The Classroom Communication and Collaboration Appraisal: A Comprehensive Tool for Assessing Communication and Collaboration in Classroom Environments.

PURPOSE: The aim of this research note is to introduce a new appraisal form, the Classroom Communication and Collaboration (C3) Appraisal, designed to evaluate communication and collaboration within classroom settings. METHOD: A comprehensive synthesis of the key skills from a broad range of publications on successful communication and collaboration in the classroom was conducted. The resulting appraisal comprises 39 items across six scales: crafting clear messages, appropriateness of communication exchange, active listening, pragmatics and discourse, communication breakdown, and collaboration. To demonstrate its application, an exemplar usage of the C3 Appraisal involving a hearing child and a child with hearing loss engaged in a collaborative learning task is presented. RESULTS: The C3 Appraisal allowed for the quality and successfulness of the collaborative learning task between the two children to be assessed and quantified across the six scales. CONCLUSIONS: These findings highlight the utility of the C3 Appraisal as a valuable tool for evaluating communication and collaboration in classroom environments. Next steps are to test the reliability and validity of the C3 Appraisal on a large data set.

The Effects of Classroom Acoustic Conditions on Teachers' Health and Well-Being: A Scoping Review.

PURPOSE: Teachers spend a significant amount of time in classrooms, which can be noisy environments. The aim of this scoping review was to determine what is known from the literature about the effect of classroom acoustic conditions on teachers' health and well-being. METHOD: This scoping review followed the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) protocol. Four bibliographic databases were searched: ERIC, PubMed, Scopus, and Web of Science. RESULTS: Thirty-three articles were deemed relevant for the review. The most studied health aspect was teachers' vocal health. The majority of results showed higher noise levels or a higher number of students have a negative effect on teachers' health and well-being (61% and 60%, respectively), while 39% showed a negative effect of longer reverberation times. Most other results showed no effect. CONCLUSIONS: These results show that poor classroom acoustic conditions can have a negative effect on teachers' health and well-being. Therefore, creating classrooms with good acoustic conditions and controlling noise is vital. Limitations are discussed, and future research to better understand the relationship between classroom acoustic conditions and teachers' health and well-being is proposed. This future research will help in understanding the acoustic conditions that are needed to optimize teachers' health and well-being in the classroom.

Behavioral dynamics of conversation, (mis)communication and coordination in noisy environments.

During conversations people coordinate simultaneous channels of verbal and nonverbal information to hear and be heard. But the presence of background noise levels such as those found in cafes and restaurants can be a barrier to conversational success. Here, we used speech and motion-tracking to reveal the reciprocal processes people use to communicate in noisy environments. Conversations between twenty-two pairs of typical-hearing adults were elicited under different conditions of background noise, while standing or sitting around a table. With the onset of background noise, pairs rapidly adjusted their interpersonal distance and speech level, with the degree of initial change dependent on noise level and talker configuration. Following this transient phase, pairs settled into a sustaining phase in which reciprocal speech and movement-based coordination processes synergistically maintained effective communication, again with the magnitude of stability of these coordination processes covarying with noise level and talker configuration. Finally, as communication breakdowns increased at high noise levels, pairs exhibited resetting behaviors to help restore communication-decreasing interpersonal distance and/or increasing speech levels in response to communication breakdowns. Approximately 78 dB SPL defined a threshold where behavioral processes were no longer sufficient for maintaining effective conversation and communication breakdowns rapidly increased.

Developing a Real-Time Test to Investigate Conversational Speech Understanding.

PURPOSE: This study aimed to develop and test a measure of real-time continuous speech understanding to be used with natural dialogues. METHOD: The measure was based on a category monitoring paradigm and employed five existing recordings of natural dialogues from which the different test categories and associated target words were derived. For each dialogue, a listener was first given a semantic category and asked to press a button as quickly as possible whenever they heard an instance of the category. We tested 63 younger adults, using five semantic categories (family, media, season, temperature, and travel) at three noise levels (in quiet, 0 dB, and -5 dB signal-to-noise ratio [SNR]). Performance was measured in terms of accuracy and response time. RESULTS: The results showed clear differences between the three noise conditions regardless of the semantic category. The peak of the response distribution was highest and earliest for the quiet condition and was reduced with decreasing SNR. The responses varied across categories, reflecting differences in the complexity of a given category or the typicality of the association between target words and their category. Broad categories and/or target words that were less directly associated with their category had decreased hit rates and increased response times. CONCLUSION: The results were discussed in terms of the sensitivity (hit rate) of the performance measure, as well as whether it picked up higher level semantic, context, and discourse properties of the dialogues. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.21561681.