Auditory Processing Problems Research Articles

Association between auditory processing and problem behaviors in preschool children: the mediating role of executive function

To investigate the association between auditory processing and problem behaviors in preschool children, as well as the mediating role of executive function. A total of 2 342 preschool children were selected from 7 kindergartens in Nanjing, China from June to August 2021. They were evaluated using Preschool Auditory Processing Assessment Scale, Conners Parent Symptom Questionnaire, and Behavior Rating Inventory of Executive Functioning-Preschool version. Children with different demographic features were compared in the scores and the abnormality rates of auditory processing, problem behaviors, and executive function. The influencing factors of the total scores of auditory processing, problem behaviors, and executive function were evaluated using multiple linear regression analysis. Whether executive function was a mediating factor between auditory processing and executive function was examined. Sex and grade were the main influencing factors for the total score of auditory processing (P<0.05), and sex, grade, parental education level, and family economic status were the main influencing factors for the total scores of problem behaviors and executive function (P<0.05). The auditory processing score (rs=0.458, P<0.05) and problem behavior score (rs=0.185, P<0.05) were significantly positively correlated with the executive function score, and the auditory processing score was significantly positively correlated with the problem behavior score (rs=0.423, P<0.05). Executive function played a partial mediating role between auditory processing and problem behaviors, and the mediating effect accounted for 33.44% of the total effect. Auditory processing can directly affect the problem behaviors of preschool children and indirectly affect problem behaviors through executive function.

Рsychoacoustic testing to assess the functional maturation of the central audiotory system

The age-appropriate development of the central auditory system is crucial for a child’s normal auditory and speech development. If there are any issues with this development, it can lead to central auditory processing disorders (APD) and problems with psychoverbal and general development. Psychoacoustic testing is an informative and accessible diagnostic tool for identifying signs of APD. This testing can be performed on children as young as four years old, provided there are normative data available for different age groups. The purpose of this study was to assess the functional state of the central auditory system using psychoacoustic methods in healthy children of different ages. Materials Methods. We examined 125 healthy full-term children between the ages of 4 and 17 years who had normal peripheral hearing and no speech, language, cognitive, or academic problems. The children were divided into five age groups: 4–5 years 11 months, 6–7 years 11 months, 8–9 years 11 months, 10–11 years 11 months, and 12 years and older. In addition to traditional audiological examinations, all children underwent tests to assess the functional state of the central parts of the auditory system, including tests for the perception of rhythmic sequences of stimuli, Random Gap Detection Test, monaural low redundant speech testing in quiet and in noise, alternating binaural speech testing, dichotic digits test, and a simplified version of the Russian matrix sentence test in noise (RUMatrix). The results showed that the tests used were sensitive to the functional state of various structures of the central auditory system, and signs of maturation in the “bottom-up” direction were demonstrated as the children grew older. The rate of evolutionary processes varied depending on the age group of the subjects. It was also shown that the morphofunctional development of the central auditory system is not completed by adolescence. Conclusion. These findings can be used to differentiate between the immaturity of the central auditory system, APD, and speech-language disorders of different types in children of different ages. Overall, this study emphasizes the importance of early detection and intervention for any issues related to the central auditory system in children.

Dichotic listening deficits in children with hearing loss.

This correlational study compared dichotic listening among children with significant hearing loss to typically developing children and children clinically assessed for auditory processing disorder. Recorded versions of two dichotic tests were delivered under earphones or in the sound field for children using amplification. Individual ear scores and interaural asymmetry were compared to normative data. Matched deficit patterns from both tests were identified, ranked for severity of deficit, and compared across groups. Relationships between dichotic scores and factors related to amplification were investigated in the children with hearing loss. Dichotic scores were significantly poorer among children with hearing loss without the large interaural asymmetries seen in children assessed clinically for auditory processing problems. Device type and age of implantation had no effect on scores; non-dominant ear scores on the digits test were significantly correlated to age of device use in the left ear and duration of device use in the right ear. Non-dominant ear scores with digits were also significantly correlated with bilateral word recognition. Poor dichotic perception in children with significant hearing losses may be related to the use of recorded test materials, immature skills in attention and working memory, or other factors that contribute to development of vocabulary and language. These weaknesses may interfere with successful mainstream educational placement in these children. Assessment of dichotic performance in this population could lead to deficit-specific interventions that may improve outcomes and enhance educational opportunities for children with hearing loss.

Attentional modulation of interhemispheric (a)symmetry in children with developmental language disorder

The nature of auditory processing problems in children with developmental language disorder (DLD) is still poorly understood. Much research has been devoted to determining the extent to which DLD is associated with general auditory versus language-specific dysfunction. However, less emphasis has been given to the role of different task conditions in these dysfunctions. We explored whether children with DLD demonstrate atypical interhemispheric asymmetry during the auditory processing of speech and non-speech sounds and whether this interhemispheric balance is modulated by attention. Magnetoencephalography was used to record auditory evoked fields in 18 children (9 to 10 years old), 9 with DLD and 9 with language typical development, during active or passive listening to speech and non-speech sounds. A linear mixed model analysis revealed a bilateral effect of attention in both groups. Participants with DLD demonstrated atypical interhemispheric asymmetry, specifically in the later (185–600 ms) time window but only during the passive listening condition. During the active task, the DLD group did not differ from the typically developed children in terms of hemispheric balance of activation. Our results support the idea of an altered interhemispheric balance in passive auditory response properties in DLD. We further suggest that an active task condition, or top–down attention, can help to regain leftward lateralization, particularly in a later stage of activation. Our study highlights the highly dynamic and interhemispheric nature of auditory processing, which may contribute to the variability in reports of auditory language processing deficits in DLD.

Does Evidence Inform Intervention by Professionals? Reporting on Research into Auditory Stimulation for Auditory Processing Disorders in Children with ASD and Related Disorders

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned. (208 words)

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.

Can Evidence Inform Intervention? Reporting on Research into Auditory Processing Disorders in Children with ASD- Considering Whether Research Into Auditory Integration Training and Filtered Sound Training Has Relevance

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned.

Can Evidence Inform Intervention? Reporting on Research into Auditory Processing Disorders in Children with ASD- Considering Whether Research Into Auditory Integration Training and Filtered Sound Training Has Relevance

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned.

Changes in Auditory Processing After Completing The Listening Program Training

ABSTRACT Professionals may recommend listening therapies for people identified with auditory processing problems. A concern arises whether the therapies have evidence supporting changes that occur after completing such training. The authors looked at a large sample of people over a wide age range who completed TLP training. Using each individual as his/her own control, the following study was undertaken. Files of people ranging in age from 5-year to 50-year old for people who had completed TLP training were evaluated. Assessment was completed via results of the SCAN test of auditory processing both before and after completing training. Analyses of changes on the SCAN were computed via paired samples t-tests. Measures found significant improvements with large effect size improvements. Findings support a conclusion that one should expect improvements in auditory processing abilities in people completing TLP training.

Classroom acoustics: Listening problems in children

The acoustic quality of classrooms is crucial for children’s listening skills and consequently for their learning. Listening abilities in kids are still developing, and an environment with inadequate acoustic characteristics may create additional problems in speech perception and phonetic recognition. Background noise or reverberation may cause auditory processing problems and greater cognitive effort. There are also other elements which can make difficulty in listening and understanding in noisy environments an even more serious problem, such as learning disabilities, mild to severe hearing loss or bilingualism. Therefore, it is important to improve the acoustic quality of the classrooms, taking into account the specific needs of children in terms of signal-to-noise ratio and reverberation time, in order to ensure a proper quality of listening. The aim of this work is to analyse, through the review of previous studies, the impact that the acoustic of classrooms has on children’s listening skills and learning activities.

Detection of Gap and Modulations: Auditory Temporal Resolution Deficits in Adults Who Stutter

Background: Recent models of speech production suggest a link between speech production and perception. Persons with stuttering are known to have deficits in sensorimotor timing and exhibit auditory processing problems. Most of the earlier studies have focused on assessing temporal ordering in adults who stutter (AWS), but limited attempts have been made to document temporal resolution abilities in AWS. Methods: A group of 16 AWS and 16 age- and gender-matched adults who do not stutter (AWNS) were recruited for the study. Temporal resolution abilities were assessed using the Gap Detection Test and temporal modulation transfer function (TMTF). Results: The results revealed significant differences in TMTF between AWS and AWNS, but no differences were found in the gap detection thresholds. Conclusions: Results suggest that the sensory representations of the temporal modulations are compromised in AWS, which may contribute to the programming of rhythmic movements during speech planning.

The effect of sound therapy on reading skills of students with reading difficulties

The lack of success in acquiring reading skills in early school years can deeply prevent students from achievement in most other educational subjects. Research shows that most of children with reading and learning complications suffer from problems in auditory processing. It may therefore be suitable for those who have reading difficulties be treated with sound therapy. This study aimed to assess the effect of sound therapy on reading skills of students with reading difficulties. This study was a quasi-experimental design with pre-posttest and control group. The sample group was 20 students who were studying in elementary school (third grade). They were selected by available sampling method and assigned randomly to two experimental and control groups. Data were collected by Reading & Dyslexia Test (Karami nori & Moradi 1378). After pre-test the experimental group for 20 sessions was trained by sound therapy while the control group received no intervention. Then, all the subjects were tested by post-test. The statistical models were the Analyze of Covariance (ANCOVA). In the post-test, mean of reading skills in experimental group decreased significantly. This difference also was significant for all subscales of reading skills except Rhyme and Reading non-words (p=0.07, 0.96). The findings show that sound therapy has significant effect on reading skills and in students with reading difficulties.

Patient-Centered Counseling for Older Adults

Patient-Centered Counseling for Older Adults

Language disorders in children with congenital hypothyroidism

IntroductionCongenital hypothyroidism (CH) represents one of the most common preventable causes of mental retardation. If fetal hypothyroidism develops, untoward effects may be shown in certain organ systems, including the central nervous system. CH may be associated with hearing and language impairment. It is possible that this impairment may worsen with delay of therapy. Problems in language, auditory processing, and reading may persist in hypothyroid children, particularly if their treatment with l-thyroxin is delayed into the third week of life.The aim of this study is to estimate the extent of language disorder and detect the factors influencing language acquisition in children with CH.Patients and methodsThis study included 60 children. The study group included 40 children who complained of CH. The age range of this group was 3–8 years. The children of the study group were divided according to the level of thyroid stimulating hormone (TSH) and T4 into two subgroups. The G1 subgroup included children with controlled CH and subgroup G2 included children with uncontrolled hypothyroidism. The results of the study group were compared with those of another group (control group), which included 20 children; both groups were matched for age and sex. The children of both groups were subjected to the protocol of language assessment.Results and conclusionThe current study showed that the children with uncontrolled CH show delayed language, mental, social age, and intelligence quotient in comparison with children with controlled hypothyroidism and normal children.There is a need for the diagnosis and treatment of children with CH as soon as possible after birth, preferably no later than the second week of life. It is also important to screen hypothyroid children for hearing problems and to provide remediation in language and reading.

Nicotine Exposure May Cause Auditory Processing Problems in Mice

Nicotine Exposure May Cause Auditory Processing Problems in Mice

Integrated Listening Systems for Children With Sensory Processing Problems: A Pilot Study

Abstract Date Presented 4/8/2016 This pilot study provides preliminary support for the effectiveness of the Integrated Listening Systems program for children with sensory overresponsivity and auditory processing problems. Gains in individualized functional goals were an important outcome, as were physiological changes in arousal and reactivity. Primary Author and Speaker: Sarah Schoen Additional Author and Speaker: Lucy Jane Miller

Test-Retest of Long Latency Auditory Evoked Potentials (P300) with Pure Tone and Speech Stimuli.

Introduction Long latency auditory evoked potentials, especially P300, have been used for clinical evaluation of mental processing. Many factors can interfere with Auditory Evoked Potential - P300 results, suggesting large intra and inter-subject variations. Objective The objective of the study was to identify the reliability of P3 components (latency and amplitude) over 4–6 weeks and the most stable auditory stimulus with the best test-retest agreement. Methods Ten normal-hearing women participated in the study. Only subjects without auditory processing problems were included. To determine the P3 components, we elicited long latency auditory evoked potential (P300) by pure tone and speech stimuli, and retested after 4–6 weeks using the same parameters. We identified P300 latency and amplitude by waveform subtraction. Results We found lower coefficient of variation values in latency than in amplitude, with less variability analysis when speech stimulus was used. There was no significant correlation in latency measures between pure tone and speech stimuli, and sessions. There was a significant intrasubject correlation between measures of latency and amplitude. Conclusion These findings show that amplitude responses are more robust for the speech stimulus when compared with its pure tone counterpart. The P300 indicated stability for latency and amplitude measures when the test-retest was applied. Reliability was higher for amplitude than for latency, with better agreement when the pure tone stimulus was used. However, further research with speech stimulus is needed to clarify how these stimuli are processed by the nervous system.

Auditory interference control in children with learning disability: An exploratory study

ObjectivesThe current study aimed to compare the auditory interference control of participants with Learning Disability (LD) to a control group on two versions of an auditory Stroop task. MethodsA group of eight children with LD (clinical group) and another group of eight typically developing children (control group) served as participants. All the participants were involved in a semantic and a gender identification-based auditory Stroop task. Each participant was presented with eight different words (10 times) that were pre-recorded by a male and a female speaker. The semantic task required the participants to ignore the speaker's gender and attend to the meaning of the word, and vice-versa for the gender identification task. The participants’ performance accuracy and reaction time (RT) was measured on both the tasks. ResultsControl group participants significantly outperformed the clinical group participants on both the tasks with regard to performance accuracy as well as RT. ConclusionThe results suggest that children with LD have problems in suppressing irrelevant auditory stimuli and focusing on the relevant auditory stimuli. This can be attributed to the auditory processing problems in these children.

Associations between speech understanding and auditory and visual tests of verbal working memory: effects of linguistic complexity, task, age, and hearing loss.

Listeners with hearing loss commonly report having difficulty understanding speech, particularly in noisy environments. Their difficulties could be due to auditory and cognitive processing problems. Performance on speech-in-noise tests has been correlated with reading working memory span (RWMS), a measure often chosen to avoid the effects of hearing loss. If the goal is to assess the cognitive consequences of listeners’ auditory processing abilities, however, then listening working memory span (LWMS) could be a more informative measure. Some studies have examined the effects of different degrees and types of masking on working memory, but less is known about the demands placed on working memory depending on the linguistic complexity of the target speech or the task used to measure speech understanding in listeners with hearing loss. Compared to RWMS, LWMS measures using different speech targets and maskers may provide a more ecologically valid approach. To examine the contributions of RWMS and LWMS to speech understanding, we administered two working memory measures (a traditional RWMS measure and a new LWMS measure), and a battery of tests varying in the linguistic complexity of the speech materials, the presence of babble masking, and the task. Participants were a group of younger listeners with normal hearing and two groups of older listeners with hearing loss (n = 24 per group). There was a significant group difference and a wider range in performance on LWMS than on RWMS. There was a significant correlation between both working memory measures only for the oldest listeners with hearing loss. Notably, there were only few significant correlations among the working memory and speech understanding measures. These findings suggest that working memory measures reflect individual differences that are distinct from those tapped by these measures of speech understanding.

Preventing Hearing Loss and Restoring Hearing: A New Outlook

People with hearing loss represent one of the largest disability groups worldwide, and the prevalence of hearing loss is predicted to rise with an ageing population. Substantial progress has been made towards understanding some of the biological processes involved in the development of hearing impairment as well as therapeutic ways to prevent or mitigate the hearing loss. For example, we now have a better understanding of the maintenance and regeneration of the sensorineural tissues in the cochlea. The sensory hair cells in the cochlea can potentially be regenerated by reactivating genes that control their development, and various types of stem cells can be transformed into sensory hair cells or auditory neurones. In addition, drugs that reduce oxidative stress or prevent apoptosis have been shown to protect hearing from excessive noise and ototoxic drugs. Furthermore, our knowledge of central auditory changes associated with the peripheral injury or auditory processing problems is rapidly increasing.