A Pilot Study of Integrated Listening Systems for Children With Sensory Processing Problems

Figures & data

Figure 1 Individual mean goal performance across time.

Table 1 Mean Level and Slope by Study Phase

Goals by participant	Baseline mean	Intervention mean	Postintervention mean	Baseline slope	Intervention slope	Postintervention slope
Participant 1
Follows verbal directions	0.96	2.20	3.26	0.01	0.30	0.52
Sleeps without waking to external noise	0.99	2.48	4.19	−0.03	0.33	0.17
Not distracted by outside noise	1.01	2.86	4.13	0.06	0.35	0.04
Participant 2
Follows multistep verbal directions	1.60	3.12	4.35	−0.02	0.19	0.08
Participant 3
Completes morning routine without incident	1.42	3.18	4.37	0.00	0.14	0.05
Has adequate nutritional intake throughout the day	1.08	2.93	4.42	−0.11	0.31	0.05
Completes spelling work in a timely manner	0.38	3.78	4.41	−0.30	0.16	0.05
Completes writing assignments without emotional incident	0.80	3.82	4.47	−0.09	0.18	0.03
Participant 4
Completes homework in a timely manner	0.55	1.65	1.98	−0.02	0.35	0.29
Understands what mother is saying	1.39	1.71	2.16	−0.19	0.26	−0.50
Experiences less frustration	2.05	1.65	2.72	0.08	0.28	0.12
Emotionally is not too hard on self	0.62	1.58	2.41	0.04	0.19	0.66
Participant 5
Gets dressed in morning without incident	0.62	1.64	3.07	0.05	0.31	−0.02
Does not misinterpret others’ behavior	0.37	1.17	2.78	0.06	0.17	0.13
Follows directions within a timely manner	0.63	1.09	1.99	−0.01	0.16	0.38
Understands sarcastic statements	0.72	1.26	2.22	−0.07	0.22	0.31
Fully comprehends what he reads out loud	0.33	1.47	1.83	−0.09	0.24	−0.31
Does not get frustrated when reading	0.42	1.57	2.30	0.07	0.32	−0.13
Participant 6
Follows multistep directions	0.34	1.63	2.48	0.06	0.34	−0.33
Cleans up his room	0.41	1.62	2.34	0.02	0.36	−0.95
Has legible handwriting	0.30	1.88	3.01	−0.06	0.35	−1.07
Puts things where they belong	0.56	1.95	2.31	0.01	0.36	−1.08
Participant 7
Allows touch from family members	0.37	0.78	0.93	−0.02	−0.07	−0.08
Displays flexibility in play	0.84	0.88	1.07	0	0.05	0.01
Keeps bedroom organized	0.43	0.53	0.99	−0.01	0.02	0.16
Gets through morning routine in a timely manner	0.53	0.70	1.24	−0.03	0.00	0.11
Willingly participates in physical activities	0.79	1.06	1.26	0.01	−0.06	−0.26
Gets through school work in a timely manner	0.91	0.93	1.37	0.02	−0.01	0.28

Table 2 Mean and Changes in Arousal from Pre- to Postintervention

Participant	Baseline	Recovery	Tone	Strobe	Siren	Winter-green	Feather	Chair tip
1	−12.67		−1.44	−1.05	−1.05
2	−6.33	−9.13	−0.20	−0.31	−0.05	−0.30	−0.21	0.01
3	−1.04	−0.93	−1.29	−0.58	−1.04	−1.19	−0.33	0.92
4	−0.38	−0.40	−1.85	−0.42	−1.31	−0.54	−0.06	0.68
5	8.68	11.47	0.09	0.04	0.08	0.02	−0.01	−0.31
6	−0.38	−1.67	−0.31	0.04	−0.14	0.00	0.00	0.29
7	1.98	2.25	0.13	0.12	−0.20	−0.55	−0.43	−0.29

Table 3 Changes in BASC Subtest and Composite Standard Scores

	Intervention
	Pre (n = 7) M (SD)	Post (n = 7) M (SD)	Wilcoxin matched pairs	p	Effect size
Clinical subtests and composites (M = 50; SD = 10)
Externalizing composite	62.14 (15.31)	52.86 (11.44)	−2.20	0.03	0.69
Hyperactivity	61.43 (16.72)	52.14 (13.21)	−2.20	0.03	0.62
Aggression	62.71 (15.68)	52.29 (9.57)	−2.37	0.02	0.80
Conduct problems	58.00 (13.28)	54.67 (10.93)	−1.37	0.17	0.27
Internalizing composite	56.43 (11.39)	46.29 (7.89)	−2.20	0.03	1.03
Anxiety	60.57 (16.37)	52.71 (10.34)	−1.99	0.04	0.57
Depression	59.29 (12.47)	46.14 (7.47)	−2.20	0.03	1.28
Somatization	46.14 (8.49)	42.57 (7.70)	−0.32	0.75	0.44
Behavioral symptoms index	60.43 (13.88)	49.71 (8.08)	−2.20	0.03	0.94
Atypicality	55.14 (11.14)	45.57 (3.99)	−2.03	0.04	1.14
Withdrawal	52.86 (12.56)	47.86 (11.85)	−1.57	0.12	0.41
Attention	56.29 (13.57)	54.71 (11.25)	−0.51	0.61	0.13
Adaptive subtests and composite (M = 50; SD = 10)
Adaptive skills	45.29 (13.66)	49.71 (12.72)	−2.02	0.04	0.33
Adaptability	41.29 (15.21)	49.14 (13.84)	−2.26	0.02	0.54
Social	48.71 (16.43)	50.71 (14.45)	−1.10	0.27	0.13
Leadership	51.33 (10.86)	53.00 (7.64)	−0.73	0.47	0.18
ADL	44.71 (14.12)	47.57 (12.61)	−2.06	0.04	0.21
Communication	42.00 (16.17)	45.71 (13.61)	−1.68	0.09	0.25

Note. Higher scores are worse for all clinical subtests and composites. Higher scores are better for all adaptive subtests and composites.

Table 4 Changes in ABAS Subtest and Composite Standard Scores

	Intervention
	Pre (n = 7) M (SD)	Post (n = 7) M(SD)	Wilcoxin matched pairs	p	Effect size
Subtests (M = 10, SD = 3)
Communication	7.71 (3.40)	9.71 (3.55)	−2.41	0.02	0.58
Functional academics	7.29 (2.98)	8.43 (4.61)	−0.74	0.46	0.30
Self-direction	6.43 (3.91)	7.57 (4.50)	−1.29	0.20	0.27
Leisure	9.29 (1.70)	10.86 (3.49)	−1.69	0.09	0.57
Social	7.14 (3.49)	8.29 (4.23)	−0.96	0.34	0.30
Community use	9.14 (3.81)	9.86 (5.15)	−0.11	0.92	0.16
Home living	6.00 (3.51)	7.29 (4.68)	−1.05	0.29	0.31
Health and safety	8.14 (1.68)	9.86 (2.80)	−1.44	0.15	0.75
Self-care	5.71 (2.29)	8.57 (3.55)	−2.04	0.04	0.96
Composites (M = 100, SD = 15)
General adaptive	84.71 (11.27)	93.43 (23.94)	−1.36	0.18	0.18
Conceptual	85.86 (13.50)	93.71 (22.13)	−1.78	0.08	0.43
Social	91.00 (11.97)	99.14 (19.16)	−1.36	0.18	0.51
Practical	85.57 (7.19)	94.71 (21.43)	−0.94	0.35	0.58