Designing Virtual, Moderated Studies of Early Childhood Development

Children with developmental dyslexia have equivalent audiovisual speech perception performance but their perceptual weights differ

As reading is inherently a multisensory, audiovisual (AV) process where visual symbols (i.e., letters) are connected to speech sounds, the question has been raised whether individuals with reading difficulties, like children with developmental dyslexia (DD), have broader impairments in multisensory processing. This question has been posed before, yet it remains unanswered due to (a) the complexity and contentious etiology of DD along with (b) lack of consensus on developmentally appropriate AV processing tasks. We created an ecologically valid task for measuring multisensory AV processing by leveraging the natural phenomenon that speech perception improves when listeners are provided visual information from mouth movements (particularly when the auditory signal is degraded). We designed this AV processing task with low cognitive and linguistic demands such that children with and without DD would have equal unimodal (auditory and visual) performance. We then collected data in a group of 135 children (age 6.5-15) with an AV speech perception task to answer the following questions: (1) How do AV speech perception benefits manifest in children, with and without DD? (2) Do children all use the same perceptual weights to create AV speech perception benefits, and (3) what is the role of phonological processing in AV speech perception? We show that children with and without DD have equal AV speech perception benefits on this task, but that children with DD rely less on auditory processing in more difficult listening situations to create these benefits and weigh both incoming information streams differently. Lastly, any reported differences in speech perception in children with DD might be better explained by differences in phonological processing than differences in reading skills. RESEARCH HIGHLIGHTS: Children with versus without developmental dyslexia have equal audiovisual speech perception benefits, regardless of their phonological awareness or reading skills. Children with developmental dyslexia rely less on auditory performance to create audiovisual speech perception benefits. Individual differences in speech perception in children might be better explained by differences in phonological processing than differences in reading skills.

Web-based psychoacoustics of binaural hearing: Two validation experiments

Web-based testing is an appealing option for expanding psychoacoustics research outside laboratory environments due to its simple logistics. For example, research participants partake in listening tasks using their own computer and audio hardware and can participate in a comfortable environment of their choice at their own pace. However, it is unknown how deviations from conventional in-lab testing affect data quality, particularly in binaural hearing tasks that traditionally require highly precise audio presentation. Here, we used an online platform to replicate two published in-lab experiments: lateralization to interaural time and level differences (ITD and ILD, experiment I) and dichotic and contralateral unmasking of speech (experiment II) in normal-hearing (NH) young adults. Lateralization data collected online were strikingly similar to in-lab results. Likewise, the amount of unmasking measured online and in-lab differed by less than 1 dB, although online participants demonstrated higher speech reception thresholds overall than those tested in-lab by up to ∼7 dB. Results from online participants who completed a hearing screening versus those who self-reported NH did not differ significantly. We conclude that web-based psychoacoustics testing is a viable option for assessing binaural hearing abilities among young NH adults and discuss important considerations for online study design.

The Feasibility and Data Quality for a Listening Comprehension Task in an Unmoderated Remote Study With Children

PURPOSE

The purpose of this research note was to examine the sample representation, feasibility and completion, and data quality when using an unmoderated remote study (i.e., conducted without direct contact with a researcher) for a listening comprehension task with 4- to 11-year-old children.

METHOD

Thirty-five participants met inclusionary criteria for this study. Sample representation was examined descriptively. Feasibility and completion (i.e., submission of parent questionnaires and more than 50% of task with no missing data) were examined descriptively and compared with differences of proportions tests. Data quality (i.e., missing data for items with interference or not codable) was examined descriptively with multilevel logistic regression models, as well as one-sample proportions tests by listening comprehension task and participant characteristics.

RESULTS

Our sample skewed toward predominantly White and toward families with highly educated parents. Overall, most participants completed the task and had quality data (i.e., audibly clear responses that could be coded, few missing responses, and task completion) in this unmoderated format. There were not any statistically significant effects across participant characteristics in terms of rates of completion. Data quality only significantly differed by response type with mouse selection having the least amount of missing data followed by prompted audio-recorded questions and then open-ended audio-recorded questions.

CONCLUSIONS

The unmoderated remote study approach seems feasible for a listening comprehension task for most children ages 4-11 years old. Future work is needed to determine if these results apply to samples with broader representation. Overall, we found good data quality despite the less controlled environment in remote studies.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.23114924.

How moderation affects remote psychophysical tasks with children

The increasing use of remote platforms for auditory research necessitates more in-depth evaluation of assessment protocols, especially when working with children. This work investigates the influence of the presence of a moderator on remote audiovisual speech perception studies, by assessing how moderation impacts children's understanding and performance of the psychophysical tasks as well as their attention on these tasks. In sum, moderated and unmoderated methods can reliably assess audiovisual speech perception benefits. However, regardless of similar error patterns between both studies, unmoderated online studies with children are prone to more general attention lapses as suggested by higher overall error rates.

Online randomised trials with children: A scoping review protocol

Introduction: This scoping review will determine how online, randomised trials with children are conducted. The objectives of the review are: (a) to determine what methods and tools have been used to create and conduct online trials with children and (b) to identify the gaps in the knowledge in this field. Over the last decade, randomised trials employing online methods have gained traction. Decentralised methods lend themselves to certain types of trials and can offer advantages over traditional trial methods, potentially increasing participant reach and diversity and decreasing research waste.  However, decentralised trials that have all aspects of the trial exclusively online are not yet common, and those involving children even less so. This scoping review will describe and evaluate the methods used in these trials to understand how they may be effectively employed. Methods: Methods are informed by guidance from the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews. The search strategy was developed in consultation with an information specialist for the following databases: MEDLINE, CENTRAL, CINAHL, and Embase. Grey literature searches will be completed with the consultation of experts in decentralised trials and digital health using internet searches and suitable trial registries. Once identified, included full-text studies' references will be manually searched for any trials that may have been missed. We will include randomised and quasi-randomised trials conducted exclusively online with participants under the age of 18 published in English. We will not limit by country of conduct or date of publication. Data will be collected using a data charting tool and presented in text, graphical, and tabular formats. Ethics and Dissemination: Ethical approval is not needed since all data sources used are publicly available. The review will be available as a preprint before publication in an open-access, peer-reviewed journal.

FORUM: Remote testing for psychological and physiological acoustics

Acoustics research involving human participants typically takes place in specialized laboratory settings. Listening studies, for example, may present controlled sounds using calibrated transducers in sound-attenuating or anechoic chambers. In contrast, remote testing takes place outside of the laboratory in everyday settings (e.g., participants' homes). Remote testing could provide greater access to participants, larger sample sizes, and opportunities to characterize performance in typical listening environments at the cost of reduced control of environmental conditions, less precise calibration, and inconsistency in attentional state and/or response behaviors from relatively smaller sample sizes and unintuitive experimental tasks. The Acoustical Society of America Technical Committee on Psychological and Physiological Acoustics launched the Task Force on Remote Testing (https://tcppasa.org/remotetesting/) in May 2020 with goals of surveying approaches and platforms available to support remote testing and identifying challenges and considerations for prospective investigators. The results of this task force survey were made available online in the form of a set of Wiki pages and summarized in this report. This report outlines the state-of-the-art of remote testing in auditory-related research as of August 2021, which is based on the Wiki and a literature search of papers published in this area since 2020, and provides three case studies to demonstrate feasibility during practice.

Can an Online Reading Camp Teach 5-Year-Old Children to Read?

Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent and structured teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program (Reading Camp) for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants' literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition.