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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
TEOAE suppression in adults with learning disabilities
Angela C Garinis1, Theodore Glattke, Barbara K Cone-Wesson
1Department of Speech, Language and Hearing Sciences, University of Arizona, Tucson, AZ 85721-0071, USA. agarinis@email.arizona.edu
Transient evoked otoacoustic emissions (TEOAEs) suppression differs between adults with and without learning disabilities (LDs). The study found ear-specific differences in TEOAE suppression, suggesting altered efferent auditory pathways in individuals with LDs.
Area of Science:
- Auditory Neuroscience
- Otoacoustic Emissions
- Neurodevelopmental Disorders
Background:
- Transient evoked otoacoustic emissions (TEOAEs) reflect cochlear outer hair cell function.
- Contralateral noise elicits TEOAE suppression, mediated by the efferent auditory system.
- Learning disabilities (LDs) may be associated with differences in auditory processing.
Purpose of the Study:
- To investigate TEOAE suppression in adults with and without learning disabilities (LDs).
- To examine potential differences in the efferent auditory pathway between groups.
Main Methods:
- TEOAEs were recorded in 18 adults with LDs and 18 controls.
- TEOAEs were elicited by clicks and suppressed by contralateral broadband noise (60 dB SPL).
- Suppression was measured by changes in TEOAE amplitude and analyzed across frequency bands.
Main Results:
- A significant interaction between group and ear tested was observed for TEOAE suppression.
- Control participants showed right ear dominance for suppression.
- LD participants exhibited left ear dominance for TEOAE suppression.
Conclusions:
- Findings suggest differences in the medial olivary cochlear bundle and efferent auditory pathway in adults with LDs.
- Ear-specific asymmetry in TEOAE suppression may indicate altered auditory processing in LDs.
- This study provides insights into the neurophysiological underpinnings of auditory function in learning disabilities.
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