Table 2. Benefits of Remote-Microphone Technology in Children with ASD and ADHD.

Disorder: Participants	Authors, year	Test measures: results
ASD: 10 ASD 10 controls	Rance et al, 2014 15	• Word recognition in noise : significant 17 and 10% improvements with FM in ASD and control groups, respectively • Questionnaires : better ratings with FM on child APHAB and teacher LIFE
ASD: 26 ASD	Rance et al, 2017 31	• Word recognition in noise : significant 21% improvement with RM; performed at expected level for age with RM • Questionnaires : perceived benefit with RM • Salivary cortisol concentration : decrease in stress levels when using RM
ASD: 12 ASD	Schafer et al, 2016 20	• Speech recognition in noise : significant 4.6 dB improvements in 8 of the 12 children with RM • Questionnaires : teachers, participants, and parents reported reduced listening difficulty with RM • Auditory working memory and comprehension : 12–13 point improvement in 7 of the 12 children with RM • ANL : accepted 8.6 dB more noise with RM
ASD: 15 ASD	Schafer et al, 2019 32	• Speech recognition in noise : significant 36.3% improvement with RM • Auditory processing test battery : 6 of the 9 subtests improved after RM use and training • ANL : significantly improved with RM • Spatial processing : significantly improved LiSN-S high-cue threshold in noise after RM use and training • Dichotic testing : significantly improved after RM use and training • Questionnaire : significantly improved LIFE-R after RM use and training
ASD: 22 ASD	Schafer et al, 2019 33	• Speech recognition in noise : improved by 29% with RM • Educational need : BKB-SIN, LIFE, sensory profile, and difficulty checklist used to document need. All showed need on 1–2 measures
ASD, ADHD: 7 ASD/ADHD 11 controls	Schafer et al, 2013 16	• Sentence recognition in noise : significant 6 dB improvement with FM significantly worse than controls without FM; similar performance with FM • Examiner-observed classroom behavior : improved on-task behaviors • Teacher CHAPS : improvement with FM
ASD, ADHD, LD, or SLI: 12 subjects	Schafer et al, 2014 17	• Sentence recognition in noise : significant 65–86% improvement with RM • Listening comprehension in noise : improved significantly with FM • Questionnaire : improved with FM–LIFE-R, CHILD, and parent CHILD
ADHD/ADD: 31 subjects	Updike, 2006 19	• Word recognition in noise : significant 34% improvement with FM • Teacher questionnaires : improvements in attention and listening skills

Abbreviations: ADHD, attention-deficit hyperactivity disorder; ANL, acceptable noise level; APHAB, abbreviated profile of hearing aid benefit; ASD, autism spectrum disorder; BKB-SIN, Bamford–Kowal–Bench speech-in-noise test; CHAPS, Children's Auditory Performance Scale; CHILD, Children's Home Inventory for Listening Difficulties; FM, frequency modulation system; LIFE-R, Listening Inventory for Education – Revised; LiSN-S, Listening in Spatialized Noise – Sentences Test; LD, language disorders; RM, remote microphone; SLI, specific language impairment.