Date Presented 3/31/2017
The purpose of this study was to understand the perceived benefits and limitations of using noise-attenuating headphones for children with ASD for participation in home, community, and school environments to determine feasibility of use and guide intervention planning and future research.
Primary Author and Speaker: Beth Pfeiffer
PURPOSE: The purpose of this initial phase of research was to answer the question, What are the perceived benefits and limitations of using noise-attenuating headphones for children with autism spectrum disorder for participation in home, community, and school environments from the perspective of parents or caregivers and teachers?
RATIONALE AND BACKGROUND: It is well documented that many children with autism spectrum disorder (ASD) demonstrate atypical responses to auditory stimuli in the environment (Baranek, 2002; Stiegler & Davis, 2010). Such stimuli can impact school performance, social interactions, and overall quality of life for children with ASD and their families. There are a number of methods to create more optimal auditory environments, including the use of noise-attenuating headphones. Although this is often a low-cost and easily implemented intervention, there is minimal research documenting its impact on important outcomes such as participation in daily life activities. It is hypothesized that the use of noise attenuating headphones will increase participation in children with ASD in natural environments, including in both the home and community.
DESIGN: Grounded theory qualitative methodology was used for the study in order to establish a broad theory and understand the process of use of noise-attenuating headphones for children with ASD.
METHOD: Fifteen participants, parents (n = 10) and teachers (n = 5) of children ages 6–12 yr diagnosed with ASD, completed recorded interviews. The children trialed two different types of noise-attenuating headphones (around the ear or in the ear), and all had identified auditory hypersensitivity on the Sensory Profile. Interviews were transcribed and cross-checked prior to analysis by at least two separate researchers for triangulation purposes. A research team analyzed the data through a process of open and axial coding, followed by identification of a central theme and development of a final visual theoretical representation through a structured analytical process.
RESULTS: Results identified themes related to the impact of the noise on participation in home, community, and school environments, along with barriers to and benefits of the use of noise-attenuating headphones for specific activities in each of these environments. The impact of noise on participation was reduced by the ability to control environmental factors, which occurred most commonly in the home environment. Benefits reported for use of the headphones included reducing the behavioral responses to noise, increasing participation, improving attention, and decreasing anxiety. Parents reported that their children would participate in activities that they previously avoided. Participants identified barriers to use of the headphones, including concern for dependence on the headphones, discomfort of the headphones, and stigma attached to using the headphones.
CONCLUSION AND IMPACT STATEMENT: Results from this phase of the project provide information about the perceived benefits and barriers of using noise-attenuating devices in natural environments. Findings provide information on the feasibility of use of noise-attenuating headphones, which has the potential to impact treatment planning for occupational therapists when integrating this environment-based intervention in home or community settings for children with ASD. Additionally, results of the study provide important information on the perceived impact of noise-attenuating headphones on participation in natural environments, necessary to guide the next phases of research.
References
Baranek, G. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32, 397–422. https://doi.org/10.1023/A:1020541906063
Stiegler, L. N., & Davis, R. (2010). Understanding sound sensitivity in individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25, 67–75. https://doi.org/10.1177/1088357610364530
