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Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students’ academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants’ experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students’ academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness.

The theme of this study was to evaluate the effect of the dynamic soundfield system in one period of the day, the teacher's vocal symptoms and voice quality in the classroom. A case relate of a teacher of 44 years who served in the role for 23 years, and taught in the same room in the morning and afternoon. The teacher used the dynamic soundfield system during one of the periods of the day for about three months. Daily evaluation was carried out of the occurrence of symptoms in the vocal tract, and their intensity before and after school; perceptual and acoustic analysis of voice before and after the observation period, and applying a self-perception questionnaire about the use of dynamic open field system, the end of the observation period. The data were analyzed descriptive and by the Wilcoxon test (p=0.05). There was a decrease in the intensity of the symptom "dryness" to the end of class, and lower incidence of vocal symptoms with the use of dynamic soundfield system, as well as improvement in perceptual and acoustic parameters of the voice after a period of observation and reporting of positives by the teacher on the use of dynamic soundfield system. In the case study, the use of dynamic soundfield system, one of the periods of the day, was effective in reducing symptoms and improvement in perceptual voice quality and acoustics. Keywords: Amplifiers, Electronic; Signal-To-Noise Ration; Occupational Health; Educational Technology; Voice RESUMO Este estudo teve como tema avaliar o efeito do sistema de campo livre dinâmico, em um período do dia, nos sintomas vocais e na qualidade vocal de uma professora em sala de aula. Relato de caso clínico de uma professora de 44 anos, que atuava na função há 23 anos, e lecionava na mesma sala no perí-odo matutino e vespertino. A professora utilizou um sistema de amplificação em campo livre dinâmico durante um dos períodos do dia por aproximadamente três meses. Foi realizada avaliação diária da ocorrência dos sintomas no trato vocal, e da intensidade deles antes e após a aula; análise perceptivo-auditiva e acústica da voz antes e após o período de observação, e aplicação de um questionário de autopercepção sobre o uso do sistema de campo livre dinâmico, ao final do período de observação. Os dados foram analisados descritivamente e por meio do teste de Wilcoxon (p=0,05). Observou-se diminuição da intensidade do sintoma "secura" ao final da aula, e menor ocorrência de sintomas vocais com a utilização do sistema de campo livre dinâmico, além de melhora em parâmetros perceptivo-auditivos e acústicos da voz após o período de observação, e do relato de pontos positivos pela professora quanto ao uso de sistema de campo livre dinâmico. No caso estudado, o uso do sistema de campo livre dinâmico, em um dos períodos do dia, foi efetivo na diminuição dos sintomas e na melhora na qualidade vocal perceptivo--auditiva e acústica.

Introduction:In the school environment, teachers feel uncomfortable when teaching in noisy classrooms and realize the difficulty of students in hearing the information, what makes the noise, not just an annoyance, but also an aggravating factor that interferes with school performance. Therefore, appropriate acoustic conditions to the educational environment are indispensable. Currently, there is no standardization of the methodology that should be used to measure the acoustic characteristics of classrooms. Purpose: Translating and adapting into Brazilian Portuguese the "Classroom Acoustical Screening Survey Worksheet" protocol. Methods: The translation and adaptation of the protocol have included the translation into Portuguese, linguistic adaptation, and grammar and idiomatic equivalences revision, as well as the content validation by means of two steps: individual evaluation and meeting of specialists. Results: The protocol was translated and adapted into Portuguese. The protocol presented content validity, and after the appreciation and consensus of the experts, it was showed that the cultural adaptation of content was evident and objective, making possible to apply it in Brazilian classrooms. Conclusion: "Classroom Acoustical Screening Survey Worksheet" protocol was translated and adapted into Brazilian Portuguese, and named "Planilha de triagem acústica da sala de aula." Further studies should investigate its applicability and effectiveness in observing the acoustic characteristics of the classroom in the national scenario.

Listening effort and fatigue in hearing impaired adolescents-The use of FM systems Listening effort is defined as the cognitive effort and the attention required to understand speech in a noisy environment. This study aims to analyze listening effort and fatigue in hearing impaired adolescents, users of HA, with and without a FM system, and to compare them with adolescents with normal hearing, through development of a platform for performing the secondary task in a dual-task test; analyze the impact of noise on learning from the participants' perspective; and investigate users' opinions on the impact of using the FM system in the classroom. A total of 31 adolescents participated in this study: 18 with normal hearing and 13 with moderate to severe bilateral sensorineural hearing loss, users of HA and FM system. The mean age of the adolescents was 14 years. Listening effort was evaluated using dual task paradigm; fatigue, using a scale; the impact of noise on learning, using a question; and the use of the FM system in an educational environment, using a questionnaire. The results were statistically analyzed using t-test (p<0.01), Anova, chi

RESUMO Objetivo O objetivo do estudo foi traduzir e adaptar culturalmente para a Língua Portuguesa Brasileira o instrumento TELEGRAM e avaliar sua aplicabilidade em adultos com deficiência auditiva usuários de Aparelho de Amplificação Sonora Individual. Método Foram realizadas a tradução do TELEGRAM para o idioma Português, a revisão das equivalências gramatical e idiomática (traduções reversas) e as adaptações linguística e cultural. Após a tradução, o TELEGRAM foi aplicado em 20 indivíduos adultos com deficiência auditiva. Resultados Foi realizada análise descritiva dos resultados. Após a equivalência gramatical e idiomática foi sugerida substituição de um termo/item, tendo sido o mesmo modificado e compatibilizado ao contexto brasileiro. De modo geral, as perguntas do questionário foram consideradas de fácil entendimento. Dentre as categorias avaliadas, os indivíduos com deficiência auditiva apresentaram maior dificuldade quanto ao uso do telefone e em atividades como participar de eventos em igrejas, festas, ou seja, em situações de ruído, distância e reverberação. Conclusão O TELEGRAM traduzido para a Língua Portuguesa Brasileira mostrou ser uma ferramenta de fácil aplicação na população estudada e efetivo para avaliar quais são as principais situações em que indivíduos com deficiência auditiva apresentam maior dificuldade de comunicação, reforçando a importância da reabilitação auditiva e das tecnologias assistivas para minimizar essas dificuldades.

Digital soundField system: evaluation of effectiveness in educational environment At school, children are involved in activities in which the speech of teachers and classmates prevail. Thus, proper acoustics in the classrooms and a favorable signal-to-noise (S/N) ratio are vital for all students. In order to improve the S/N ratio, so as to promote the recognition of speech in noise, several strategies are used, including the use of Frequency Modulated Systems (FM). Considering the indications for use of FM systems in educational environments, this study aimed to evaluate the benefits of digital soundField system for skills related to academic performance of normal-hearing individuals and teacher's voice. This study included 20 children with a mean age of eight, enrolled in the 3rd grade, equally grouped into two groups (control e experimental), and their teacher. The experimental group was exposed to Digimaster 5000 system and the teacher used the Inspiro transmitter for three consecutive months. The groups and the teacher's voice were assessed through standardized tests before and after three months of using the equipment. The research tools used to evaluate the students included the Phonological Abilities Profile, Rapid Automatized Naming (RAN), Academic Performance Test (TDE) and Reading Comprehension. To evaluate the teacher's voice we applied questionnaire, vocal tract discomfort scale and carried out the auditory-perceptive and acoustic analyses. We also applied specific questionnaires and collected testimonials from students and teacher on their experience of using digital soundField system. There was no statistically significant difference when comparing the evaluations nor when comparing the groups as regards the Phonological Abilities Profile and the RAN. The experimental group showed statistically significant results in the TDE reading subtest. In the reading comprehension test, both groups showed statistically significant results in the reading time. The evaluation of the teacher's voice showed that, in the vocal tract discomfort scale, there was an improvement in the tight symptom, suggesting reduced vocal strain. The auditory-perceptive analysis showed improvement in hoarseness and breathiness after using the digital soundField system both in the emission of the /a/ vowel and in the counting, and in the acoustic analysis an improvement in the voice was also noted. Through testimonials and questionnaires on their experience using the digital soundField system in the classroom, the students reported they could better listen to the teacher, and the teacher reported students showed improvement in their listening and attention to verbal instructions. It is concluded that the use of digital SoundField system was effective for improving the academic performance of students in standardized testing in reading, improves speech intelligibility teacher reported by students and reducing teacher vocal strain. The digital SoundField system minimizes the impact of noise in the classroom.