Soundfield amplification for primary school students on the autism spectrum: Research findings and classroom applications

Abstract

Sound field amplification (SFA) has recently attracted interest as an inclusive classroom adjustment for children on the autism spectrum. When functioning optimally, SFA improves the signal-to-noise ratio in the classroom by maintaining the teacher’s voice at a higher level than the classroom noise. In this paper, we will report on the results of a randomised controlled trial of SFA over two semesters for 13 children (9 males, aged 7.6 to 8.4 years) on the spectrum and 17 children (7 males, aged 7.6 to 9.3 years) not on the spectrum in their third year of schooling in 10 elementary schools in Australia. SFA was found to assist children on the spectrum to improve their skills in an area of phonological processing known to be important to reading acquisition, but not their skills in attention, memory or educational achievement. In conclusion, SFA continues to show sufficient potential for supporting children on the spectrum in the classroom to warrant its trialing on a case-by-case basis. Realistic expectations as to the short-term benefits of SFA are needed.