Classrooms are often filled with deterrents that hamper a child's ability to listen and learn. It is evident that the acoustical environment in classrooms can be one such deterrent. Excessive background noise and reverberation can affect the achievement and educational performance of children with sensorineural hearing loss (SNHL) and children with normal hearing sensitivity who have other auditory learning difficulties, as well as elementary school children with no verbal or hearing disabilities. The purpose of this study was to evaluate the extent of the problem of noise and reverberation in schools. To that end, we measured reverberation times and background noise levels in 32 different unoccupied elementary classrooms in eight public school buildings in central Ohio. The results were compared with the limits recommended in the American National Standards Institute standard for acoustical characteristics of classrooms in the United States (ANSI S12.60-2002). These measurements were also compared to the external and internal criteria variables developed by Crandell, Smaldino, & Flexer (1995) to determine if a simple checklist can accurately predict unwanted classroom background noise levels and reverberation. Results indicated that most classrooms were not in compliance with ANSI noise and reverberation standards. Further, our results suggested that a checklist was not a good predictor of the noisier and more reverberant rooms.

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The classroom environment is often filled with deterrents that hamper a child’s ability to listen and learn. These deterrents include background noise and reverberation leading to poor signal-to-noise ratios that can interfere with learning. By examining the acoustical conditions for speech communication in the classroom, it is evident that the acoustical environment in classrooms can affect the achievement and educational performance of children with sensorineural hearing loss (SNHL), children with normal-hearing sensitivity who have other auditory learning difficulties, as well as elementary school children with no verbal or hearing disabilities. The purpose of this study was to measure reverberation and background noise levels in 32 different unoccupied elementary classrooms in eight different public school buildings in Central Ohio. These measurements were then compared to the external and internal criteria variables developed [Crandell et al., ‘‘Sound-Field FM amplification theory and practical applications’’ (1995)] to determine if a relationship existed between classroom background noise levels and reverberation and the building criteria variables. Data were analyzed for overall noise level, reverberation time, and correlation between the reverberation time and internal/external criteria variables.

The results indicate that the Vivosonic Integrity device could be a useful tool for hearing screening of children who are difficult to screen using behavioral procedures.

The purpose of this article is to increase awareness of autism spectrum disorders (ASDs) in the profession of audiology.