The complimentary roles of audiologists and acoustic consultants in solving classroom acoustic problems

Seminars in Hearing

Volumn 25, Issue 2, 2004, Pages 179-188

  Smaldino, Joseph J ^a   Doggett, Felicia ^b   Thunder, Thomas ^c  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b Metropolitan Acoustics   (United States)

^c Acoustic Associates Ltd   (United States)

Author keywords

Complementary; Implementation; Roles; Standard

Indexed keywords

ACOUSTICS; ARCHITECTURE; AUDIOLOGY; EDUCATION; HEARING; HUMAN; LEARNING; PRACTICE GUIDELINE; PROBLEM SOLVING; RESPONSIBILITY; REVIEW; SCHOOL; SOCIAL PSYCHOLOGY; SPEECH DISCRIMINATION; STANDARD; TEACHER;

EID: 2542622834     PISSN: 07340451     EISSN: None     Source Type: Journal    
DOI: 10.1055/s-2004-828668     Document Type: Review

References (6)

1. Crandell C, Smaldino J. Room acoustics for listeners with normal-hearing and hearing impairment. In: Valente M, Hosford-Dunn H, Roeser R, eds. Audiology Treatment. New York: Thieme; 2000:601-637
2. Crandell C, Smaldino J. Sound field amplification in the classroom: applied and theoretical issues. In: Bess J, Gravel J, Tharpe A, eds. Amplification for Children with Auditory Deficits. Nashville: Bill Wilkerson Center Press; 1996:229-250
3. American Speech-Language-Hearing Association. Guidelines for Acoustics in Educational Environments. ASHA 1995;37(suppl 14):15-19
4. American National Standards Institute. Acoustical Performance Criteria, Design Requirements and Guidelines for Schools. ANSI S12.60-2002. ANSI: New York; 2002
5. American Academy of Audiology. http://www. audiology.org. Academy Documents; Scope of Practice. Accessed April 12, 2004
6. Acoustical Society of America.http://asa.aip.org. Acoustics and You: The ASA Career Brochure. Accessed April 12, 2004