Brainstem response to speech and non-speech stimuli in children with learning problems

Malayeri, Saeed; Lotfi, Yones; Moossavi, Seyed Abdollah; Rostami, Reza; Faghihzadeh, Soghrat

doi:10.1016/j.heares.2014.04.009

Cited by 22 publications

(23 citation statements)

References 36 publications

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“…Children with learning problems (dyslexia, auditory processing disorder, language delays, and attention deficit hyperactivity disorder) have slower and less refined neural responses to the same speech stimulus used in the current study (Wible et al, 2004, 2005; Banai et al, 2009; Jafari et al, 2014; Malayeri et al, 2014). In fact, there is a systematic relationship between performance on reading tests and neural timing of the response to this speech sound (Banai et al, 2009).…”

Section: Discussionmentioning

confidence: 79%

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

et al. 2014

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The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning.

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Section: Discussionmentioning

confidence: 79%

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

et al. 2014

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“…In this study, there was a significant improvement in auditory performance of these children following a central auditory training. The results also indicated the comorbidity of APD in children with learning disabilities [19]. In another study, the ability to control auditory disturbances in normal children and children with LD was examined.…”

Section: Discussionmentioning

confidence: 93%

Screening of auditory processing disorder in children with learning disabilities using the Persian version of the auditory processing domains questionnaire

Ahmadi

Jarollahi

Ahadi

et al. 2020

AVR

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Background and Aim: Auditory processing disorder (APD), as a sensory processing defect, can be comorbid with other disorders such as learning disability (LD). LD has shown a greater likelihood of comorbidity with APD. Therefore, the deficits associated with APD needs to be identified in children with LD. Given the high likelihood of APD comorbidity in children with LD, this study aimed to screen for APD in 8−12-year-old children with LD using the Persian auditory processing domains questionnaire (APDQ-P). Methods: In this cross-sectional study, APDQ-P was administered on 250 normal children with a mean (SD) age of 10 (1.48) years old (153 girls and 97 boys), and 110 children with LD with a mean (SD) age of 9 (1.92) years old (40 girls and 61 boys). After obtaining the cut-off point, the scores of the two groups were compared by a t-test in 5 age categories. Finally, we calculated the number of children with suspected APD using APDQ-P. Results: There was a significant difference between the scores of LD and normal group in all subscales including auditory processing, language and attention. About 75% of LD children failed in auditory processing, 86% in attention skills, and 82% in language skills. Conclusion: A significant proportion of children with LD were suspected of APD, which could be indicative of a high likelihood of comorbidity of APD in children with LD. More accurate identification of the degree and type of APD in these children requires central auditory diagnostic tests. Keywords: Questionnaire; auditory processing disorder; screening; learning disability

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“…It is important to emphasize that the Smart EP equipment, in which the present research was performed, is still under study and standardization, and the discussion is mainly elaborated with studies performed on different equipment. In addition, it is possible to observe a divergence in the literature regarding FFR-speech stimulation protocols, mainly using 3 series of 1,000 sweeps, 8 19 20 21 22 2 series of 2,000 sweeps, 2 23 2 series of 1,000 sweeps 5 , and, more recently, the protocol of 2 series of 3,000 sweeps has been found in the literature. 13 24 25 26 27…”

Section: Discussionmentioning

confidence: 99%

Frequency-Following Response with Speech Stimulus: Comparison between Two Methods of Stimulation

Sanguebuche

Silva

Peixe

et al. 2019

Int Arch Otorhinolaryngol

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Introduction Frequency-following response with speech stimulus (FFR-speech) is a subcortical potential that satisfactorily evaluates the processing of verbal information. However, there still are differences in the literature regarding its analysis and stimulation protocol. Objective To compare two stimulation protocols for the capture of FFR-speech, to identify the percentage of occurrence of the waves among them and to compare it with the specialized literature, as well as to describe the interpeaks of its waves. Method Considering the eligibility criteria, the sample consisted of 30 normal-hearing adults, with no complaints of speech comprehension. All of them were submitted to a basic audiological evaluation, to brainstem auditory evoked potential with click stimulus, and to FFR-speech. In the latter, 2 types of stimulation were performed, 3 series of 1,000 sweeps, and 2 series of 3,000 sweeps, for subsequent analysis of the resulting wave, in which we tried to mark the peak V followed by valleys A, C, D, E, F, and O. Results Differences in latency and interpeaks were not found between the protocols. In general, a higher occurrence of waves in the stimulation of 2 series of 3,000 sweeps was observed, but only the A valley presented a significant difference. When the values of the waves were compared with the literature, the V and A waves showed fewer occurrences in the present study. Conclusion The protocol of 2 series of 3,000 sweeps was better for FFR-speech in the studied equipment, considering the higher occurrence of waves, even though it is inferior to the specialized literature. Furthermore, it was possible to describe interpeak values and to observe no difference between the studied protocols

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Brainstem response to speech and non-speech stimuli in children with learning problems

Cited by 22 publications

References 36 publications

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

Screening of auditory processing disorder in children with learning disabilities using the Persian version of the auditory processing domains questionnaire

Frequency-Following Response with Speech Stimulus: Comparison between Two Methods of Stimulation

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