Cortical Auditory-Evoked Potential and Behavioral Evidence for Differences in Auditory Processing between Good and Poor Readers

2017 ◽  
Vol 28 (06) ◽  
pp. 534-545 ◽  
Author(s):  
Matthew D. Barker ◽  
Abin Kuruvilla-Mathew ◽  
Suzanne C. Purdy
Keyword(s):  
Auditory Processing ◽  
Evoked Potential ◽  
Auditory Evoked Potential ◽  
Poor Readers ◽  
Good Reader ◽  
Behavioral Measures ◽  
Tonal Pattern ◽  
Reader Group ◽  
Good And Poor Readers ◽  
Cortical Auditory Evoked Potential

Background: The relationship between auditory processing (AP) and reading is thought to be significant; however our understanding of this relationship is somewhat limited. Previous studies have investigated the relation between certain electrophysiological and behavioral measures of AP and reading abilities in children. This study attempts to further understand that relation. Purpose: Differences in AP between good and poor readers were investigated using electrophysiological and behavioral measures. Study Sample: Thirty-two children (15 female) aged 9–11 yr were placed in either a good reader group or poor reader group, based on the scores of a nationally normed reading test in New Zealand. Research Design: Children were initially tested using an automated behavioral measuring system that runs through a tablet computer known as “Feather Squadron.” Following the administration of Feather Squadron, cortical auditory-evoked potentials (CAEPs) were recorded using a speech stimulus (/m/) with the HEARLab® Cortical Auditory Evoked Potential Analyzer. Data Collection and Analysis: The children were evaluated on eight subsections of the Feather Squadron, and CAEP waveform peaks were visually identified and averaged. Separate Kruskal–Wallis analyses were performed for the behavioral and electrophysiological variables, with group (good versus poor readers) serving as the between-group independent variable and scores from the Feather Squadron AP tasks as well as CAEP latencies and amplitudes as dependent variables. After the children’s AP status was determined, the entire group was further divided into three groups: typically developing, auditory processing disorder + reading difficulty (APD + RD), and RDs only. Statistical analyses were repeated for these subgroups. Results: Poorer readers showed significantly worse scores than the good readers for the Tonal Pattern 1, Tonal Pattern 2, and Word Double Dichotic Right tasks. CAEP differences observed across groups indicated comorbid effects of RD and AP difficulties. N2 amplitude was significantly smaller for the poor readers. Conclusions: The current study found altered AP in poor readers using behavioral Feather Squadron measures and speech-evoked cortical potentials. These results provide further evidence that intact central auditory function is fundamental for reading development.

scholarly journals The effect of early versus late lipid infusion in parenteral nutrition on the biochemical and cortical auditory evoked potential parameters in preterm neonates

2019 ◽  
Vol 67 (1) ◽  
Author(s):  
Rania Mohamed Abdou ◽  
Hoda Mahmoud Ibrahim Weheiba
Keyword(s):  
Weight Gain ◽  
Parenteral Nutrition ◽  
Biochemical Parameters ◽  
Evoked Potential ◽  
Demographic Data ◽  
Auditory Evoked Potential ◽  
Preterm Neonates ◽  
Lipid Infusion ◽  
Significant Difference ◽  
Cortical Auditory Evoked Potential

Abstract Background As brain activity depends greatly on the functions provided by lipid membranes, dietary fat in early life can affect the developing nervous system. Despite the adoption of an early more aggressive parenteral nutrition approach with amino acid infusions still reluctance to the early use of intravenous lipids in neonates. Aim To compare the effect of delayed versus early introduction of intravenous lipid in preterm on the biochemical parameters and on brain development by the cortical auditory evoked potential (CAEP) latency and amplitude. Methods This is a comparative study included 49 neonates admitted at the ain shams university NICUs. Participants were divided into two groups: 26 in group of early lipid infusion and 23 in late lipid infusion, Demographic data, and biochemical parameters were documented during the 1st 2 weeks of life. The CAEP was performed at age of 6 months. The latency and amplitude of P1 were recorded and compared between both groups. Results In the present work we found that group of early lipid infusion had reach their full oral intake earlier with shorter duration of parenteral nutrition and length of stay. They had better weight gain and significantly better glucose level control than group of late lipid infusion. There was no significant difference in the other chemical parameters between both groups expect for the higher incidence of cholestasis in the group of late lipid infusion. At 6 months of age, the group of early lipid infusion had significantly shorter latency and amplitude of P1 than the group of late lipid infusion. Conclusion Early effective nutrition positively affect feeding tolerance and weight gain and maturation of higher brain centers brain.

Cellular generators of the cortical auditory evoked potential initial component

1992 ◽  
Vol 84 (2) ◽  
pp. 196-200 ◽  
Author(s):  
Mitchell Steinschneider ◽  
Craig E. Tenke ◽  
Charles E. Schroeder ◽  
Daniel C. Javitt ◽  
Gregory V. Simpson ◽  
...  
Keyword(s):  
Evoked Potential ◽  
Auditory Evoked Potential ◽  
Initial Component ◽  
Cortical Auditory Evoked Potential

Auditory Evoked Responses to Similar Words with Phonemic Difference: Comparison between Children with Good and Poor Reading Scores

2001 ◽  
Vol 32 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Ignacio Valencia ◽  
Gloria B. McAnulty ◽  
Deborah P. Waber ◽  
Frank H. Duffy
Keyword(s):  
Poor Reader ◽  
Auditory Evoked Potentials ◽  
Poor Readers ◽  
Poor Reading ◽  
The Poor ◽  
Parietal Area ◽  
Long Latency ◽  
Lower Amplitude ◽  
Reader Group ◽  
Good And Poor Readers

Our previous study demonstrated a physiologic deficit in two-tone discrimination in poor readers. 1 This was specific to the left parietal area suggesting that poor readers handled rapid tones differently. The current paper extends this finding in the same population, demonstrating that poor readers also have difficulty with phonemic discrimination. Long latency auditory evoked potentials (AEP) were formed using a phonemic discrimination task in a group of children with reading disabilities and controls. Measuring peak-to-peak amplitude of the waveforms, we found reduced N1-P2 amplitude in the Poor Reader group. Using the t-statistic significance probability map (SPM) technique, we also found a group difference, maximal over the mid-parietal area, from 584 msec to 626 msec after the stimulus onset. This difference was due to a lower amplitude on the Poor Reader group. We hypothesized that this late difference constitutes a P3 response and that the Poor Reader group generated smaller P3 waves. These auditory evoked response (AER) data support a discrimination deficit for close phonemes in the Poor Reader group as they had smaller N1-P2 absolute amplitude and developed smaller P3 waves. Based on these data we should be able to differentiate between Good and Poor readers based on long latency potentials created from phonemic stimuli.

Impact of Personal Frequency Modulation Systems on Behavioral and Cortical Auditory Evoked Potential Measures of Auditory Processing and Classroom Listening in School-Aged Children with Auditory Processing Disorder

2018 ◽  
Vol 29 (07) ◽  
pp. 568-586 ◽  
Author(s):  
Jennifer L. Smart ◽  
Suzanne C. Purdy ◽  
Andrea S. Kelly
Keyword(s):  
Frequency Modulation ◽  
Auditory Processing ◽  
Repeated Measures ◽  
Auditory Evoked Potentials ◽  
Auditory Evoked Potential ◽  
Auditory Processing Disorder ◽  
Behavioral Measures ◽  
Frequency Pattern ◽  
School Aged Children ◽  
The Impact

AbstractPersonal frequency modulation (FM) systems are often recommended for children diagnosed with auditory processing disorder (APD) to improve their listening environment in the classroom. Further evidence is required to support the continuation of this recommendation.To determine whether personal FM systems enhance auditory processing abilities and classroom listening in school-aged children with APD.Two baseline assessments separated by eight weeks were undertaken before a 20-week trial of bilateral personal FM in the classroom. The third assessment was completed immediately after the FM trial. A range of behavioral measures and speech-evoked cortical auditory evoked potentials (CAEPs) in quiet and in noise were used to assess auditory processing and FM outcomes. Perceived listening ability was assessed using the Listening Inventory for Education–United Kingdom version (LIFE-UK) questionnaire student and teacher versions, and a modified version of the LIFE-UK questionnaire for parents.Twenty-eight children aged 7–12 years were included in this intervention study. Of the 28 children, there were 22 males and six females.APD Tests scores and CAEP peak latencies and amplitudes were analyzed using repeated measures analysis of variance to determine whether results changed over the two baseline assessments and after the FM trial. The LIFE-UK was administered immediately before and after the FM trial. Student responses were analyzed using paired t-tests. Results are described for the (different) pre- and post-trial teacher versions of the LIFE-UK.Speech in spatial noise (SSN) scores improved by 13% on average when participants wore the FM system in the laboratory. Noise resulted in increased P1 and N2 latencies and reduced N2 amplitudes. The impact of noise on CAEP latencies and amplitudes was significantly reduced when participants wore the FM. Participants’ LIFE-UK responses indicated significant improvements in their perceived listening after the FM trial. Most teachers (74%) reported the trial as successful, based on LIFE-UK ratings. Teachers’ and parents’ questionnaire ratings indicated good agreement regarding the outcomes of the FM trial. There was no change in compressed and reverberated words, masking level difference, and sustained attention scores across visits. Gaps in noise, dichotic digits test, and SSN (hard words) showed practice effects. Frequency pattern test and SSN easy word scores did not change between baseline visits, and improved significantly after the FM trial. CAEP N2 latencies and amplitudes changed significantly across visits; changes occurred across the baseline and the FM trial period.Personal FM systems produce immediate speech perception benefits and enhancement of speech-evoked cortical responses in noise in the laboratory. The 20-week FM trial produced significant improvements in behavioral measures of auditory processing and participants’ perceptions of their listening skills. Teacher and parent questionnaires also indicated positive outcomes.

Developmental changes in refractoriness of the cortical auditory evoked potential

2005 ◽  
Vol 116 (3) ◽  
pp. 648-657 ◽  
Author(s):  
Phillip M. Gilley ◽  
Anu Sharma ◽  
Michael Dorman ◽  
Kathryn Martin
Keyword(s):  
Evoked Potential ◽  
Auditory Evoked Potential ◽  
Developmental Changes ◽  
Cortical Auditory Evoked Potential

scholarly journals Cortical auditory-evoked potential as a biomarker of central auditory maturation in term and preterm infants during the first 3 months

Clinics ◽  
2021 ◽  
Vol 76 ◽  
Author(s):  
Dayane Domeneghini Didoné ◽  
Lilian Sanches Oliveira ◽  
Alessandra Spada Durante ◽  
Kátia de Almeida ◽  
Michele Vargas Garcia ◽  
...  
Keyword(s):  
Preterm Infants ◽  
Evoked Potential ◽  
Auditory Evoked Potential ◽  
Auditory Maturation ◽  
Cortical Auditory Evoked Potential
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