title: Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): an initial investigation.
abstract: 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.
  
  
  OBJECTIVE
  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.
authors.affiliation: University of North Texas, Department of Speech and Hearing Sciences, 1155 Union Circle #305010, Denton, TX 76203-5017, United States. Erin.Schafer@unt.edu
authors.forename: Erin C
authors.initials: EC
authors.lastname: Schafer
authors.forename: Lauren
authors.initials: L
authors.lastname: Mathews
authors.forename: Smita
authors.initials: S
authors.lastname: Mehta
authors.forename: Margaret
authors.initials: M
authors.lastname: Hill
authors.forename: Ashley
authors.initials: A
authors.lastname: Munoz
authors.forename: Rachel
authors.initials: R
authors.lastname: Bishop
authors.forename: Molly
authors.initials: M
authors.lastname: Moloney
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000628:therapy*; D002648:Child; D002652:Child Behavior / Q000523:psychology; D002659:Child Development Disorders, Pervasive / Q000523:psychology / Q000628:therapy*; D005260:Female; D006309:Hearing; D006801:Humans; D008297:Male; D009622:Noise / Q000009:adverse effects; D010700:Phonetics; D012574:Schools; D012682:Sensory Aids; D011795:Surveys and Questionnaires