Effect of using an auditory trainer on the attentional, language, and social behaviors of autistic children

Smith, Donald E.; McConnell, James V.; Walter, Timothy L.; Miller, Samuel D.

doi:10.1007/bf01531499

Cited by 19 publications

(12 citation statements)

References 16 publications

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“…For example, Hayes and Gordon () reported hearing loss in three of the 16 children with autism assessed for pure tone hearing thresholds, although the authors did not define their criteria for hearing loss, making it difficult to compare results to other studies. Smith et al () reported hearing loss defined by speech thresholds >80 dB in two out of 14 individuals diagnosed with an ASD. Such audiometric assessment can be difficult to assess in children with autism, as results are dependent on task comprehension and compliance.…”

Section: Comprehensive Audiological Examination In Asdmentioning

confidence: 99%

“…For example, elevated rates of abnormal tympanometry have been reported in studies of children with ASD. Smith, McConnell, Walter, and Miller () reported abnormal mean impedance measures in both ears for 100% of participants diagnosed with an ASD ( n = 14) when taken on five occasions over a 10‐week period. In a study examining children with autism and learning disability, respectively, abnormal impedance was documented in both groups, although greater negative pressure with a more frequently bilateral presentation was reported in the children with autism (Smith, Miller, Steward, Walter, & McConnell, ).…”

Section: Introductionmentioning

confidence: 99%

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Audiometric Profiles in Autism Spectrum Disorders: Does Subclinical Hearing Loss Impact Communication?

Demopoulos

Lewine

2015

Autism Research

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Hearing impairment is more prevalent in individuals with Autism Spectrum Disorders (ASD) than the general population, and although ASD is not caused by hearing impairment, symptoms may be made worse by difficulty hearing. Sixty participants with ASD and 16 typically developing peers ages 5-18 underwent a comprehensive screening of communication abilities (expressive and receptive language, speech articulation, phonological processing, and vocal emotion recognition) and audiology (pure tone audiometry, uncomfortable loudness level, tympanometry, acoustic reflexes, distortion product otoacoustic emissions, and auditory brainstem response). The ASD group had a higher rate (55%) of abnormal findings on at least one measure of audiological functioning than typically developing peers (14.9%) or the general population estimate (6%). The presence of sound sensitivity in at least one ear was also considerably higher for the ASD group (37%) compared to the typically developing participants (0%) or general population estimates (8-15%). When participants with ASD were divided into groups with and without evidence of abnormal audiology, there were no significant group differences in communication; however, when the relationship between hearing thresholds and communication was examined, thresholds at middle range frequencies (2000Hz) were in fact significantly related to performance on all measures of speech articulation and language. These results suggest that classifying hearing as normal versus abnormal may not be sufficient to understand its association with ASD symptoms and that treatment studies for mild/subclinical hearing loss may be worthwhile for children with ASD.

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Section: Comprehensive Audiological Examination In Asdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Audiometric Profiles in Autism Spectrum Disorders: Does Subclinical Hearing Loss Impact Communication?

Demopoulos

Lewine

2015

Autism Research

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“…There have been several studies exploring the use of participant-worn listening devices in children with ASD. Smith et al 45 and Baharav and Darling, 46 for example, used auditory training devices that improved the listener's SNR by increasing the level of a target signal relative to the environmental noise. Only two studies, however, have evaluated personal FM use in a typical classroom situation, with a teacher-worn transmitter.…”

Section: Fm Use In Asd Populationsmentioning

confidence: 99%

Wireless Technology for Children with Autism Spectrum Disorder

Rance

2014

Semin Hear

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Autism spectrum disorder (ASD) is a neurodevelopmental condition with a range of behavioral manifestations including social interaction impairment and communication deficit. Abnormal responses to sensory stimuli across multiple modalities are commonly reported and are now a mandatory component of ASD diagnosis as specified in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Aberrant reactions to sound were noted in Kanner's original (1943) article describing the ASD phenotype, and recent evidence has revealed that a high proportion of affected children suffer auditory processing deficits that particularly affect speech understanding in the presence of background noise. Identification and appropriate management of hearing difficulties in this population is especially important, as auditory deficits can exacerbate the communication and social problems central to the disorder. This article will review the recent literature exploring the use of wireless hearing technologies in high-functioning ASD children. Preliminary findings suggest that these systems can ameliorate auditory processing difficulties, and in so doing, enhance social interaction and improve educational outcomes for school-aged children with ASD.Learning Outcomes: As a result of this activity, the participant will be able to (1) describe the hearing deficits common in autism spectrum disorder and (2) list FM outcomes in high-functioning children with autism spectrum disorder.

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“…Two studies explored the use of headphones for increasing auditory input for individuals with ASD. Smith, McConnell, Walter, and Miller (1985) placed auditory trainers on children and youth with autism who did not demonstrate hearing impairments. Rather than having the adult wear the microphone, each child wore the microphone that corresponded to his or her auditory trainer.…”

mentioning

confidence: 99%

Use of Self-Operated Auditory Prompts to Decrease Off-Task Behavior for a Student with Autism and Moderate Mental Retardation

Taber

Seltzer²,

Heflin

et al. 1999

Focus Autism Other Dev Disabl

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The use of a self-operated auditory prompting system by a 12-year-old student with autism and moderate mental retardation to decrease inappropriate and off-task behavior was examined in two settings. The effectiveness of the prompting system was assessed using a multiple probe across settings design with an embedded withdrawal in each setting. An analysis of the data indicated a significant decrease in the number of teacher-delivered prompts required by the student to engage in appropriate behavior and remain on task. In this investigation, the self-operated auditory prompting system served as the stimulus control for the student's appropriate and on-task behavior, its use generalized across settings without additional training, and it was successfully used by a student with autism and moderate mental retardation. berrant and off-task behaviors negatively affect the social, vocational, and community adjustment and functioning of persons with disabilities who engage in such behaviors

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Effect of using an auditory trainer on the attentional, language, and social behaviors of autistic children

Cited by 19 publications

References 16 publications

Audiometric Profiles in Autism Spectrum Disorders: Does Subclinical Hearing Loss Impact Communication?

Audiometric Profiles in Autism Spectrum Disorders: Does Subclinical Hearing Loss Impact Communication?

Wireless Technology for Children with Autism Spectrum Disorder

Use of Self-Operated Auditory Prompts to Decrease Off-Task Behavior for a Student with Autism and Moderate Mental Retardation

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