central charging area, i.e. Middle School where students carry transmitters to teachers Replacement equipment needs programming using laptop at central location?

18. FM SET UP SEQUENCE Helpful items to acquire BEFORE startup: School Calendar School Daily Bell Schedule School Map Teacher’s Conferencing Periods Email addresses of all involved Student Schedules

19. SETUP INFORMATION NEEDED Determine Students needing FM in the school Daily schedule-changing classes Overlap in student’s classes Location of classes Number of transmitters/ channels needed

20. FM STARTUP Assign channels to classes Program Equipment Transmitters-Set Default Channels FM Amplifiers- Set gain/MPO/VC lock? Verify re: personal aid FM Receivers Use Toaster to set FM Advantage and Default Channels Verify FM Advantage/Transparency Inventory Equipment by Class

21. Phonak Software for FM Programming

22. Verification with FM Examiner Software for FP35/40 Hearing Aid Analyzer

23. FM Examiner Provides Picture Prompts for Measurements

24. FM Examiner allows Results to be stored on Laptop

25. FM STARTUP FM Introduction Meeting with Staff Explain daily routine, cabinets Explain Inventory Sheets Practice “beaming” channels Introduce FM to students via Demo, Storybook: “Arthur gets FM” Explain daily routine, cabinets Review costs and consequences Practice setting channels and FM switches

26. IMPLEMENTATION TOOLS on EARRING CD ROM www.utd.edu/~thib STAR PROJECT Specialized Types of Acoustic Receivers CONTENTS FM Transmitter Guide Sheet Student Inservice Agenda Student STAR Chart Student STAR Record

31. TEACHER VIEWPOINTS

32. Teacher Viewpoints Daily Routine

33. Downside of BTE FM’s  Can accidentally go home  Smaller size may be hard to find  Perspiration

34. Positive impact of BTE FM’s  No food in microphone  Easier to use, quick to put on  Switch between channels easily  Volume controls not as accessible for child and can be deactivated

35. Positive impact of BTE FM’s  Don’t have to invade space to change channels  Students move easily through centers  Fewer parts to be damaged or replaced  Students like system, FM’s and hearing aids are not different  Clothes do not cover environmental mic

36. Educational Impact Used more frequently because easy to get on teacher’s channel Easier for field trips-can hear in small groups Stimulate more language/speech work Use teacher microphone to stimulate speech

37. Educational Impact Use teacher microphone to stimulate speech Listen for Beep as an auditory training activity Pay attention easier If across the room, they can still hear teacher More language input because of “overhearing”

38. ADMINISTRATOR VIEWPOINTS

39. Responsible for child being amplified according to IDEA-Part B and C Meet the law by providing FM Amplifier Not dependent on personal aid Parents expect digital FM if you are taking off child’s digital aid Common FM facilitates fitting time for audiologists and maximizes amplification time

40. PROCESS Parent Meeting-Demo Introduced first at Middle School where they hated the body systems Parent Conferences Help get information needed to assign transmitters/channels for school Lost receivers Submit claim in the first year, $100 to replace Stress Inventory…sharing responsibility with teachers to check inventory

41. FUNDING FUNDING Need good rapport with administration District Philosophy is to do what needs to be done! Use research to support request Show how all students do better with FM Ear level arrangement gives better response

42. FUNDING FUNDING Present as a one time Major Funding request Critical unmet needs grant from Texas Education Agency Watch for funding opportunities Bond Money for additional equipment such as: Earmold cleaners, Dry and Store for each campus

43. Maintenance Issues Fewer repairs and downtime-cords, administrative time, instructional time Increased maintenance cost? Earmolds New earmolds at least each year for preschool and elementary, older if needed Batteries Same cost…had to order new rechargeable with older body-worn systems Repairs No substantial difference

44. HINDSIGHT Before making the transition… Meet with all the teachers, aides, interpreters and PROVE the difference Consider time during the summer for Setting equipment Making Earmolds Verifying equipment functioning Coordinate plan to start using FMs first day! Determine class arrangements so channels can be set Elementary easier, schedules don’t change as much

45. FEEDBACK SLP-“How thankful I am for this new supporting technology that gives support to the daily communication needs of our hearing impaired children.” Teacher-”Children respond with better acuity and over greater distances as evident in their improved speech language imitations.” Teacher-”Children attend more, focus more, and can tell if they are hearing someone else’s voice”

46. FEEDBACK Parent of four children with hearing loss- They are less cumbersome. Without neckloop it is so much easier. I’m sure the quality is better! Students- A child with limited language showed awareness when FM turned on The students who don’t like them …are ones that don’t like to be told what to do, ie teenagers!

47. SUMMARY

48. SUMMARY Audiologist’s work is simplified by common equipment and fitting which means more time for verification and monitoring classroom use.

49. SUMMARY Teacher’s efforts are increased by easier access to providing FM signal, simplified equipment maintenance, and overall positive acceptance.

50. SUMMARY Administrator’s concerns are reduced because optimal system is provided to ALL students with increased FM opportunities throughout daily classes in an efficient manner with fewer repairs/ downtime.

51. ? Questions ?

52. THANK YOU!