Brainstem auditory physiology in children with listening difficulties,

Hunter, Lisa L.; Blankenship, Chelsea M.; Shinn‐Cunningham, Barbara; Hood, Linda J.; Zadeh, Lina Motlagh; Moore, David R.

doi:10.1016/j.heares.2023.108705

Cited by 10 publications

(9 citation statements)

References 74 publications

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“…Previous studies have linked maternal education to various aspects of child development, such as academic outcomes (Harding et al 2015), language skills (Magnuson et al 2009), attention problems (Hjern et al 2010), and auditory brainstem responses (Skoe et al 2013). It is therefore unsurprising that maternal education was associated with the degree of LiD in this study, given the known relation between LiD and these other developmental factors (Moore et al 2018; Hunter et al 2023). However, the finding is noteworthy because we controlled for cognitive and sensory functions using the LiSN-S test and NIH Toolbox scores, which suggests that maternal education may have an independent effect on LiD beyond these factors.…”

Section: Discussionmentioning

confidence: 77%

Section: Socioeconomic Factors In Listening Difficultiesmentioning

confidence: 69%

“…The results of these additional tests are beyond the scope and not included in the current manuscript. Some results of these additional tests have been reported elsewhere (Hunter et al 2021;Stewart et al 2022;Hunter et al 2023).…”

Section: Methodsmentioning

confidence: 91%

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Childhood listening and associated cognitive difficulties persist into adolescence

Kojima

Lin

Petley

et al. 2022

Preprint

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Our objective in this study was to examine children with and without listening difficulty (LiD) longitudinally to ask whether LiD was developmentally transient or persistent. Like many other developmental problems, we hypothesized that LiD persists into adolescence. Behavioral and physiological data were collected from children initially aged 6-13 years at baseline and two and four years later. Of 169 enrolled participants, 147, 100, and 31 children completed required testing in study visits at baseline, 2 years, and 4 years later, respectively. All children had clinically normal audiograms at all visits. Listening skills scores from a caregiver report scale (ECLiPS), and auditory and cognitive skills were significantly poorer in the LiD group than in a typically developing (TD) group throughout the study period. In both groups, age-adjusted listening and auditory skills increased over time. Using the longitudinal data, a parsimonious prediction model for ECLIPS scores (pooled across groups) was created. The final model included maternal education, spatial listening skills, and cognitive performance, which explained 54.8% of the variance in the ECLiPS score. Children with LiD but normal audiograms have, relative to TD children, persistent listening difficulties, challenges in competing speech tasks, and poor cognitive performance through adolescence. The degree of LiD can be independently predicted by maternal education, cognitive performance, and spatial listening skills.

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Section: Discussionmentioning

confidence: 77%

Section: Socioeconomic Factors In Listening Difficultiesmentioning

confidence: 69%

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Childhood listening and associated cognitive difficulties persist into adolescence

Kojima

Lin

Petley

et al. 2022

Preprint

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“…Forty-one children with LiD (8.1 – 15.5 years of age) and forty-four typically developing (TD) children (8.6 – 16.8 years of age) participated in this study. Eligibility, recruitment strategies, and testing procedures were the same as for other reports derived from this research program (Hunter et al, 2020, 2023; D. R. Moore et al, 2020; Petley et al, 2021; Stewart et al, 2022). In brief, the requirements included English as a native language, and the absence of any neurological, psychiatric, or intellectual condition that would hinder test completion.…”

Section: Methodsmentioning

confidence: 99%

“…The overarching design of the research program was longitudinal, and several other reports have been published using sub-samples of its data to address various cross-sectional (Hunter et al, 2020, 2023; D. R. Moore et al, 2020; Petley et al, 2021; Stewart et al, 2022) and longitudinal (Kojima et al, in revision) questions regarding the nature of LiD. Participants in the research program completed a battery of behavioral tests for auditory and cognitive function, as well as neuroimaging using magnetic resonance imaging and EEG.…”

Section: Methodsmentioning

confidence: 99%

Amplitude modulation perception and cortical evoked potentials in children with listening difficulties and their typically-developing peers

Petley,

Blankenship,

Hunter

et al. 2023

Preprint

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PurposeAmplitude modulations (AM) are important for speech intelligibility, and deficits in speech intelligibility are a leading source of impairment in childhood listening difficulties (LiD). The present study aimed to explore the relationships between AM perception and speech-in-noise (SiN) comprehension in children and to determine whether deficits in AM processing contribute to childhood LiD. Evoked responses were used to parse the neural origin of AM processing.MethodForty-one children with LiD and forty-four typically-developing children, ages 8-16 y.o., participated in the study. Behavioral AM depth thresholds were measured at 4 and 40 Hz. SiN tasks included the LiSN-S and a Coordinate Response Measure (CRM)-based task. Evoked responses were obtained during an AM Change detection task using alternations between 4 and 40 Hz, including the N1 of the acoustic change complex, auditory steady-state response (ASSR), P300, and a late positive response (LP). Maturational effects were explored via age correlations.ResultsAge correlated with 4 Hz AM thresholds, CRM Separated Talker scores, and N1 amplitude. Age-normed LiSN-S scores obtained without spatial or talker cues correlated with age-corrected 4 Hz AM thresholds and area under the LP curve. CRM Separated Talker scores correlated with AM thresholds and area under the LP curve. Most behavioral measures of AM perception correlated with the SNR and phase coherence of the 40 Hz ASSR. AM Change RT also correlated with area under the LP curve. Children with LiD exhibited deficits with respect to 4 Hz thresholds, AM Change accuracy, and area under the LP curve.ConclusionsThe observed relationships between AM perception and SiN performance extend the evidence that modulation perception is important for understanding SiN in childhood. In line with this finding, children with LiD demonstrated poorer performance on some measures of AM perception, but their evoked responses implicated a primarily cognitive deficit.

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Amplitude Modulation Perception and Cortical Evoked Potentials in Children With Listening Difficulties and Their Typically Developing Peers

Petley,

Blankenship,

Hunter

et al. 2024

J Speech Lang Hear Res

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Purpose: Amplitude modulations (AMs) are important for speech intelligibility, and deficits in speech intelligibility are a leading source of impairment in childhood listening difficulties (LiD). The present study aimed to explore the relationships between AM perception and speech-in-noise (SiN) comprehension in children and to determine whether deficits in AM processing contribute to childhood LiD. Evoked responses were used to parse the neural origins of AM processing. Method: Forty-one children with LiD and 44 typically developing children, ages 8–16 years, participated in the study. Behavioral AM depth thresholds were measured at 4 and 40 Hz. SiN tasks included the Listening in Spatialized Noise–Sentences Test (LiSN-S) and a coordinate response measure (CRM)–based task. Evoked responses were obtained during an AM change detection task using alternations between 4 and 40 Hz, including the N1 of the acoustic change complex, auditory steady-state response (ASSR), P300, and a late positive response (late potential [LP]). Maturational effects were explored via age correlations. Results: Age correlated with 4-Hz AM thresholds, CRM separated talker scores, and N1 amplitude. Age-normed LiSN-S scores obtained without spatial or talker cues correlated with age-corrected 4-Hz AM thresholds and area under the LP curve. CRM separated talker scores correlated with AM thresholds and area under the LP curve. Most behavioral measures of AM perception correlated with the signal-to-noise ratio and phase coherence of the 40-Hz ASSR. AM change response time also correlated with area under the LP curve. Children with LiD exhibited deficits with respect to 4-Hz thresholds, AM change accuracy, and area under the LP curve. Conclusions: The observed relationships between AM perception and SiN performance extend the evidence that modulation perception is important for understanding SiN in childhood. In line with this finding, children with LiD demonstrated poorer performance on some measures of AM perception, but their evoked responses implicated a primarily cognitive deficit. Supplemental Material: https://doi.org/10.23641/asha.25009103

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Brainstem auditory physiology in children with listening difficulties,

Cited by 10 publications

References 74 publications

Childhood listening and associated cognitive difficulties persist into adolescence

Childhood listening and associated cognitive difficulties persist into adolescence

Amplitude modulation perception and cortical evoked potentials in children with listening difficulties and their typically-developing peers

Amplitude Modulation Perception and Cortical Evoked Potentials in Children With Listening Difficulties and Their Typically Developing Peers

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