Sistema de microfone remoto em crianças e adolescentes com transtorno do espectro autista: uma revisão de escopo

Abstract

Introduction: Autism Spectrum Disorder (ASD) has a prevalence of 1/36 of diagnosed children and can lead to social, behavioral and language difficulties. Sensory and perceptual alterations can also be observed, including hearing. The Remote Microphone System (RMS) is an assistive technology that enables a better signal-to-noise ratio and can improve auditory perception, attention and reduce listening effort. Objective: To map studies on the use of remote microphones in children and adolescents with ASD. Methodology: This is a Scoping Review study that followed the methodological guidelines of the Joanna Briggs Institute (JBI) and the recommendations of the PRISMA-ScR checklist. A search was carried out in the following databases: Pubmed, Embase, Scopus, Web of Science, Lilacs and the gray literature Google Scholar and ProQuest, as well as reference lists of included studies and consultation with experts. The search strategy was adapted to each database using specific terms. Intervention studies were included, with children and adolescents with ASD who used SRM, with no restrictions on gender, language, age, time of publication, ethnicity or geographical location. Results: 709 studies were identified in the databases and gray literature, and four studies were added through the list of references and/or indicated by experts. Thus, fifteen studies were fully read, of which eight studies met the eligibility criteria. All the studies were heterogeneous in terms of the model of the RMS system (individual or in the field), the tests applied, the intervention period and the location of the intervention. In seven studies, it was possible to see an improvement in the participants' speech perception after the intervention period with MR. The studies also found improvements in verbal response time, social interaction, classroom behavior, auditory attention, auditory memory, noise tolerance, stress reduction and changes in neural activity with electrophysiological evaluation after the intervention period. Conclusion: Children and adolescents who used MR showed benefits in speech perception, social interaction and behavior. This assistive technology shows promise for this population, but more field studies are needed to define more specific protocols and parameters for use, describing the existing variables according to the different conditions and levels of ASD.