Sensory-based learning disability: Insights from brainstem processing of speech sounds
Sensory-based learning disability: Insights from brainstem processing of speech sounds
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DOI：
10.1080/14992020701383035
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发表时间：
2007-09-01
影响因子：
2.7
通讯作者：
Kraus, Nina
中科院分区：
文献类型：
--
作者：
Banai, Karen;Abrams, Daniel;Kraus, Nina
言语诱发听觉脑干反应（speech-ABR）为语言学习障碍个体提供了一个可靠的学习障碍标记。本文综述了正常发育儿童和障碍儿童的言语abr特征，并对言语abr与常用的点击abr之间的关系进行了综述。以及在皮层层面上的言语- abr和听觉处理之间的差异。在对先前公布的数据进行严格审查后。我们得出的结论是，多达40%的ld具有异常的言语abr，并且这些个体也可能表现出异常的皮层处理。然而，这些个体表现出的学习问题的概况是不具体的。撇开因果关系的问题不谈，这些数据表明，言语abr可以用来识别大量的lld亚群，即听觉生理功能异常的人群。需要进一步的研究来确定异常的言语- abr、言语感知、识字和认知缺陷模式之间的功能关系。
Speech-evoked auditory brainstem responses (speech-ABR) provide a reliable marker of learning disability in a substantial subgroup of individuals with language-based learning problems (LDs). Here we review work describing the properties of the speech-ABR in typically developing children and in children with LD. We also review studies on the relationships between speech-ABR and the commonly used click-ABR. and between speech-ABR and auditory processing at the level of the cortex. In a critical examination of previously published data. we conclude that as many as 40% of LDs have abnormal speech-ABRs and that these individuals are also likely to exhibit abnormal cortical processing. Yet, the profile of learning problems these individuals exhibit is unspecific. Leaving open the question of causality, these data suggest that speech-ABR can be used to identify a large subpopulation of LDs, those with abnormal auditory physiological function. Further studies are required to determine the functional relationships among abnormal speech-ABR, speech perception, and the pattern of literacy-related and cognitive deficits in LD.