Use of Wireless Technology for Children with Auditory Processing Disorders, Attention-Deficit Hyperactivity Disorder, and Language Disorders

Erin C. Schafer; Jordan Traber; Paige Layden; Aneeqa Amin; Katie Sanders; Danielle Bryant; Nicole Baldus

doi:10.1055/s-0034-1383504

Seminars in Hearing, Table of Contents

Semin Hear 2014; 35(03): 193-205
DOI: 10.1055/s-0034-1383504

Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Use of Wireless Technology for Children with Auditory Processing Disorders, Attention-Deficit Hyperactivity Disorder, and Language Disorders

Erin C. Schafer

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

,

Jordan Traber

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

,

Paige Layden

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

,

Aneeqa Amin

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

,

Katie Sanders

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

,

Danielle Bryant

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

,

Nicole Baldus

¹Department of Speech and Hearing Sciences, University of North Texas, Denton, Texas

› Author Affiliations

Abstract

There are several populations of children who have normal hearing but exhibit auditory listening difficulties in the classroom. Recent publications will be reviewed to support the use of wireless, remote microphone technology for improving speech-recognition performance in noise and classroom-listening abilities in children diagnosed with auditory processing disorders (APDs), attention-deficit hyperactivity disorder (ADHD), and autism spectrum disorders (ASDs). In addition, a series of case studies on children diagnosed with APDs, ADHD, ASDs, and/or language disorders will be presented to (1) support specific remote microphone-fitting procedures and (2) to report speech-recognition performance in noise; listening comprehension; and participant-, parent-, and teacher-rated listening behaviors following a trial period with the technology. The results of these case studies will validate fitting procedures for these populations with auditory listening difficulties and will provide additional, evidence-based support for the use of remote microphone technology for children diagnosed with APDs, ADHD, ASDs, and/or language disorders.

Keywords

Remote microphone technology - normal hearing - autism - auditory processing - attention deficit

Full Text

References

References
1 ASHA Practice Policy. Acoustics in Educational Settings: Position Statement. Washington, DC: American Speech-Language-Hearing Association; 2005
2 American National Standards Institute. Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, Part 1: Permanent Schools. Melville; NY: 2010. . ANSI S12.60–2010
3 Knecht HA, Nelson PB, Whitelaw GM, Feth LL. Background noise levels and reverberation times in unoccupied classrooms: predictions and measurements. Am J Audiol 2002; 11 (2) 65-71
4 Nelson EL, Smaldino J, Erler S, Garstecki D. Background noise levels and reverberation times in old and new elementary school classrooms. J Educ Audiol 2007; /2008 14: 16-22
5 Pugh KC, Miura CA, Asahara LLY. Noise levels among first, second, and third grade elementary school classrooms in Hawaii. J Educ Audiol 2006; 13: 32-38
6 Jamieson DG, Kranjc G, Yu K, Hodgetts WE. Speech intelligibility of young school-aged children in the presence of real-life classroom noise. J Am Acad Audiol 2004; 15 (7) 508-517
7 Neuman AC, Wroblewski M, Hajicek J, Rubinstein A. Combined effects of noise and reverberation on speech recognition performance of normal-hearing children and adults. Ear Hear 2010; 31 (3) 336-344
8 Schafer EC, Beeler S, Ramos H, Morais M, Monzingo J, Algier K. Developmental effects and spatial hearing in young children with normal-hearing sensitivity. Ear Hear 2012; 33 (6) e32-e43
9 Wróblewski M, Lewis DE, Valente DL, Stelmachowicz PG. Effects of reverberation on speech recognition in stationary and modulated noise by school-aged children and young adults. Ear Hear 2012; 33 (6) 731-744
10 Sanders DA. Noise conditions in normal school classrooms. Except Child 1965; 31: 344-353
11 Valente DL, Plevinsky HM, Franco JM, Heinrichs-Graham EC, Lewis DE. Experimental investigation of the effects of the acoustical conditions in a simulated classroom on speech recognition and learning in children. J Acoust Soc Am 2012; 131 (1) 232-246
12 Lagacé J, Jutras B, Giguère C, Gagné JP. Speech perception in noise: exploring the effect of linguistic context in children with and without auditory processing disorder. Int J Audiol 2011; 50 (6) 385-395
13 Rance G, Corben L, Delatycki M. Auditory processing deficits in children with Friedreich ataxia. J Child Neurol 2012; 27 (9) 1197-1203
14 Schafer EC, Mathews L, Mehta S , et al. Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): an initial investigation. J Commun Disord 2013; 46 (1) 30-52
15 Johnston KN, John AB, Kreisman NV, Hall III JW, Crandell CC. Multiple benefits of personal FM system use by children with auditory processing disorder (APD). Int J Audiol 2009; 48 (6) 371-383
16 Rance G, Corben LA, Du Bourg E, King A, Delatycki MB. Successful treatment of auditory perceptual disorder in individuals with Friedreich ataxia. Neuroscience 2010; 171 (2) 552-555
17 Sharma M, Purdy SC, Kelly AS. A randomized control trial of interventions in school-aged children with auditory processing disorders. Int J Audiol 2012; 51 (7) 506-518
18 Schafer EC, Bryant D, Sanders K , et al. Fitting and verification of frequency modulation (FM) systems on children with normal hearing. J Am Acad Audiol , In press
19 American Academy of Audiology Clinical Practice Guidelines. Remote Microphone Hearing Assistance Technologies for Children and Youth from Birth to 21 Years. Reston, VA: American Academy of Audiology; 2008
20 Schafer EC, Bryant D, Sanders K , et al. Listening comprehension in background noise in children with normal hearing. Journal of Educational Audiology 2013; 19: 58-64
21 BKB-SIN: Bamford-Kowal-Bench Speech in Noise Test. Elk Grove, IL: Etymotic Research; 2005
22 Shield B, Dockrell JE. External and internal noise surveys of London primary schools. J Acoust Soc Am 2004; 115 (2) 730-738
23 Bowers L, Huisingh R, LoGiudice C. The Listening Comprehension Test 2. East Moline, IL: LinguiSystems Inc.; 2006
24 Schafer EC, Thibodeau LM. Speech recognition in noise in children with cochlear implants while listening in bilateral, bimodal, and FM-system arrangements. Am J Audiol 2006; 15 (2) 114-126
25 Anderson KL, Smaldino J. Children's Home Inventory of Listening Difficulties. Available at: http://successforkidswithhearingloss.com/tests . June 18, 2014
26 Anderson K, Smaldino J, Spangler C. Listening Inventory for Education—Revised (L.I.F.E.-R.)—Student Appraisal of Listening Difficulty. Available at: http://successforkidswithhearingloss.com/wp-content/uploads/2011/09/LIFE-R_Photo_and_Question_Gallery_RE.pdf . June 18, 2014
27 Anderson K, Smaldino J, Spangler C. Listening Inventory for Education—Revised (L.I.F.E.-R). Teacher Appraisal of Listening Difficulty. Available at: http://successforkidswithhearingloss.com/wp-content/uploads/2011/09/revised-Teacher-LIFE-R.pdf . June 18, 2014
28 Smoski WJ, Brunt MA, Tannahill JC. Children's Auditory Performance Scale. Tampa, FL: Educational Audiology Association; 1998
29 Scollie S, Seewald R, Cornelisse L , et al. The Desired Sensation Level multistage input/output algorithm. Trends Amplif 2005; 9 (4) 159-197