## 3 Results
### Quantitative Findings
#### 3.1.3 Qualitative Findings  
Qualitative interviews were analysed using thematic analysis to identify common themes and patterns in the data ([PERSON] and [PERSON] 2006). Effects of playing Soundfields: Feedback was varied as to whether it helped desensitise the young person to specific sounds. One participant stated they were unsure as they were not often exposed to the sound. I feel a bit better, but I don't usually hear those things'  
Participants described no concerns or discomfort at being exposed to sounds. Many described their choices of sound, with one stating the choice they made was to avoid a sound they disliked. This could indicate that guidance is required when choosing sounds that should be targeted. One participant found that the background music made it possible to tune out the sound altogether. None of the participants described the sounds as being too loud at any point. Some described the sounds as being much lower than they experience in real life, which may indicate a need for the intensity level to increase in any future trial. However, this may be due to their selected intensity. Parents sometimes described an overall improvement, but it was difficult to determine if this was due to the game, due to observer bias, or due to other changes in the child's environment (such as having a new teacher). He doesn't seem to be as worried in some situations, seems more chilled out. Has gone into town no problem which has previously been hard. Doesn't seem to be complaining about school as much but could be to do with new teacher.' He seems calmer after playing.' Figure 6: Changes in average exposure level of target stimuli for each participant, comparing the first quartile of interactions to the last quartile of interactions. Exposure levels range from 1 to 4 (see Table 1). Positive feedbackOverall, participants provided positive feedback on the game and their ability to tolerate playing on it. They described a variety of positive aspects of the game, including the \"lobby\" area, the orb, and bubble game. They identified the game as easy to use and most parents and young people did not feel the need to read the instructions. _'I knew what to do so didn't need any other instructions'_  
(Participant 2). _'The game was intuitive, didn't read the instructions. '_  
(Parent 2). The game was described as _\"fun\"_ and _\"exciting\"_. They liked the _\"look\"_ of the game, with one participant stating _\"it reminded me of Mario\"_ (Participant 1). Most participants liked the music that played over the top of the sounds they were being desensitised to, noting the music helped reduce the intensity of the sounds. _'I chose the alarm. The music was playing over the top, so it was bearable. The music that played over the top was nice. '_  
(Participant 9). Negative feedbackNegative feedback provided described some games as _\"boring\"_ or _\"babyish\"_ by one participant. Most participants felt the worst game was _\"Simon Says\"_ due to few rewards and confusing instructions. _'I didn't like [PERSON] says, I found it a bit difficult. I was fine until it started doing the double thing. I liked how the points worked. '_  
(Participant 9). A number of parents stated their child could not manage playing the game for more than about 10 min as they lost focus after this time. One parent expressed concern that the background music masked the sound the child needed to be desensitised to too much. Another parent felt the sounds were too generic and that the ability to record bespoise noises their child was sensitive to would be helpful. _'He found it hard to keep attention for so long so we broke it up into smaller times'_. (Parent 8). The headsets were sometimes described as slightly \"uncomfortable\" or \"hot\", but, overall, participants described no significant difficulties wearing them. One participant wore glasses, which were difficult with the headset, and described some headaches from use. _'Gave (NAME) a headache could be to do with her glasses, was uncomfortable with glasses on. '_  
(Parent 3).