The Effects of Noise on Children at School: A Review

Shield, Bridget; Dockrell, Julie

doi:10.1260/135101003768965960

Cited by 272 publications

(203 citation statements)

References 55 publications

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“…When considering acoustic conditions in the built environment, the key considerations are the generation, transmission and reception of sound [10]. One factor related to room acoustics that affects speech intelligibility is the background noise level [11]. In accordance with the ANSI S12.60, standard on classroom acoustics, the maximum unoccupied background noise level for classrooms should not exceed 35 decibel (dB) [12].…”

Section: Acoustic Literature Reviewmentioning

confidence: 99%

Building Features in Schools That Influence Academic Performance

Salary¹,

Holliday²,

Keesee³

et al. 2018

JCEA

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School decision makers are faced with a great many decisions when considering a school renovation or new school building. All stakeholders want a building that is safe and provides an optimal learning environment. However, it is often difficult to know which building features will have the greatest effect on student learning. Because of a limited understanding of the relationship between individual building features and student learning, researchers at the University of Oklahoma hope to explore how building components influence student and teacher performance. This paper explores the importance of school building features that can be designed and changed during a renovation project. The hope is to one day determine which features have the greatest impact on student test scores. The research team believes that although it is difficult to find the exact relationship between each building features and student outcomes with one study, if multiple users repeat the same or similar studies, hopefully we will one day know the effect of these building features. In order to develop feature building users survey and physical assessment tools, it was necessary for investigators to develop a list of important building features and their associated definitions in layman terms. This was accomplished through utilization and conducting of a CAB (community advisory board) and subject matter expert materials. In addition, previous research relating to different school building features and their associations with student performance were reviewed. To define and narrow the list the researchers, community educational, and building professionals rated based on their professional experience, how directly related each feature is to student performance. The building feature list serves as a starting point to determine which features should be analyzed in a later phase of the project. It is hoped that resulting tools based on the work of this project can be used by school decision-makers and researchers to access building features that have been identified through research as being important for student and teacher performance.

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Section: Acoustic Literature Reviewmentioning

confidence: 99%

Building Features in Schools That Influence Academic Performance

Salary¹,

Holliday²,

Keesee³

et al. 2018

JCEA

View full text Add to dashboard Cite

show abstract

“…For example, some sensory aspects of the physical environment can diminish a child's ability to learn and participate in important daily activities (Barrett, Zhang, Moffat, & Kobbacy, 2013;Reynolds et al, 2011;Schaaf, Toth-Cohen, Johnson, Outten, & Benevides, 2011). Classroom environments can be stimulating (Choi & McPherson, 2005;Crandell & Smaldino, 2000;Shield & Dockrell, 2003), and visual and auditory stimuli in particular may distract students from learning activities (Fisher, Godwin, & Seltman, 2014;Godwin & Fisher, 2011;Klatte, Bergström, & Lachmann, 2013). Children's attention and readiness for participation may also be influenced by sensory aspects of home and classroom routines.…”

Section: Environmental Supports and Adaptationsmentioning

confidence: 99%

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Reynolds

Glennon

Ausderau

et al. 2017

The American Journal of Occupational Therapy

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Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.

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“…Copiii pot fi conștienți de zgomote fără ca, neapărat să fie agitați de prezenţa acestora. În studiul efectuat de Dockrell şi Shield (2003), se evidenţiază faptul că, cu cât copiii sunt mai mari, cu atât sunt mai conştienţi de zgomotele din jurul lor, în timp ce copiii de vârstă mai mică sunt mai distrași, agitați de aceste zgomote. Sursele cele mai distractoare de zgomot extern au fost identificate ca provenind de la trenuri, motociclete şi sirene, sugerând astfel că zgomotele intermitente sunt cele mai distractoare pentru copiii.…”

Section: Condiţiile Testării Grupuriunclassified

The impact of acoustic environment on communication in classroom setting

Sylvander¹

2016

RRTTLC

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The Effects of Noise on Children at School: A Review

Cited by 272 publications

References 55 publications

Building Features in Schools That Influence Academic Performance

Building Features in Schools That Influence Academic Performance

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

The impact of acoustic environment on communication in classroom setting

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