Speech auditory brainstem response audiometry in children with specific language impairment

Newborn Auditory Brainstem Responses in Children with Developmental Disabilities

We integrated data from a newborn hearing screening database and a preschool disability database to examine the relationship between newborn click evoked auditory brainstem responses (ABRs) and developmental disabilities. This sample included children with developmental delay (n = 2992), speech impairment (SI, n = 905), language impairment (n = 566), autism spectrum disorder (ASD, n = 370), and comparison children (n = 128,181). We compared the phase of the ABR waveform, a measure of sound processing latency, across groups. Children with SI and children with ASD had greater newborn ABR phase values than both the comparison group and the developmental delay group. Newborns later diagnosed with SI or ASD have slower neurological responses to auditory stimuli, suggesting sensory differences at birth.

Assessing Auditory Processing in Children with Listening Difficulties: A Pilot Study

BACKGROUND

Auditory processing disorders (APD) may be one of the problems experienced by children with listening difficulties (LiD). The combination of auditory behavioural and electrophysiological tests could help to provide a better understanding of the abilities/disabilities of children with LiD. The current study aimed to quantify the auditory processing abilities and function in children with LiD.

METHODS

Twenty children, ten with LiD (age = 8.46; SD = 1.39) and ten typically developing (TD) (age = 9.45; SD = 1.57) participated in this study. All children were evaluated with auditory processing tests as well as with attention and phonemic synthesis tasks. Electrophysiological measures were also conducted with click and speech auditory brainstem responses (ABR).

RESULTS

Children with LiD performed significantly worse than TD children for most behavioural tasks, indicating shortcomings in functional auditory processing. Moreover, the click-ABR wave I amplitude was smaller, and the speech-ABR waves D and E latencies were longer for the LiD children compared to the results of TD children. No significant difference was found when evaluating neural correlates between groups.

CONCLUSIONS

Combining behavioural testing with click-ABR and speech-ABR can highlight functional and neurophysiological deficiencies in children with learning and listening issues, especially at the brainstem level.

Speech auditory brainstem response in audiological practice: a systematic review

BACKGROUND

Speech-ABR is an auditory brainstem response that evaluates the integrity of the temporal and spectral coding of speech in the upper levels of the brainstem. It reflects the acoustic properties of the stimulus used and consists of seven major waves. Waves V and A represent the onset of the response; wave C transition region; D, E, and F waves periodic region (frequency following response); and wave O reflects the offset of the response.

PURPOSE

The aim of this study is to evaluate the clinical availability of the speech-ABR procedure through a literature review.

METHODS

Literature search was conducted in Pubmed, Google Scholar, Scopus and Science Direct databases. Clinical studies of the last 15 years have been included in this review and 60 articles have been reviewed.

RESULTS

As a result of the articles reviewed, it was seen that most of the studies on speech ABR were conducted with children and young people and generally focused on latency analysis measurements. Most used stimulus is the /da/ syllable.

CONCLUSIONS

Speech ABR can objectively measure the auditory cues important for speech recognition and has many clinical applications. It can be used as a biomarker for auditory processing disorders, learning disorders, dyslexia, otitis media, hearing loss, language disorders and phonological disorders. S-ABR is an effective procedure that can be used in speech and language evaluations in people with hearing aids or cochlear implant. It may also be of benefit to the aging auditory system's ability to encode temporal cues.

Auditory brainstem response deficits in learning disorders and developmental language disorder: a systematic review and meta-analysis

Although learning disorders (LD) and developmental language disorder (DLD) can be linked to overlapping psychological and behavioral deficits, such as phonological, morphological, orthographic, semantic, and syntactic deficits, as well as academic (e.g., reading) difficulties, they are currently separate diagnoses in the DSM-5 with explicit phenotypic differences. At a neural level, it is yet to be determined to what extent they have overlapping or distinct signatures. The identification of such neural markers/endophenotypes could be important for the development of physiological diagnostic tools, as well as an understanding of disorders across different dimensions, as recommended by the Research Domain Criteria Initiative (RDoC). The current systematic review and meta-analysis examined whether the two disorders can be differentiated based on the auditory brainstem response (ABR). Even though both diagnoses require hearing problems to be ruled out, a number of articles have demonstrated associations of these disorders with the auditory brainstem response. We demonstrated that both LD and DLD are associated with longer latencies in ABR Waves III, V, and A, as well as reduced amplitude in Waves V and A. However, multilevel subgroup analyses revealed that LD and DLD do not significantly differ for any of these ABR waves. Results suggest that less efficient early auditory processing is a shared mechanism underlying both LD and DLD.

Auditory Processing in Children with Specific Language Impairment: A FFR Based Study

Specific language impairment (SLI) is diagnosed when a child has difficulty in producing or understanding spoken language for no apparent reason. The study attempted to assess the sub-cortical encoding in children with SLI using speech-evoked auditory brainstem response (ABR). The objective of the study was to compare the amplitude and latency of the frequency following response (FFR) parameters between the children with SLI and typically developing children. The frequency following response was recorded using/da/stimuli from ten ears of children diagnosed with SLI. The amplitude and the latencies of the different peaks of FFR in children with SLI were compared with those of typically developing children. The results of the study showed that the latencies of wave C and D were significantly prolonged in children with SLI compared to typically developing children. The waveforms obtained from the typically developing (TD) children were clearer and easily identifiable, with larger negativity observed in the troughs. The waveform morphology was poorer in children with SLI with shallower peaks. Thus, it can be concluded that speech evoked ABR gives an insight into the auditory processing ability of children with SLI. It indicates that signal processing in the auditory pathway of children with SLI is temporally distorted and which might affect the development of language.

Children with developmental language disorder: a frequency following response in the noise study

Introduction

Children with developmental language disorder have been reported to have poor temporal auditory processing. This study aimed to examine the frequency following response.

Objective

This work aimed to investigate speech processing in quiet and in noise.

Methods

Two groups of children were included in this work: the control group (15 children with normal language development) and the study group (25 children diagnosed with developmental language disorder). All children were submitted to intelligence scale, language assessment, full audiological evaluation, and frequency following response in quiet and noise (+5QNR and +10QNR).

Results

Results showed no statically significant difference between both groups as regards IQ or PTA. In the study group, the advanced analysis of frequency following response showed reduced F0 and F2 amplitudes. Results also showed that noise has an impact on both the transient and sustained components of the frequency following response in the same group.

Conclusion

Children with developmental language disorder have difficulty in speech processing especially in the presence of background noise. Frequency following response is an efficient procedure that can be used to address speech processing problems in children with developmental language disorder.

Study of the brainstem auditory evoked potential with speech stimulus in the pediatric population with and without oral language disorders: a systematic review

Introduction

Objective

Methods

Result

Conclusion

Phonetic discrimination mediates the relationship between auditory brainstem response stability and syntactic performance

Syntactic, lexical, and phonological/phonetic knowledge are vital aspects of macro level language ability. Prior research has predominantly focused on environmental or cortical sources of individual differences in these areas; however, a growing literature suggests an auditory brainstem contribution to language performance in both typically developing (TD) populations and children with autism spectrum disorder (ASD). This study investigates whether one aspect of auditory brainstem responses (ABRs), neural response stability, which is a metric reflecting trial-by-trial consistency in the neural encoding of sound, can predict syntactic, lexical, and phonetic performance in TD and ASD school-aged children. Pooling across children with ASD and TD, results showed that higher neural stability in response to the syllable /da/ was associated with better phonetic discrimination, and with better syntactic performance on a standardized measure. Furthermore, phonetic discrimination was a successful mediator of the relationship between neural stability and syntactic performance. This study supports the growing body of literature that stable subcortical neural encoding of sound is important for successful language performance.