Spectro-temporal modulation detection and its relation to speech perception in children with auditory processing disorder

Lotfi, Yones; Moossavi, Abdollah; Afshari, Parisa; Bakhshi, Enayatollah

doi:10.1016/j.ijporl.2020.109860

Cited by 13 publications

(17 citation statements)

References 27 publications

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“…Poor encoding of the spectrotemporal envelope at the level of higher auditory cortical pathway could be the reason of poor ACC in the present study [22]. Lotfi et al (2020) investigated the spectrotemporal modulation (STM) detection task in children with CAPD and showed higher STM detection threshold in children with CAPD compared to normal hearing peer [23].…”

Section: Discussionmentioning

confidence: 61%

Neural Encoding of Consonant–vowel Transition in Children With Central Auditory Processing Disorder

Kumar¹,

Sanju²,

Singh³

2020

J Hear Sci

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Background: Previous studies have used the acoustic change complex (ACC) as a tool to investigate the perception of acoustic changes in an ongoing signal in various populations. However, there is no study that has explored the usefulness of ACC to objectively study the neural representation of CV transition in children with CAPD. The present study aims to investigate the utility of ACC as an objective tool to study neural representation of a CV transition in children with CAPD.Material and methods: There were 40 children aged 8 to 14 years in this study. They were divided into 2 groups of 20 children each based on the outcomes of audiological tests: a clinical group (CAPD) and a comparison group. A diagnosis of CAPD was made for 20 children after completion of a two-stage evaluation process (screening and diagnosis). The ACC was acquired using Neuro Scan Syn (v. 4.4) for the naturally produced CV stimulus /sa/ which had a total duration of 380 ms.Results: A Mann-Whitney U-test revealed significantly delayed latency of N1′ and P2′ in children with CAPD compared to healthy children. However, there was no significant difference in peak-to-peak amplitude of N1′-P2′ between children with CAPD and normal children. Conclusions:The prolonged latencies of ACC indicated poor encoding of the CV transition in children with CAPD. It is suggested that poor temporal processing of CV transitions in these children might be the reason for poor speech perception in the CAPD population.

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Section: Discussionmentioning

confidence: 61%

Neural Encoding of Consonant–vowel Transition in Children With Central Auditory Processing Disorder

Kumar¹,

Sanju²,

Singh³

2020

J Hear Sci

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“…The inclusion criteria were as follows: bilateral normal pure tone audiometry (auditory thresholds less than 20 dB HL in 500 to 4000 Hz frequency range); symmetric hearing (auditory thresholds difference less than 10 dB HL between two ears); An type tympanogram; 85 or higher Wechsler intelligence quotient score, monolingual Persian children; no history of ADHD, seizures, behavioral or developmental disorders; no consumption of any medications affecting central nervous system; poor educational performance (based on the auditory processing domain questionnaire in the Persian language replied by parents) [19]; abnormal results in all 3 subtests of multiple auditory processing assessment (MAPA) [11,20,21]; abnormal results in STMs detection tasks and speech in noise tests (consonant-vowel [CV] in noise and word in noise test) [11].…”

Section: Case Selectionmentioning

confidence: 99%

“…Previous studies have shown that children with auditory processing disorder (APD) have reduced ability the processing temporal [9], spectral [10], and STMs [11]. Lotfi et al reported that children with APD perform poorly in STMs detection tasks, which strongly correlates with speech in noise tests.…”

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confidence: 99%

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Auditory Spectro-Temporal Modulation Training in Children With Auditory Processing Disorder

Afshari

Lotfi²,

Moossavi³

et al. 2022

IRJ

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Objectives: Auditory processing disorder (APD) is due to the deficits in perceptual processing of acoustic information in the auditory system, characterized by poor speech perception of noise, regardless of normal hearing. The variability in speech function of APD children can be partly explained by changes in the encoding of spectro-temporal modulations (STMs) which have been overlooked, despite their significance. Given that enhancing STM sensitivity and its processing can be an appropriate way to improve the listener’s ability to retrieve and integrate speech segments covered by noise, we decided to evaluate the effects of STM-based auditory training on speech perception in noise and the reliability of this training in children with APD. Methods: Thirty-five children with APD (8-12 years old) were randomly divided into the training (n=17) and control groups (n=18) to evaluate the effectiveness and reliability of STM training on speech in noise perception. The intervention group was trained to detect STM by 120 trials every day for ten days. The STM detection thresholds and speech perception in noise were evaluated before and immediately after the finalization of formal training sessions in both groups. To address the training reliability, the tests were repeated one month after practice in the training group. Results: Following the completion of STM auditory training, the trained APD children improved notably in STM detection tasks and speech in noise tests (P<0.05). The post-training progress of STM detection thresholds and consonant-vowel in the noise test was preserved for one month after training (P>0.05), but the word in the noise test, especially in the right ear, was not retained (P<0.05). Discussion: Auditory spectro-temporal modulation training can lead to better processing of STM modulation. Its effects can be generalized to higher-order processing, such as speech perception in noise. Auditory training based on STM processing enhancement can play an essential role in improving speech comprehension in the noise abilities of children with APD.

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“…Pedagogical correction of the sound culture of speech is focused on the teacher's impact on children to correct the errors caused by a violation of the sound articulation, sound pronunciation, speech breathing, phonemic hearing, orthoepic norms of pronunciation, voice strength, speech tempo and intonation means of expression [1,2]. It is important to differentiate this definition from the concept of "correction", which is used by specialists of inclusive education.…”

Section: Introductionmentioning

confidence: 99%

Preschool Children’s Speech Pedagogical Sound Culture Correction

Borova¹,

Humanities²,

Артемова

et al. 2021

J. Intellect. Disabl. Diagn. Treat.

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Objective: The article aims to reveal the features of correction of the sound culture of the preschool-age children's speech, the effectiveness of which has been tested experimentally. Background: The sound culture of speech is a multicomponent formation, which covers the phonetic correctness of speech; general language skills and orthoepic correctness of speech. Pedagogical correction of the sound culture of speech is focused on the correct the errors caused by a violation of the sound articulation, sound pronunciation, orthoepic norms of pronunciation, voice strength, etc. Method: In the study, the author's method of pedagogical correction of the sound culture of children’s speech was used. Also, it was used comparative analysis and method of successive analysis of adjustment variants of the speech sound culture. Results: An individual model of pedagogical correction of the sound culture of the child's speech was developed. Training to deepen knowledge, improvement of abilities, and skills of teachers were held. The exercises in sound pronunciation and intonational speech expressiveness were developed. Conclusion: Positive dynamics of developmental levels of the sound culture of children’s speech, which has been confirmed by the results of quantitative and qualitative analysis, confirms the effectiveness of the experimental methods of pedagogical correction of the sound culture of speech.

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Spectro-temporal modulation detection and its relation to speech perception in children with auditory processing disorder

Cited by 13 publications

References 27 publications

Neural Encoding of Consonant–vowel Transition in Children With Central Auditory Processing Disorder

Neural Encoding of Consonant–vowel Transition in Children With Central Auditory Processing Disorder

Auditory Spectro-Temporal Modulation Training in Children With Auditory Processing Disorder

Preschool Children’s Speech Pedagogical Sound Culture Correction

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