Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs: A scoping review

References

• Ali, M. M., Abdullah, R., & Majid, R. A. (2014). Teacher trainees’ strategies for managing the behaviours of students with special needs. International Education Studies, 7(13), 271–21. https://doi.org/https://doi.org/10.5539/ies.v7n13p271
   Google Scholar
• Baglieri, S., & Shapiro, A. (2017). Disability studies and the inclusive classroom: Critical practices for embracing diversity in education (Second ed.). Routledge.
   Google Scholar
• Baijot, S., Slama, H., Söderlund, G., Dan, B., Deltenre, P., Colin, C., & Deconinck, N. (2016). Neuropsychological and neurophysiological benefits from white noise in children with and without ADHD. Behavioral and Brain Functions, 12(11), 1–13. https://doi.org/https://doi.org/10.1186/s12993-016-0095-y
   PubMed Web of Science ®Google Scholar
• Barkley, R. A. (Ed.). (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (Fourth ed.). The Guilford Press.
   Google Scholar
• Bhang, S., Yoon, J., Sung, J., Yoo, C., Sim, C., Lee, C., Lee, J., & Lee, J. (2018). comparing attention and cognitive function in school children across noise conditions: A quasi-experimental study. Psychiatry Investigation, 15(6), 620–627. https://doi.org/https://doi.org/10.30773/pi.2018.01.15
   PubMed Web of Science ®Google Scholar
• Bonner, S. M., & Chen, P. P. (2019). Systematic classroom assessment: An approach for learning and self-regulation. Routledge, Taylor & Francis Group.
   Google Scholar
• Bradlow, A. R., Kraus, N., & Hayes, E. (2003). Speaking clearly for children with learning disabilities: Sentence perception in noise. Journal of Speech, Language, and Hearing Research, 46(1), 80–97. https://doi.org/https://doi.org/10.1044/1092-4388(2003/007)
   PubMed Web of Science ®Google Scholar
• Carbone, E. (2001). Arranging the classroom with an eye (and Ear) to students with ADHD. TEACHING Exceptional Children, 34(2), 72–82. https://doi.org/https://doi.org/10.1177/004005990103400211
   Google Scholar
• Cook, A., Bradley-Johnson, S., & Johnson, C. M. (2014). Effects of white noise on off-task behavior and academic responding for children with ADHD: WHITE NOISE AND ADHD. Journal of Applied Behavior Analysis, 47(1), 160–164. https://doi.org/https://doi.org/10.1002/jaba.79
   PubMed Web of Science ®Google Scholar
• Cook, A., Johnson, C., & Bradley-Johnson, S. (2015). White noise to decrease problem behaviors in the classroom for a child with Attention Deficit Hyperactivity Disorder (ADHD). Child & Family Behavior Therapy, 37(1), 38–50. https://doi.org/https://doi.org/10.1080/07317107.2015.1000234
   Web of Science ®Google Scholar
• Council for Exceptional Children. (2014). Council for exceptional children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46(6), 206–212. https://doi.org/https://doi.org/10.1177/0040059914531389
   Google Scholar
• de Roode, L. (2016). Concentration in the classroom. https://www.alpinehearingprotection.com/kids/concentration-in-the-classroom/
   Google Scholar
• DeHartchuck, L., Kruse, L., & Whittaker, M. (2019). Forward together. A school leader’s guide to creating inclusive schools. National Center for Learning Disabilities. National Center for Learning Disabilities. https://www.ncld.org/wp-content/uploads/2019/12/Guide-to-Creating-Inclusive-Schools-12.9.2019.pdf
   Google Scholar
• Dockrell, J., & Shield, B. (2006). Acoustical barriers in classrooms: The impact of noise on performance in the classroom. British Educational Research Journal, 32(3), 509–525. https://doi.org/https://doi.org/10.1080/01411920600635494
   Web of Science ®Google Scholar
• Dwyer, J., O’Keefe, J., Scott, P., & Wilson, L. (2012). Literature review – A trauma-sensitive approach for children aged 0-8years. Women’s Health Goulburn North East. https://www.whealth.com.au/wp-content/uploads/2020/08/Trauma-and-Young-Children-Literature-Review.pdf
   Google Scholar
• Elliott, E. M. (2002). The irrelevant-speech effect and children: Theoretical implications of developmental change. Memory & Cognition, 30(3), 478–487. https://doi.org/https://doi.org/10.3758/BF03194948
   PubMed Web of Science ®Google Scholar
• Gothelf, D., Farber, N., Raveh, E., Apter, A., & Attias, J. (2006). Hyperacusis in Williams syndrome: Characteristics and associated neuroaudiologic abnormalities. Neurology, 66(3), 390–395. https://doi.org/https://doi.org/10.1212/01.wnl.0000196643.35395.5f
   PubMed Web of Science ®Google Scholar
• HamiltonBuhl. (2020). NoiseOffTM—The better option to noise-canceling headphones for people with ASD and SPD - HamiltonBuhl. https://www.hamiltonbuhl.com/blog/noiseoff-the-better-option-to-noisecanceling-headphones-for-people-with-asd-and-spd/
   Google Scholar
• Helps, S. K., Bamford, S., Sonuga-Barke, E. J. S., Söderlund, G. B. W., & Gasbarri, A. (2014). Different effects of adding white noise on cognitive performance of sub-, normal and super-attentive school children. PLoS ONE, 9(11), e112768. https://doi.org/https://doi.org/10.1371/journal.pone.0112768
   PubMed Web of Science ®Google Scholar
• Honeywell. (2020). For a student with ADHD, what would be the recommended protection to block out the most noise possible while trying to concentrate on projects? https://sps-support.honeywell.com/s/article/For-a-student-with-ADHD-what-would-be-the-recommended-protection-to-block-out-the-most-noise-possible-while-trying-to-concentrate-on-projects
   Google Scholar
• Hooker, S. A. (1985). Auditory input: Effects on performance and behavior. Academic Therapy, 21(1), 113–115. https://doi.org/https://doi.org/10.1177/105345128502100116
   Google Scholar
• Humphries, J., & Rains, K. (2012). Creating in-sync environments for children with sensory issues. Exchange, November/December. https://www.childcareexchange.com/article/creating-in-sync-environments-for-children-with-sensory-issues/5020853/
   Google Scholar
• Hygge, S. (2003). Classroom experiments on the effects of different noise sources and sound levels on long-term recall and recognition in children. Applied Cognitive Psychology, 17(8), 895–914. https://doi.org/https://doi.org/10.1002/acp.926
   Web of Science ®Google Scholar
• Ikuta, N., Iwanaga, R., Tokunaga, A., Nakane, H., Tanaka, K., & Tanaka, G. (2016). Effectiveness of earmuffs and noise-cancelling headphones for coping with hyper-reactivity to auditory stimuli in children with autism spectrum disorder: A preliminary study. Hong Kong Journal of Occupational Therapy, 28(1), 24–32. https://doi.org/https://doi.org/10.1016/j.hkjot.2016.09.001
   PubMed Web of Science ®Google Scholar
• Johnson, E. S., Pool, J. L., & Carter, D. R. (2011). Validity Evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC). Assessment for Effective Intervention, 37(1), 50–57. https://doi.org/https://doi.org/10.1177/1534508411395556
   Google Scholar
• Kanakri, S. M., Shepley, M., Varni, J. W., & Tassinary, L. G. (2017). Noise and autism spectrum disorder in children: An exploratory survey. Research in Developmental Disabilities, 63, 85–94. https://doi.org/https://doi.org/10.1016/j.ridd.2017.02.004
   PubMed Web of Science ®Google Scholar
• Kiresuk, T. J., Smith, A., & Cardillo, J. E. (Eds.). (1994). Goal Attainment Scaling: Applications, theory, and measurement. L. Erlbaum Associates.
   Google Scholar
• Klatte, M., Bergström, K., & Lachmann, T. (2013). Does noise affect learning? A short review on noise effects on cognitive performance in children. Frontiers in Psychology, 4, 1–6. https://doi.org/https://doi.org/10.3389/fpsyg.2013.00578
   PubMed Web of Science ®Google Scholar
• Kollins, S. (2020). Effects of noise cancelling headphones on neurocognitive and academic outcomes in ADHD. U.S. National Library of Medicine. https://clinicaltrials.gov/ct2/show/NCT03216512
   Google Scholar
• Koomar, J. A. (2009). Trauma- and attachment-informed sensory integration assessment and intervention. Sensory Integration Special Interest Section Quarterly, 32(4), 1–4.
   Google Scholar
• Laurent, A. C., Prizant, B. M., & Gorman, K. S. (2018). Supporting parents to promote emotion regulation abilities in young children with autism spectrum disorders: A SCERTS model perspective. In M. Siller & L. Morgan (Eds.), Handbook of parent-implemented interventions for very young children with autism (pp. 301–320). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-90994-3_19
   Google Scholar
• Leibold, L. J. (2012). Development of auditory scene analysis and auditory attention. In L. Werner, R. R. Fay, & A. N. Popper (Eds.), human auditory development (Vol. 42, pp. 137–161). Springer New York. https://doi.org/https://doi.org/10.1007/978-1-4614-1421-6_5
   Google Scholar
• Leslie, L., & Caldwell, J. (2006). Qualitative reading inventory-4 (4th ed.). Pearson.
   Google Scholar
• Litovsky, R. (2015). Development of the auditory system. In Michael J. Aminoff, François Boller, Dick F. Swaab (eds.), Handbook of clinical neurology (Vol. 129, pp. 55–72). Elsevier. https://doi.org/https://doi.org/10.1016/B978-0-444-62630-1.00003-2
   Google Scholar
• Marbach, J. (2017). A Test Review: Mathematics Fluency and Calculation Tests (MFaCTs) review, by C. R. Reynolds, J. V. Voress, & R. W. Kamphaus. Journal of Psychoeducational Assessment, 35(5), 534–538. https://doi.org/https://doi.org/10.1177/0734282916650358
   Google Scholar
• McConnico, N., Boynton-Jarrett, R., Bailey, C., & Nandi, M. (2016). A framework for trauma-sensitive schools: Infusing trauma-informed practices into early childhood education systems. Zero To Three Journal, 36(5), 36–44. https://eric.ed.gov/?id=EJ1121657
   Google Scholar
• McGruder, K. (2019). Children learn what they live: Addressing early childhood trauma resulting in toxic stress in schools. Mid-Western Educational Researcher, 31(1), 117–137. https://www.mwera.org/MWER/volumes/v31/issue1/V31n1-McGruder-COMMENTARY.pdf
   Google Scholar
• McLaren, S., & Page, W. (2015). Noise and the implications for children with autism spectrum disorder in mainstream education. Austin Journal of Neurological Disorders & Epilepsy, 2(1), 1–6. http://austinpublishinggroup.com/neurological-disorders-epilepsy/fulltext/ajnde-v2-id1009.php
   Google Scholar
• Mealings, K. (2016). Classroom acoustic conditions: Understanding what is suitable through a review of national and international standards, recommendations, and live classroom measurements. 1–10. Australasian Acoustical Societies, https://www.researchgate.net/publication/310651345
   Google Scholar
• Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(143), 1–7. https://doi.org/https://doi.org/10.1186/s12874-018-0611-x
   PubMed Web of Science ®Google Scholar
• National Autism Resources. (2020). Autism headphones: Noise reduction earmuffs for kids and teens. https://nationalautismresources.com/autism-headphones-noise-reduction-earmuffs/
   Google Scholar
• Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic reviews in educational research (pp. 3–22). Springer Fachmedien Wiesbaden. https://doi.org/https://doi.org/10.1007/978-3-658-27602-7_1
   Google Scholar
• Norlander, T., Moås, L., & Archer, T. (2005). Noise and stress in primary and secondary school children: Noise reduction and increased concentration ability through a short but regular exercise and relaxation program. School Effectiveness and School Improvement, 16(1), 91–99. https://doi.org/https://doi.org/10.1080/092434505000114173
   Web of Science ®Google Scholar
• O’Reilly, M. F., Lacey, C., & Lancioni, G. E. (2000). Assessment of the influence of a background noise on escape-maintained problem behavior and pain behavior in a child with Williams syndrome. Journal of Applied Behavior Analysis, 33(4), 511–514. https://doi.org/https://doi.org/10.1901/jaba.2000.33-511
   PubMed Web of Science ®Google Scholar
• Oberdörster, M., & Tiesler, G. (2008). ‘Modern Teaching’ needs modern conditions—communication behaviour of pupils and teachers in highly absorbent classrooms. Building Acoustics, 15(4), 315–324. https://doi.org/https://doi.org/10.1260/135101008786939982
   Google Scholar
• Parsonson, B. S. (2012). Evidence-based classroom behaviour management strategies. Kairaranga, 13(1), 16–23. https://files.eric.ed.gov/fulltext/EJ976654.pdf
   Google Scholar
• Pereira, E. M., Marion, R. W., & Pober, B. R. (2016). Williams Syndrome. In I. L. Rubin, J. Merrick, D. E. Greydanus, & D. R. Patel (Eds.), Health care for people with intellectual and developmental disabilities across the lifespan (pp. 799–814). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-18096-0_67
   Google Scholar
• Peters, B., Smith, B. J., & Hollins, M. (2011). Acoustics and noise control (3rd ed.). Pearson Education.
   Google Scholar
• Pfeiffer, B., Erb, S. R., & Slugg, L. (2019). Impact of noise-attenuating headphones on participation in the home, community, and school for children with autism spectrum disorder. Physical & Occupational Therapy In Pediatrics, 39(1), 60–76. https://doi.org/https://doi.org/10.1080/01942638.2018.1496963
   PubMed Web of Science ®Google Scholar
• Pfeiffer, B., Stein Duker, L., Murphy, A., & Shui, C. (2019). Effectiveness of noise-attenuating headphones on physiological responses for children with autism spectrum disorders. Frontiers in Integrative Neuroscience, 13, 1–14. https://doi.org/https://doi.org/10.3389/fnint.2019.00065
   PubMed Web of Science ®Google Scholar
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS) manual, K-3. Paul H. Brookes Pub. Co.
   Google Scholar
• Radley, K. C., Dart, E. H., O’Handley, R. D., & VanDerHeyden, A. (2016). The quiet classroom game: A class-wide intervention to increase academic engagement and reduce disruptive behavior. School Psychology Review, 45(1), 93–108. https://doi.org/https://doi.org/10.17105/SPR45-1.93-108
   Web of Science ®Google Scholar
• Rose, R., & Coles, C. (2002). Special and mainstream school collaboration for the promotion of inclusion. Journal of Research in Special Educational Needs, 2(2), 1–22. https://doi.org/https://doi.org/10.1111/j.1471-3802.2002.00164.x
   Google Scholar
• Rowe, C., Candler, C., & Neville, M. (2011). Noise Reduction Headphones and Autism: A single case study. Journal of Occupational Therapy, Schools, & Early Intervention, 4(3–4), 229–235. https://doi.org/https://doi.org/10.1080/19411243.2011.629551
   Google Scholar
• Sandberg, M. A. (2011). Cambridge Neuropsychological Testing Automated Battery. In J. S. Kreutzer, J. DeLuca, & B. Caplan (Eds.), Encyclopedia of Clinical Neuropsychology (pp. 480–482). Springer New York. https://doi.org/https://doi.org/10.1007/978-0-387-79948-3_169
   Google Scholar
• Shield, B., Greenland, E., & Dockrell, J. (2010). Noise in open plan classrooms in primary schools: A review. Noise and Health, 12(49), 225–234. https://doi.org/https://doi.org/10.4103/1463-1741.70501
   PubMed Web of Science ®Google Scholar
• Sikström, S., & Söderlund, G. (2008). Why noise improves memory in ADHD children. In F. Mossberg (Ed..), Sound, mind and emotion—Research and aspects (pp. 63–74). Sound Environment Center at Lund university. https://lucris.lub.lu.se/ws/files/5937251/2375247.pdf
   Google Scholar
• Smith, G. W. (2010). The impact of a noise-reducing learning accommodation utilized by students with learning disabilities during an independent reading inventory [Clemson University]. TigerPrints. https://tigerprints.clemson.edu/all_dissertations/514/
   Google Scholar
• Smith, G. W., & Classen, A. I. (2018). Experiencing a reduction in classroom auditory distractions for students with and without disabilities: A phenomenological inquiry. Journal of Ethnographic & Qualitative Research, 12(4), 294–305. http://www.jeqr.org/previous-volumes-1/volume-12-issue-4
   Google Scholar
• Smith, G. W., Classen, A. I., Riccomini, P. J., & Brewer, R. R. (2018). Understanding the removal of classroom auditory distractors: An interactive design. Journal of the American Academy of Special Education Professionals, Fall, 6–23. http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/jaasep-fall-2018/understanding-the-removal-of-classroom-auditory-distractors-an-interactive-design/index.html
   Google Scholar
• Smith, G. W., & Riccomini, P. J. (2013). The effect of a noise reducing test accommodation on elementary students with learning disabilities. Learning Disabilities Research & Practice, 28(2), 89–95. https://doi.org/https://doi.org/10.1111/ldrp.12010
   Web of Science ®Google Scholar
• Söderlund, G., & Sikström, S. (2012). Distractor or noise? the influence of different sounds on cognitive performance in inattentive and attentive children. In J. M. Norvilitis (Ed.), Current directions in ADHD and its treatment (pp. 233–246). InTech.
   Google Scholar
• Stansfeld, S., & Clark, C. (2015). Health effects of noise exposure in children. Current Environmental Health Reports, 2(2), 171–178. https://doi.org/https://doi.org/10.1007/s40572-015-0044-1
   PubMedGoogle Scholar
• Stiegler, L. N., & Davis, R. (2010). understanding sound sensitivity in individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(2), 67–75. https://doi.org/https://doi.org/10.1177/1088357610364530
   Web of Science ®Google Scholar
• Sumter, P. E. (1969). Learning experiment: Determine effectiveness of controlling environmental distractions at the student level [Iowa State University]. Iowa State University of Science and Technology. https://files.eric.ed.gov/fulltext/ED034879.pdf
   Google Scholar
• Thompson, S. D., & Raisor, J. M. (2013). Preschool and primary grades: Meeting the sensory needs of young children. YC Young Children, 68(2), 34–43. https://www.jstor.org/stable/42731196
   Google Scholar
• Van Reenen, C., & Karusseit, C. (2017). Classroom acoustics as a consideration for inclusive education in South Africa. South African Journal of Communication Disorders, 64(1), 1–10. https://doi.org/https://doi.org/10.4102/sajcd.v64i1.550
   Web of Science ®Google Scholar
• Van Tonder, J., Woite, N., Strydom, S., Mahomed, F., & Swanepoel, D. W. (2016). Effect of visual feedback on classroom noise levels. South African Journal of Childhood Education, 5(3), 1–6. https://doi.org/https://doi.org/10.4102/sajce.v5i3.265
   Web of Science ®Google Scholar
• Vernon, J. A. (2002). Hyperacusis: Testing, treatments and a possible mechanism. Australian and New Zealand Journal of Audiology, 24(2), 68–73. https://doi.org/https://doi.org/10.1375/audi.24.2.68.31109
   Google Scholar
• What Works Clearinghouse. (2020). What works clearinghouseTM standards handbook, version 4.1. U.S. department of education, institute of education sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Handbooks
   Google Scholar
• Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. National Council for Special Education. https://ncse.ie/wp-content/uploads/2014/10/NCSE_Inclusion.pdf
   Google Scholar
• Wood, R. (2020). The wrong kind of noise: Understanding and valuing the communication of autistic children in schools. Educational Review, 72(1), 111–130. https://doi.org/https://doi.org/10.1080/00131911.2018.1483895
   Web of Science ®Google Scholar
• Woolner, P., & Hall, E. (2010). Noise in schools: A holistic approach to the issue. International Journal of Environmental Research and Public Health, 7(8), 3255–3269. https://doi.org/https://doi.org/10.3390/ijerph7083255
   PubMed Web of Science ®Google Scholar
• Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821–836. https://doi.org/https://doi.org/10.1002/pits.20114
   Web of Science ®Google Scholar