Researchers at Moscow State Psychological and Pedagogical University have developed a psychophysical assessment called Words in Noise. The project demonstrates that children with autism spectrum disorder ASD experience greater difficulty understanding speech in noisy environments compared to their typically developing peers. This challenge is not linked to the child’s cognitive level and is not caused by hearing loss. This finding was shared within the Priority 2030 program of the Ministry of Education and Science.
In the test, a child repeats aloud a list of words played through headphones. The words are selected for how often they appear in everyday speech and their suitability for primary school vocabulary. Each word recording is mixed with noise at different volume levels drawn from two types: steady ambient sounds like waterfalls or traffic, and amplitude-modulated noise that includes brief pauses, mimicking several people speaking at once.
Findings show that children with ASD, even those with high cognitive abilities, may struggle in classroom settings simply because environmental noise disrupts the ability to follow the teacher’s speech.
Remote microphone systems that connect to a teacher or caregiver and deliver sound to a child’s headphones can help improve speech perception in noisy classrooms. The voice of the teacher is transmitted directly to the child, allowing the child to hear the teaching clearly while still perceiving surrounding sounds. This setup helps the teacher’s speech stand out from background noise without isolating the child from the surrounding environment.
Experts note that these systems are commonly used to support hearing-impaired students in Russia. Applying them to address perception challenges in ASD is an area of active study within ongoing projects.
Earlier, a pediatric specialist discussed related questions about when autism can be diagnosed and how early detection affects outcomes. [Citation: MGPPU research team; Priority 2030 program]