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A Methodological Review of Stimuli Used for Classroom Speech-in-Noise Tests

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Title: A Methodological Review of Stimuli Used for Classroom Speech-in-Noise Tests
Language: English
Authors: Kiri Mealings (ORCID 0000-0001-7294-5829), Kelly Miles (ORCID 0000-0002-4104-980X), Joerg M. Buchholz (ORCID 0000-0001-6188-9761)
Source: Journal of Speech, Language, and Hearing Research. 2024 67(12):4850-4866.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Intended Audience: Researchers
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, Meta Analysis, Speech Communication, Acoustics, Auditory Tests, Auditory Discrimination, Auditory Perception, Stimuli, Auditory Stimuli, Classroom Environment, Test Selection, Evaluation Methods, Children
DOI: 10.1044/2024_JSLHR-24-00261
ISSN: 1092-4388
1558-9102
Abstract: Purpose: Listening is the gateway to learning in the mainstream classroom; however, classrooms are noisy environments, making listening challenging. Therefore, speech-in-noise tests that realistically incorporate the complexity of the classroom listening environment are needed. The aim of this article was to review the speech stimuli, noise stimuli, presentation mode, and presentation levels of current classroom speech-in-noise tests to determine how representative they are of real-world classroom listening. Method: A comprehensive search of Scopus database following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines was conducted to identify classroom speech-in-noise tests used in the research literature. The search term was "classroom AND (listening OR (speech AND (perception OR intelligibility OR recognition OR discrimination) AND noise) OR speech-in-noise) AND (test OR task OR measure OR assessment) AND children" in the article title, abstract, and key word fields. Results: A total of 97 papers met the criteria to be included in the review. While the speech and noise stimuli were generally presented at realistic speech and noise levels, the speech materials were not representative of real-world classroom listening. Additionally, unrealistic noise and presentation modes were used in several studies. Conclusion: This review will help researchers choose appropriate speech-in-noise test stimuli in future research and also help researchers understand what to consider when creating new speech-in-noise tests for classroom listening.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457559
Database: ERIC
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  Data: A Methodological Review of Stimuli Used for Classroom Speech-in-Noise Tests
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  Data: <searchLink fieldCode="AR" term="%22Kiri+Mealings%22">Kiri Mealings</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7294-5829">0000-0001-7294-5829</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly+Miles%22">Kelly Miles</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4104-980X">0000-0002-4104-980X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joerg+M%2E+Buchholz%22">Joerg M. Buchholz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6188-9761">0000-0001-6188-9761</externalLink>)
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 17
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  Data: 10.1044/2024_JSLHR-24-00261
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Listening is the gateway to learning in the mainstream classroom; however, classrooms are noisy environments, making listening challenging. Therefore, speech-in-noise tests that realistically incorporate the complexity of the classroom listening environment are needed. The aim of this article was to review the speech stimuli, noise stimuli, presentation mode, and presentation levels of current classroom speech-in-noise tests to determine how representative they are of real-world classroom listening. Method: A comprehensive search of Scopus database following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines was conducted to identify classroom speech-in-noise tests used in the research literature. The search term was "classroom AND (listening OR (speech AND (perception OR intelligibility OR recognition OR discrimination) AND noise) OR speech-in-noise) AND (test OR task OR measure OR assessment) AND children" in the article title, abstract, and key word fields. Results: A total of 97 papers met the criteria to be included in the review. While the speech and noise stimuli were generally presented at realistic speech and noise levels, the speech materials were not representative of real-world classroom listening. Additionally, unrealistic noise and presentation modes were used in several studies. Conclusion: This review will help researchers choose appropriate speech-in-noise test stimuli in future research and also help researchers understand what to consider when creating new speech-in-noise tests for classroom listening.
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      – SubjectFull: Meta Analysis
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      – SubjectFull: Stimuli
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      – SubjectFull: Auditory Stimuli
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Evaluation Methods
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      – TitleFull: A Methodological Review of Stimuli Used for Classroom Speech-in-Noise Tests
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