Children using RMT long-term report greater improvement in quality of life, with no group differences on parent- or teacher-rated outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Child-administered quality-of-life (PedsQL) improved more over time for the experimental group than controls (P = .004). → Shiels 2026 q2 i? Parent-reported listening difficulties, quality of life, inattention, hyperactivity and anxiety showed no significant group differences over time. → Shiels 2026 (2)

Evidence¶

Shiels 2026¶

Shiels, L., Tomlin, D., Payne, J.M. et al. (2026). Benefits of classroom remote microphone technology for inattentive children. npj Science of Learning. https://doi.org/10.1038/s41539-026-00427-5

q2 · i? · causal · r2

30-week open-label extension; mixed effects models with time, group and time-by-group interaction as fixed variables. Table 4 reports a PedsQL student-rated coefficient of 3.01 (95% CI 0.26, 5.77), p = 0.004.

"Child-administered questionnaires showed a larger improvement in quality-of-life over time for the experimental group compared to controls (P = .004), but there was no difference between groups in classroom listening (P = .405)."

Shiels 2026 (2)¶

Shiels, L., Tomlin, D., Payne, J.M. et al. (2026). Benefits of classroom remote microphone technology for inattentive children. npj Science of Learning. https://doi.org/10.1038/s41539-026-00427-5

q2 · i? · causal · r2

Same extension-trial questionnaire analysis; teacher ratings likewise showed no significant group differences for classroom listening (P = .069), inattention (P = .118), hyperactivity (P = .175), or anxiety (P = .989). Equivalence was not tested; these are null findings with no printed effect sizes.

"Parent-reported outcomes showed no significant experimental group differences over time across listening difficulties (P = .478), quality of life (P = .961), inattention (P = .335), hyperactivity (P = .693), and anxiety (P = .187)."

Discussion¶

Related Claims¶

• Long-term RMT use accelerates reading fluency gains in inattentive children compared to controls over a 30-week extension — related
• Students and teachers report improved classroom listening during RMT use, with reduced teacher-rated inattention and hyperactivity — related
• Long-term RMT use does not improve auditory processing, memory or attention skills beyond the typical developmental trajectory — related