The Relationship Between Brainstem Temporal Processing and Performance on Tests of Central Auditory Function in Children With Reading Disorders
The Relationship Between Brainstem Temporal Processing and Performance on Tests of Central Auditory Function in Children With Reading Disorders
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DOI：
10.1044/1092-4388(2010/09-0239
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发表时间：
2011-02-01
影响因子：
2.6
通讯作者：
Bellis, Teri James
中科院分区：
文献类型：
--
作者：
Billiet, Cassandra R.;Bellis, Teri James
目的：使用言语刺激来引起电生理反应的研究发现，大约30%的有语言学习问题的儿童表现出异常的脑干计时。需要研究这些反应如何与中枢听觉功能行为测试的表现有关。为探讨有无脑干计时异常的阅读障碍儿童和无学习史或相关障碍儿童在中枢听觉功能行为测试中的表现，对30名学龄儿童进行了临床常用的中枢听觉行为测试：第1组（n = 10）：阅读障碍、脑干计时异常;第2组（n = 10）：阅读障碍，脑干计时正常;第3组（n = 10）：典型对照。结果：结果表明，第2组中所有参与者均符合（中枢）听觉处理障碍[（C）APD]的诊断标准，而第1组中只有4名参与者符合标准。听觉处理的生物标记物（BioMARK）确定6名儿童在第1组谁不符合诊断标准（C）APD，但显示异常brainstem timing.Conclusions：结果强调了中央听觉评估的重要性，为儿童阅读障碍。此外，BioMARK可能有助于识别使用（C）APD评估的行为方法无法识别的中枢听觉功能障碍儿童。
Purpose: Studies using speech stimuli to elicit electrophysiologic responses have found approximately 30% of children with language-based learning problems demonstrate abnormal brainstem timing. Research is needed regarding how these responses relate to performance on behavioral tests of central auditory function. The purpose of the study was to investigate performance of children with dyslexia with and without abnormal brainstem timing and children with no history of learning or related disorders on behavioral tests of central auditory function.Method: Performance of 30 school-age children on behavioral central auditory tests in common clinical use was examined: Group 1 (n = 10): dyslexia, abnormal brainstem timing; Group 2 (n = 10): dyslexia, normal brainstem timing; Group 3 (n = 10): typical controls.Results: Results indicated that all participants in Group 2 met diagnostic criteria for (central) auditory processing disorder [(C)APD], whereas only 4 participants in Group 1 met criteria. The Biological Marker of Auditory Processing (BioMARK) identified 6 children in Group 1 who did not meet diagnostic criteria for (C) APD but displayed abnormal brainstem timing.Conclusions: Results underscore the importance of central auditory assessment for children with dyslexia. Furthermore, the BioMARK may be useful in identifying children with central auditory dysfunction who would not have been identified using behavioral methods of (C) APD assessment.