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Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder
Erin C Schafer1, Lauren Mathews, Smita Mehta
1University of North Texas, Department of Speech and Hearing Sciences, 1155 Union Circle #305010, Denton, TX 76203-5017, United States. Erin.Schafer@unt.edu
Insights
Frequency modulation (FM) systems significantly improved speech recognition in noise and on-task behaviors for children with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD). These assistive devices may benefit students with ASD and ADHD in educational settings.
Area of Science:
- Audiology
- Developmental Psychology
- Special Education
Background:
- Children with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) often face challenges with auditory processing and classroom attention.
- Speech recognition in noise and on-task behaviors are critical for academic success in these populations.
- Frequency modulation (FM) systems are assistive listening devices that can improve signal-to-noise ratio in various listening environments.
Purpose of the Study:
- To investigate the potential benefits of FM systems for children diagnosed with ASD, ADHD, or both.
- To assess the impact of FM system use on speech recognition in noise, classroom behavior, and teacher-rated outcomes.
- To determine if FM systems can help equalize the performance of children with ASD/ADHD to that of their typically functioning peers.
Main Methods:
- An initial investigation was conducted with 11 children diagnosed with ASD, ADHD, or both.
- Measures included speech recognition in noise, direct observation of classroom behavior, and teacher-rated questionnaires on educational risk and listening behaviors.
- The study involved two separate trial periods using the FM system.
Main Results:
- Significant average improvements in speech recognition in noise were observed for children with ASD and ADHD when using the FM system, with large effect sizes.
- Classroom observations showed a significant increase in on-task behaviors during FM system use.
- Teacher ratings indicated significant improvement in listening behaviors, although educational risk levels did not significantly change.
Conclusions:
- FM systems demonstrate potential as a viable option for enhancing classroom performance in children with ASD and ADHD.
- The use of FM systems led to comparable speech recognition in noise performance to typically functioning peers.
- Individual evaluations, including audiological and functional assessments, are crucial for determining the specific benefit of FM systems for each student.
Unlabelled:
The goal of this initial investigation was to examine the potential benefit of a frequency modulation (FM) system for 11 children diagnosed with autism spectrum disorders (ASD), attention-deficit hyperactivity disorder (ADHD), or both disorders through measures of speech recognition performance in noise, observed classroom behavior, and teacher-rated educational risk and listening behaviors. Use of the FM system resulted in significant average improvements in speech recognition in noise for the children with ASD and ADHD as well as large effect sizes. When compared to typically functioning peers, children with ASD and ADHD had significantly poorer average speech recognition performance in noise without the FM system but comparable average performance when the FM system was used. Similarly, classroom observations yielded a significant increase in on-task behaviors and large effect sizes when the FM system was in use during two separate trial periods. Although teacher ratings on questionnaires showed no significant improvement in the average level of educational risk of participants, they did indicate significant improvement in average listening behaviors during two trial periods with the FM system. Given the significantly better speech recognition in noise, increased on-task behaviors, and improved teacher ratings of listening behaviors with the FM system, these devices may be a viable option for children who have ASD and ADHD in the classroom. However, an individual evaluation including audiological testing and a functional evaluation in the child's primary learning environment will be necessary to determine the benefit of an FM system for a particular student.
Learning Outcomes:
1. The reader will be able to describe the potential benefit of FM systems for children with ASD and/or ADHD. 2. The reader will be able to identify on-task versus off-task listening behaviors in children with ASD and/or ADHD. 3. The reader will be able to explain the components of a successful pre-fit education program that may be necessary prior to fitting an FM system in children with ASD.
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