Improved acoustics puts students on the autism spectrum in a better position to learn, but they still have to learn

Abstract

Over the past decade, researchers have increasingly argued that improved acoustics can lead to improved classroom performance for students on the autism spectrum. This paper reviews these arguments to find stronger evidence of proximate benefits for acquiring skills lower on the listening hierarchy (such as sound detection and phonemic awareness) and weaker evidence of distant benefits for acquiring skills higher on the listening hierarchy (such as language and learning). These findings suggest that improved acoustics can put students on the spectrum in a better position to learn, but learning must still take place over time. These findings warrant case-by-case consideration for improving acoustics to benefit students on the spectrum, with realistic expectations of the benefits that can be expected from improved acoustics alone.