Auditory Processing Abilities In Children Research Articles

Impact of Otitis Media With Effusion in Early Age on Auditory Processing Abilities in Children: A Systematic Review and Meta-Analysis.

Objective: Early-onset otitis media with effusion (OME) can affect the development of the auditory nervous system and thus lead to auditory processing abnormalities. This study aims to review the effect of childhood OME on auditory processing abilities in children. Methods: A systematic review of the literature, restricted to the English language from 1990 to 2022 was conducted using search engines like PubMed, Embase, and Google Scholar. After selecting the articles following predefined inclusion and exclusion criteria, the data were extracted and meta-analysis was performed. Results: A total of 10 articles met the inclusion criteria. Children with a history of OME had poorer performance in most behavioral and electrophysiological tests. Pooled analysis of various tests such as the gap in noise test, frequency pattern test (verbal and nonverbal), and latencies of auditory brainstem response-I, V, I to III, and I to V showed a difference between the 2 groups. Conclusion: Childhood OME can significantly affect auditory processing abilities in children.

Test-retest reliability of dichotic listening test in younger adults with normal hearing

BackgroundDichotic listening refers to simultaneously stimulating both ears but with two different stimuli. Dichotic listening tasks were used in the audiological test battery to assess auditory processing abilities in children and adults. Studies have reported the dichotic consonant-vowel syllable test’s test-retest reliability in different attentional manipulation conditions. The objectives are to measure the intra- and inter-test reliability of dichotic consonant vowel tests in young, healthy individuals.MethodsSixty participants aged 18–28 with normal hearing sensitivity were recruited for the study. To measure the intra- and inter-test reliability, the dichotic consonant-vowel test was conducted within and between days. The single correct and double correct scores were calculated.ResultsThe analysis of the study showed good test-retest reliability for the single correct and double correct scores of the dichotic consonant-vowel test based on Cronbach’s alpha values and Friedman’s tests.ConclusionThis study’s findings indicate that the dichotic test is a stable measure that can be clinically used for evaluation and can be used for research studies.

The role of suprathreshold auditory processing abilities in children with specific learning disorder.

To assess the suprathreshold auditory processing and speech recognition abilities in noise in children with specific learning disorder (SLD). A group of twenty-five children diagnosed with SLD and a control group of twenty-five neuro-typical children were included in the study. All the participants were between 6-11 years old. To evaluate suprathreshold auditory processing abilities, the participants were given the Temporal Fine Structure (TFS) Sensitivity Test and the Temporal Envelope (TE) Sensitivity Test, as well as the Consonant Identification Test, was administered to evaluate speech recognition ability in noise. In addition, the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) intelligence test was applied to children with SLD, and the relationship between WISC-IV intelligence test scores in different skills and suprathreshold auditory processing and speech recognition abilities in noise was investigated. Significant differences were found between children diagnosed with SLD and neuro-typical children in terms of suprathreshold auditory processing tasks and speech recognition in noise. Additionally, no correlation was found between suprathreshold auditory processing tasks, speech recognition in noise, and intelligence tests. Suprathreshold auditory processing and speech recognition abilities in noise were found to be affected in children with SLD. A holistic evaluation including a multidisciplinary approach that includes suprathreshold auditory processing abilities is required for children diagnosed with SLD.

A systematic review of auditory processing abilities in children with speech sound disorders

Children with speech sound disorder (SSD) have incomplete phonological acquisition without organic alteration. These children’s speech exhibits multiple phoneme omission, substitution, and distortion errors. Auditory processing disorders (APD) are associated with speech sound disorders. Since APD prevents the development of a stable representation of phonemes in the brain, it may cause speech issues and make semantics, syntax, and phonology challenging to acquire. The review summarises behavioral findings of auditory processing abilities in children with SSD. The study used a literature search of electronic databases (Google Scholar, Science Direct, Research Gate, PubMed) from 2007 to 2022. The retrieved articles were assessed in two stages: title and abstract screening, followed by a full-length article review. Six articles were selected after the full-length review of 12 shortlisted articles. The review of the articles showed that temporal processing abilities are affected in children with SSD. Thus, temporal processing is critical for developing phonological awareness because it is vital for perceiving and rapidly changing acoustic cues in speech. The close relationship between temporal processing and phonological awareness in children with SSD highlights the importance of including temporal processing assessment in these children. Appropriate auditory training which taps into temporal processing skills may improve phonological awareness in these children. The effect of auditory processing training on phonological skills in SSD children needs further study.

A systematic review of auditory processing abilities in children with non-syndromic cleft lip and/or palate

Abstract Purpose: The present systematic review aims to understand auditory processing abilities in children with nonsyndromic cleft lip and/or palate (NSCL/P). The review summarizes questionnaire, behavioral, and electrophysiological findings of auditory processing abilities in children with NSCL/P. Method: The study used a literature search of electronic databases (e.g., Pub Med, Google Scholar, J Stage, Research Gate, ScienceDirect) and the AIISH repository from 2000 to 2021. The retrieved articles were assessed in two stages: title and abstract screening, followed by a full-length article review. About 13 articles were selected after the full-length review of 17 shortlisted articles. All selected studies used cohort design. Result: The review showed that speech perception in noise and temporal processing were the majorly affected processing abilities in children with NSCL/P. The review also showed that cleft palate children are more prone to auditory processing deficits than other cleft subgroups. These auditory processing deficits in NSCL/P children may cause delayed speech and language skills, reading, and learning disabilities, which are highly reported in these children. Conclusion: Auditory processing evaluation should be a part of the audiological test battery for these children to promote early diagnosis and management.

OCENA ENDOGENNYCH SŁUCHOWYCH POTENCJAŁÓW WYWOŁANYCH U DZIECI ZE SPECYFICZNYMI ZABURZENIAMI JĘZYKOWYMI – PRZEGLĄD

IntroductionChildren with specific language impairment (SLI) have poorer language ability and have difficulties understanding complex sentences even though they have no clear sensory, motor, or neurological abnormalities. Nevertheless, they may exhibit auditory processing deficits. Hence the present study was conducted to provide an overview of endogenous auditory evoked potentials in this population, potentials which may help in early identification of subtle auditory processing deficits.Material and MethodsRelevant articles were included from searches of two electronic data sources, Google Scholar and PubMed. Articles on endogenous potentials in children with SLI were included, but studies on exogenous potentials in children with SLI were excluded.ResultsThe results of the review showed contradictory findings in terms of mismatch negativity. Some studies report a statistically significant difference in waveform morphology, latency, and amplitude of mismatch negativity between children with SLI and a control group. This suggests that these children might have auditory processing problems at higher auditory centers. A few other studies find no difference in evoked potentials, pointing to intact auditory processing abilities in children with SLI.ConclusionsThe study helps us understand auditory processing abilities at the level of the higher auditory areas. Endogenous potentials may be included in a battery of tests for identifying children with SLI.

Working Memory and Auditory Processing in School-Age Children.

Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children. We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe a model of WM and a model of auditory processing followed by their comparison. Evidence for the relationships between WM and auditory processing abilities in school-age children follows. Specifically, we present evidence for the association (or lack thereof) between WM/attention and auditory processing test performance. In conclusion, we describe a new framework for understanding auditory processing abilities in children based on integrated evidence from cognitive science, hearing science, and language science. We also discuss clinical implications in children that could inform future research.

Auditory processing abilities in children with chronic otitis media with effusion

ABSTRACTConclusion The study results indicate that children with a history of otitis media with effusion (OME) suffer from auditory processing disorder to some degree. The findings support the hypothesis that fluctuating hearing loss may affect central auditory processing during critical periods.Objectives Evidence suggests that prolonged OME in children can result in an auditory processing disorder, presumably because hearing has been disrupted during an important developmental period. A lack of auditory stimulation leads to the abnormal development of the hearing pathways in the brain. The aim of the present study was to determine the effects of OME on binaural auditory function and auditory temporal processing.Method In the present study, the dichotic digit test (DDT) was used for binaural hearing, and the gap in noise (GIN) test was used to evaluate temporal hearing processing.Results The average values of GIN differed significantly between children with a history of OME and normal controls (p < 0.001). The mean values of the DDT score were significantly different between the two groups (p = 0.002).

Auditory Processing Abilities in Children with Mild Hearing Loss

The purpose of this study was to investigate the effect of mild peripheral hearing loss on central auditory processing tests. A central auditory test battery in Korean (Central Auditory Processing Assessment, CAPA-K) that consisted of Speech-in-Noise Test (SINT), Low-passed Filtered Test (LPFT), Dichotic Digit Test (DDT), Frequency Pattern Test (FPT), and Binaural Fusion Test (BFT) was administrated to 10 school-aged children with mild peripheral hearing loss and the age matched controls with normal hearing. Scores of hearing-impaired children were significantly lower than control subjects’ scores when the test stimuli were presented at the comfortable presentation level. All of these tasks were affected by mild hearing loss, with the monaural-low-redundancy tasks being the most seriously affected. The results indicate that while the central auditory test battery can be administered to mild peripheral hearing losses, all results must be interpreted with caution.

Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorder

Objective The aim of the research was to investigate auditory processing abilities in children with reading disorders using electrophysiological and behavioral tasks. Methods Differences in auditory processing between control, compensated (age appropriate reading skills with a history of reading disorder), and reading disordered groups were systematically investigated. Results The reading disorder group had significantly lower results than control and compensated reader groups for most tests in the reading and auditory processing test battery. All children with a reading disorder did not pass at least one behavioral test of auditory processing, and hence would be diagnosed clinically as having an auditory processing disorder (APD). The reading disorder group also had significantly smaller /ga/-evoked mismatch negativity (MMN) area than the control group. Compensated and control groups had similar results for the electrophysiological and behavioral auditory processing tests. Correlation analyses showed that reading fluency and accuracy and nonword scores (measured using Castle and Coltheart's word/nonword test) correlated significantly with most APD measures. Conclusions The general profile of auditory processing deficits in children with reading disorder was a combination of deficits on frequency patterns (i.e. frequency pattern test) and absent or small /ga/-evoked MMN. Significant results from the correlation analyses support the co-morbidity of reading and auditory processing disorders. Significance Children with reading disorders are likely to have auditory processing disorders.

Development of auditory processing in 6–12-year-old children: a longitudinal study

The development of auditory processing in children was investigated in a longitudinal study. A group of 20 children with normal cognitive and language development underwent several auditory tests at the ages of 6, 7, 8, 10 and 12 years. At the age of 10 years, three subjects were lost to follow-up, as was one more subject at the age of 12 years. The auditory performance of the children was compared to the performance of a group of 20 adults. The auditory test battery consisted of a speech-in-noise test, a filtered speech test, a binaural fusion test and two auditory sequencing tests. At the ages of 6, 7 and 8 years, data on the performance on an auditory word discrimination test, an auditory synthesis test, an auditory closure test and a number recall test were also obtained. All auditory tests except the speech-in-noise test showed a clear effect of age on the performance of children. Our data suggest that maturational effects play an important role in auditory processing (at least) up to an age of 12–13 years. Correlations between the tests are in general not indicative of large amounts of overlap between the different tests. Factor analysis shows that three factors account for 68–70% of explained variance, with the three factors contributing equally. A composite score obtained by averaging all (sub)test scores can be used next to the individual test scores to describe the development of auditory processing abilities in children.Se investigó el desarrollo del procesamiento auditivo en niños mediante un estudio longitudinal. Un grupo de 20 niños con desarrollo cognitivo y lingüístico normal fue sometido a diversas pruebas auditivas a los 6, 7, 8, 10 y 12 años. Durante el seguimiento, se perdieron 3 casos a la edad de 10 años y uno más a la edad de 12. El rendimiento auditivo de los niños se comparó con el de un grupo de 20 adultos. La batería para la evaluación auditiva consistió en una prueba de lenguaje en ruido, una de lenguaje filtrado, una de fusión binaural y dos de secuencias auditivas. A las edades de 6, 7 y 8 años, se obtuvieron tambiélos datos de rendimiento en una prueba de discriminación auditiva de palabras, una de síntesis auditiva, una de clausura auditiva y una de memoria de n�s. Todas las pruebas, excepto la de lenguaje en ruido, mostraron un claro efecto de la edad en el rendimiento de los niños. Nuestros datos sugieren que los efectos de maduración juegan un papel importante en el procesamiento auditivo (al menos) hasta la edad de 12–13 años. Las correlaciones entre las pruebas en general no son indicativas de una amplia sobreposición entre las mismas. El análisis de factores muestra que tres de ellos fueron responsables en igual proporción, del 68–70% de la varianza. Una puntuación compuesta obtenida por la promediación de las puntuaciones de todas las pruebas, puede ser usada junto con las puntuaciones individuales, para describir el desarrollo de las habilidades del procesamiento auditivo en niños.

Relationship between ADHD and Central Auditory Processing Disorder

It is increasingly apparent that differential diagnosis of children with Attention-deficit Hyperactivity Disorder (ADHD) is, at best, difficult, with a majority of children identified as ADHD also diagnosed with co-occurring developmental learning disorders. Most notably, children with ADHD have been found to have a high prevalence of language problems. Research has further indicated that children with ADHD demonstrate significant difficulty on tasks used to assess central auditory processing skills and that these difficulties are ameliorated by the use of stimulant medication. Early findings raised the question of whether ADHD and Central Auditory Processing Disorder (CAPD) can be differentiated, or if they represent a singular disorder. Literature highlignting the similarity of psychoeducational and behavioral sequelae of children with CAPD and those with ADHD are presented. Studies of central auditory processing abilities in children diagnosed as having ADHD as well as a more recent study investigating the prevalence of ADHD in children diagnosed as CAPD are reviewed as well. Given the overlap in etiology and symptomatology of ADHD and auditory/linguistic disorders such as CAPD, the need for a collaborative effort on the part of professionals who work with these children (school psychologists, speech-language pathologists, audiologists) in diagnosis and intervention planning as well as other implications of this research are presented.

A comparison of the SSW and language test results

The purpose of this paper is to determine the relationship between the SSW and a battery of auditory-language tests in a group of children suspected of auditory processing problems. Thirty-one children between the ages of 6.2 and 10.4 were referred by their classroom teachers. All children were administered a pure tone and an acoustic immitance battery, the SSW test, selected subtests of the Clinical Evaluation of Language Functions, the Goldman-Fristoe-Woodcock Auditory Skills Battery, an elicited language sample, and the Observational Profile of Classroom Communication. No significant correlations were found between the SSW right competing and left competing conditions and the auditory-language test battery. The findings suggest that these two test approaches measure different aspects of auditory processing abilities in children, and both are required to adequately describe auditory processing abilities at all levels.

Binaural fusion, masking level differences, and auditory brain stem responses in children with language-learning disabilities.

This report examines binaural fusion for dichotically and diotically presented pass-bands of filtered speech in a group of 18 normal children and 18 children with language-learning disabilities. Binaural masking level differences for tonal stimuli and auditory brain stem responses for click stimuli are also reported. Results indicate lower overall scores for the experimental group on the diotic as well as dichotic conditions for the binaural fusion tasks, although both groups scored relatively higher in the diotic condition. Masking level differences and auditory brain stem responses were not significantly different for the two groups. These findings suggest the potential usefulness of binaural fusion measures in the assessment of auditory processing abilities in children, although certain cautions regarding their application and interpretation must be exercised.

Auditory processing abilities in children with previous middle ear effusion.

The present study was designed to determine whether auditory processing disorders are present in children with documented middle ear effusion (MEE) that required surgical treatment. Children with previous MEE and control subjects, in two age groups, were studied using five tests of auditory processing abilities: low-pass filtered speech, staggered spondaic word test, speech in noise, auditory sequential memory, and sound blending. Results found differences in groups at mean age 7 on the filtered speech tests, but no statistical differences were found on any other test at age 7 or on any test at mean age 9. The results indicate that well-managed MEE appears to have no long-term effects on children acquiring this disease.

Auditory Processing in Children with Language Disorders

This paper presents an outline of the main features of an investigation into the auditory processing abilities in children with learning disabilities that are primarily due to language disorders. The investigation has been underway at Northwestern University, Evanston, Illinois and at the National Acoustic Laboratories in Australia. Data will be presented that compares dichotic listening abilities in language disordered children with that of normals, suggesting that information processing difficulties can be associated with the language disorders.The paper then briefly discusses the neuroaudiological evaluation that has been developed to assess central auditory nervous system functioning and results of the learning disabled children who have been evaluated with the neuroaudiological battery will be discussed. Although few of the children had an overall performance that points specifically to any neuropathological condition almost all of them had aberrant responses on one or more of the measures. It is sug...