Long-term RMT use does not improve auditory processing, memory or attention skills beyond the typical developmental trajectory¶

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

Subclaims¶

q2 i? The 30-week extension showed no significant between-group improvement in auditory processing, attention or memory measures. → Shiels 2026

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

Phase two behavioral assessments in a soundproof booth at baseline and end-of-trial (Table 3), covering auditory processing (LiSN-S, DDdT, FPT), attention (IVA-QS) and auditory memory (TAPS-4). No between-group coefficient reached significance; e.g., speech recognition in noise p = 0.239, full-scale attention p = 0.286, auditory STM p = 0.832.

"Although the devices benefited listening and attention when activated, long-term classroom use did not lead to improvements in skills associated with LiD, including auditory processing, memory and attention."

Discussion¶

Learner Variables¶

• Auditory Processing — outcome: instruction changes it
• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Long-term RMT use accelerates reading fluency gains in inattentive children compared to controls over a 30-week extension — related
• RMT improves auditory attention, sustained auditory attention and auditory response control, with no significant improvement on visual attention measures — reports the opposite
• Children using RMT long-term report greater improvement in quality of life, with no group differences on parent- or teacher-rated outcomes — related
• RMT use improves listening comprehension of oral directions in noise for inattentive children with listening difficulties — related