Auditory Perceptual Disorders, Stress Disorder
Conditions
Keywords
Autonomic nervous system, Auditory processing disorder, Social behavior
Brief summary
A research project funded by the Reiss-Davis Child Study Center of Vista Del Mar (RDCSC/VDM) will be conducted on the Vista Del Mar campus of the RDCSC/VDM to evaluate the effectiveness of the Listening Project Protocol (LPP) in children who have difficulties with autonomic and behavior regulation in the classroom. The LPP is designed as a neural exercise to reduce auditory hypersensitivities, to improve auditory processing of speech, and to improve behavioral state regulation. The LPP uses acoustic stimulation to exercise the neural regulation of the middle ear structures to rehabilitate and to normalize the acoustic transfer function of the middle ear structures. The current study is being conducted to evaluate efficacy and feasibility of the LPP with emotionally disturbed and learning challenged young people and will use objective measures to evaluate changes in acoustic transfer function of the middle ears structures, auditory processing skills, physiological state regulation, sensory symptoms, and academic pre and post testing.
Interventions
BEHAVIORALListening Project Protocol
The filtered-music intervention will consist of listening to computer-altered acoustic stimulation, designed to modulate the frequency band of vocal music passed to the participant. The frequency characteristics of the acoustic stimulation are selected to emphasize the relative importance of specific frequencies in conveying the information embedded in human speech. Modulation of the acoustic energy within the frequencies of human voice, similar to an exaggerated vocal prosody, are hypothesized to recruit and modulate the neural regulation of the middle ear muscles and to functionally reduce sound hypersensitivities and improve auditory processing. The non-filtered music intervention will consist of the same music as the filtered-music intervention.
Sponsors
Reiss-Davis Child Study Center of Vista Del Mar
University of North Carolina, Chapel Hill
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
6 Years to 17 Years
Healthy volunteers
No
Inclusion criteria
* children must be between ages 6-17 years * children must be able to read/speak in English. Parents must be able to read/speak in either English or Spanish * children must be patients, students and/or residents at Reiss-Davis/Vista del Mar
Exclusion criteria
* children who wear a hearing device * children with a history of heart disease * children who are currently being treated for a seizure disorder * children who are non-verbal
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline in auditory hypersensitivity at 1 week, and at 2 months | pre-intervention (within 1 week before intervention), post-intervention (within 1 week after intervention), 2 months post-intervention | Brain-Body Center Sensory Scales (BBC Sensory Scales) (parental questionnaire) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline in state regulation at 1 week, and at 2 months | pre-intervention (within 1 week before intervention), immediate post-intervention (within 1 week after intervention), 2 months post-intervention | heart rate, heart period, high-frequency heart rate variability/respiratory sinus arrhythmia |
| Change from baseline in auditory processing at 1 week, and at 2 months | pre-intervention (within 1 week before intervention), immediate post-intervention (within 1 week after intervention), 2 months post-intervention | filtered words, competing words subscales of SCAN |
| Change from baseline in social behavior at 1 week, and at 2 months | post-intervention (within 1 week after the intervention), 2 months post-intervention | Listening Project Parent Questionnaire |
| Change from baseline in middle ear transfer function at 1 week, and at 2 months | post-intervention (within 1 week after the intervention), 2 months post-intervention | Middle Ear Sound Absorption System (MESAS) |
Other
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline in classroom behavior at 1 week, and at 2 months | pre-intervention (within 1 week before intervention), immediate post-intervention (within 1 week after intervention), 2 months post-intervention | Teacher-completed ASEBA |
| Change from baseline in home behavior at 1 week, and at 2 months | pre-intervention (within 1 week before intervention), immediate post-intervention (within 1 week after intervention), 2 months post-intervention | Caregiver-completed ASEBA |
Countries
United States
Outcome results
None listed