Effectiveness of Noise-Attenuating Headphones on Physiological Responses for Children With Autism Spectrum Disorders

Pfeiffer, Beth; Duker, Leah I. Stein; Murphy, AnnMarie; Shui, Chengshi

doi:10.3389/fnint.2019.00065

Cited by 33 publications

(23 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For instance, to break insistence on sameness and rigidity, Miller and Neuringer ( 2000 ) have described a behavioral technique that involves reinforcing children for varying their behavioral responses, with the strength of reinforcement being dependent on how novel the displayed behavior is. In the case of sensory hypersensitivity, procedures can be employed that either accommodate sensory difficulties—for example, by using headphones to attenuate noise in crowded social situations (Pfeiffer et al 2019 ), or interventions that actually reduce the hyper-reactivity to sensory input, such as a systematic desensitization procedure guided by a hierarchy of stimuli to which the child is oversensitive (Koegel et al 2004 ; see Muskett et al 2019 ).…”

Section: Clinical and Research Implicationsmentioning

confidence: 99%

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

Muris

Ollendick

2021

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

In current classification systems, selective mutism (SM) is included in the broad anxiety disorders category. Indeed, there is abundant evidence showing that anxiety, and social anxiety in particular, is a prominent feature of SM. In this article, we point out that autism spectrum problems in addition to anxiety problems are sometimes also implicated in SM. To build our case, we summarize evidence showing that SM, social anxiety disorder (SAD), and autism spectrum disorder (ASD) are allied clinical conditions and share communalities in the realm of social difficulties. Following this, we address the role of a prototypical class of ASD symptoms, restricted and repetitive behaviors and interests (RRBIs), which are hypothesized to play a special role in the preservation and exacerbation of social difficulties. We then substantiate our point that SM is sometimes more than an anxiety disorder by addressing its special link with ASD in more detail. Finally, we close by noting that the possible involvement of ASD in SM has a number of consequences for clinical practice with regard to its classification, assessment, and treatment of children with SM and highlight a number of directions for future research.

show abstract

Section: Clinical and Research Implicationsmentioning

confidence: 99%

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

Muris

Ollendick

2021

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

show abstract

“…A broad variety of study designs were used to evaluate the academic benefits of wearing NC headphones: five single case studies (Ikuta et al, 2016;O'Reilly et al, 2000;Pfeiffer, Stein Duker et al, 2019;Rowe et al, 2011;Smith, 2010), two randomized within-subject designs (Kollins, 2020;Smith & Riccomini, 2013), two interview studies (Pfeiffer, Erb et al, 2019;Smith & Classen, 2018), one interview/classroom observation study (Smith et al, 2018), one case study (Hooker, 1985), one pre-post-design study with no control group (McConnico et al, 2016), and one randomized controlled trial (Sumter, 1969).…”

Section: Study Designsmentioning

confidence: 99%

“…Studies took place in different school settings (preschool, elementary school, middle school, and high school) and therefore covered a wide range of grade levels (1 st -12 th grades) and age groups (4-17 years old). Three studies (Ikuta et al, 2016;Pfeiffer, Erb et al, 2019;Pfeiffer, Stein Duker et al, 2019) also investigated children and adolescents outside of the school setting, namely at home and in the community environment. In two studies (Kollins, 2020;O'Reilly et al, 2000), the setting was not precisely defined.…”

Section: Settings and Age Groupsmentioning

confidence: 99%

“…Children and adolescents used different types of NC headphones: over-ear headphones (passive and active noise cancellation) and in-ear headphones with active noise cancellation, but also simple earplugs or ear pads. Active NC headphones were used in four studies (Ikuta et al, 2016;Kollins, 2020;Pfeiffer, Erb et al, 2019;Pfeiffer, Stein Duker et al, 2019). In most studies, children and adolescents wore the NC headphones in the presence of naturally occurring sounds (classroom and/or environmental noise).…”

Section: Types Of Nc Headphonesmentioning

confidence: 99%

“…Almost all studies refer to specific groups of children and adolescents with special needs: four studies with students with ASD and AH (Ikuta et al, 2016;Pfeiffer, Erb et al, 2019;Pfeiffer, Stein Duker et al, 2019;Rowe et al, 2011), one study with students with ADHD (Kollins, 2020), one study with students with different cognitive abilities (Sumter, 1969), one study with a child with Williams syndrome (WS) and AH (O'Reilly et al, 2000), one study with students with trauma experiences (TE) (McConnico et al, 2016), and five studies with students with learning disabilities (LD) (Hooker, 1985;Smith, 2010;Smith & Classen, 2018;Smith et al, 2018;Smith & Riccomini, 2013). Three of the studies with students with learning disabilities (LD) (Smith & Classen, 2018;Smith et al, 2018;Smith & Riccomini, 2013) also refer to students with other disabilities (miscellaneous), students at risk for disability (miscellaneous), and TD students.…”

Section: Td Students and Students With Special Needsmentioning

confidence: 99%

See 2 more Smart Citations

Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs: A scoping review

Kulawiak

2021

Cogent Education

View full text Add to dashboard Cite

Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The

show abstract

How auditory processing influences the autistic profile: A review

Poulsen,

Williams,

Dwyer

et al. 2024

Autism Research

View full text Add to dashboard Cite

We need to combine sensory data from various sources to make sense of the world around us. This sensory data helps us understand our surroundings, influencing our experiences and interactions within our everyday environments. Recent interest in sensory‐focused approaches to supporting autistic people has fixed on auditory processing—the sense of hearing and the act of listening—and its crucial role in language, communications, and social domains, as well as non‐social autism‐specific attributes, to understand better how sensory processing might differ in autistic people. In this narrative review, we synthesize published research into auditory processing in autistic people and the relationship between auditory processing and autistic attributes in a contextually novel way. The purpose is to understand the relationship between these domains more fully, drawing on evidence gleaned from experiential perspectives through to neurological investigations. We also examine the relationship between auditory processing and diagnosable auditory conditions, such as hyperacusis, misophonia, phonophobia, and intolerance to loud sounds, as well as its relation to sleep, anxiety, and sensory overload. Through reviewing experiential, behavioral and neurological literature, we demonstrate that auditory processes interact with and shape the broader autistic profile—something not previously considered. Through a better understanding of the potential impact of auditory experiences, our review aims to inform future research on investigating the relationship between auditory processing and autistic traits through quantitative measures or using qualitative experiential inquiry to examine this relationship more holistically.

show abstract

Effectiveness of Noise-Attenuating Headphones on Physiological Responses for Children With Autism Spectrum Disorders

Cited by 33 publications

References 75 publications

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs: A scoping review

How auditory processing influences the autistic profile: A review

Contact Info

Product

Resources

About