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Frank: The Roger device really helps my sons Oliver and William in noisy environments and in public spaces. In the past, communicating with them when they are upstairs when we're at the park or out for a meal in a loud restaurant was a constant task and almost impossible. However, since using Roger the difference has been amazing. For example, the boys both love bowling, but they really used to struggle there because of all the background noise. Since using Roger, this has completely changed – they are able to communicate with me so much better now and even comment that their hearing is better than mine.

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Pros
- Help children.
- Voice directly.
- Wireless microphone.
- Used in conferences or meetings.
-  Make a difference in a child’s education.
- The ultimate connection.
- Operating range.

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https://www.youtube.com/watch?v=KOJU02GfHIU

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1- What is Roger?
Roger is the new digital standard that bridges the understanding gap, in noise and over distance, by wireless transmitting the speaker’s voice directly to the listener.
2- Who can benefit from Roger?
People with hearing loss who struggle to hear and understand speech in challenging listening situations, such as in loud noise and over distance, even when wearing hearing aids or cochlear implants.

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Cons:

Price/Liability

Teacher knowledge

Children are forgetful

Outside resources (Speech Path, OT, PT)

App Availability

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Pros:

Accessible at home

Family Insurance

Easier to adapt

Family choice / more variety

School insurance

Communication, Language, and Social Advances

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(This post originally appeared on Cochlear Implant Online)

I want to start this post by saying that BOTH FM Systems and Soundfield Systems can be excellent options for students with hearing loss. Both devices function to increase the signal-to-noise ratio, making the relevant signal (i.e. the teacher's voice) louder than the noise and distraction (i.e. other children talking, chairs scraping the floor, etc.). There are differences, however.

An ear-level FM System transmits sound directly from the teacher's microphone (worn as a headset, lapel, or lavaliere... more on this below) to a "boot" or "shoe" attached to the child's hearing aid, cochlear implant, or Baha. Other receiver types include a lavaliere-style neckloop or a separate FM earmold system (the former is not so commonly used anymore).

A soundfield system uses the same types of microphones, but transmits instead to speakers placed around the room or a portable speaker (about the size of a brick - but not as heavy!) that can be placed on the child's desk and travel around the classroom with him.

I have used, and had success with, both types of systems for a variety of students with hearing loss. However, I think one of the greatest issues to consider when deciding between the two systems is, " IS THE CHILD A GOOD REPORTER?" With FM systems that connect to hearing aids, it is possible for adults to listen to the FM+HA signal through the stetheset test headphones. For a CI, however, parents/teachers/therapists are only able to test the microphone quality (and even that's not what the child actually "hears"), NOT the FM+CI condition. If you are considering an FM system for a child with cochlear implants, especially a very young child or a child who, for multiple disabilities, newness of implant, or any other reason, is not yet a reliable reporter of sound quality, adults must be extra vigilant to note any changes in the child's hearing. If the FM signal is weak or static-y, a "poor reporter" will not be able to tell you this, which could lead to hours or days of reduced sound input with no one even knowing. Objective measures, such as testing the child's hearing in noise in a soundbooth in the unaided, CI, and CI+FM conditions, can yield data that indicate whether or not the child is benefitting from the FM system, but on a day-to-day basis, a child who cannot reliably report the sound quality coming through the FM presents an extra challenge for parents and professionals. With a soundfield, the sound from the microphone is broadcast through speakers that anyone so anyone can hear and monitor quality without extra equipment. This might be a better choice for a young/new cochlear implant user who is not yet ready to troubleshoot her own device.
MICROPHONE TYPES

Lapel: the microphone clips to the speaker's lapel

Lavaliere/Pendant: the microphone is worn like a necklace and hangs from the speaker's neck

Headset/ Boom (aka "The Madonna" or "The Britney Spears" - a real generation gap test!): the microphone is worn around the head/ears and projects out over the mouth

Pass-Around (aka "The Oprah"): a wireless, typical microphone to be passed around for class discussions, usually used in addition to one of the three microphone types above, for secondary speaker(s)

Of all of these microphones, the Headset/ Boom Microphone option gets the mic closest to the speaker's voice. In addition, this type of microphone moves with the speaker's face, whereas the other microphone types remain in place. When the teacher turns her head, her voice is directed away from the lapel or lavaliere microphone, and the student temporarily loses the signal. By placing the mic right by the teacher's lips, as in the headset/boom mic option, you ensure constant access to sound. For older children in seminar-style courses or classes with lots of group discussion, adding a pass-around microphone may help a student with hearing loss follow dialogue from multiple speakers as the mic is passed back and forth around the room.
TIPS AND THINGS TO REMEMBER

Make sure the transmitter (worn by the speaker) is on the same channel as the child's receiver (attached to his device).

Teachers can wear the transmitter in a pocket, attached to a belt loop or waistband, or worn in a special pack - careful not to let it fall to the ground when bending over!

Teachers should be sure to turn off the FM/Soundfield system when leaving the classroom or having private discussions.

Ling checks should be performed with and without the FM systems multiple times EVERY DAY to ensure clarity of signal.

Remember that classroom amplification can benefit ALL children, not just those with severe-profound hearing losses. Other groups shown to benefit from amplification include: children with minimal or unilateral hearing loss, children with transient hearing loss due to ear infections, children with ADD/ADHD, English language learners, and more!

The FM/Soundfield is only useful when it's being used! Spot-checks in the classroom by the parent, SLP, or TOD can help to "encourage" teacher compliance with assistive technology use and serve as resources for troubleshooting. Remember, if it's in the IEP, it's mandated by law that the child's teacher comply with its use!

RESEARCH IN SUPPORT OF FM AND SOUNDFIELD SYSTEMS Elizabeth Boschini is the author of two children's books featuring characters with cochlear implants, "Ellie's Ears" and "Happy Birthday to My Ears". She is Co-Founder and Moderator of Deaf Village and blogs at Cochlear Implant Online. She can be contacted via email at myheartlistens@gmail.com or twitter @myheartlistens.

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(This post originally appeared on Cochlear Implant Online) I want to start this post by saying that BOTH FM Systems and Soundfield Systems can be excellent options for students with hearing loss. Both devices function to increase the signal-to-noise ratio, making the relevant signal (i.e. the teacher's voice) louder than the noise and distraction (i.e.

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Sound field systems often include a microphone worn by the teacher and a set of speakers arranged throughout the room.

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Augmentative and Alternative Communication. (2012, July 20). Retrieved from http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/communication-strategies/aac/

Augmentative and Alternative Communication. (n.d.).   Retrieved from http://www.asha.org/NJC/AAC/

Boschini, E. (2010, October 28). FM Systems "vs." Soundfields. Retrieved from http://blog.asha.org/2010/10/28/fm-systems-vs-soundfields/

Applications (Apps) For Speech Language Pathology Practice. (n.d.) Retrieved from http://www.asha.org/SLP/schools/Applications-for-Speech-Language-Pathology-Practice/

Roger™ Pen Support. (n.d.). Retrieved from https://www.phonakpro.com/us/en/support/product-support/wireless-accessories/roger-pen/faqs-roger-pen.html

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Pros:

Communication Advances

Language Advances

Social Advances

More Accessibility at School

Cons:

Price

Availability

Quality

Pressure on the Teacher

Less Accessibility at Home

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Unaided:

Used before AACs

Pictures, Gestures, Facial Expressions, Sign Language

Aided:

Picture Symbol Communication Board: communication device with photos that are touchable and say the word aloud when pressed (called voice output communication aid).

Computers and tablets which synthesize words to create sentences

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1. Speak with School District

2. Talk with Speech Pathologist/Occupational Therapist/Physical Therapist/Educators

3. IDEA: Necessary support will be provided

4. 30 Day trials from schools and insurance companies

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Child may need to test different AACs to find which works best for them. (Trial and Error)

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Collaboration between the parents, student, teachers and other staff working with the child (OT, PT, Speech Pathologist).

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Understanding rights as a parent and teacher.
Start at an early age.

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“Communication methods that help or replace speaking or writing for individuals who struggle to production or comprehend spoken or written language.” (Augmentative and Alternative Communication)

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Sound Field