The relationship between brainstem temporal processing and performance on tests of central auditory function in...

Area of Science:

• Neuroscience
• Audiology
• Developmental Psychology

Background:

• Approximately 30% of children with language-based learning problems exhibit abnormal brainstem timing in response to speech stimuli.
• Existing research highlights a need to correlate these electrophysiologic findings with behavioral assessments of central auditory function.

Purpose of the Study:

• To compare the performance of children with dyslexia (with and without abnormal brainstem timing) and typical controls on behavioral tests of central auditory function.
• To investigate the relationship between brainstem timing abnormalities and central auditory processing in children with dyslexia.

Main Methods:

• Examined the performance of 30 school-age children on standard clinical behavioral central auditory tests.
• Participants were divided into three groups: dyslexia with abnormal brainstem timing (n=10), dyslexia with normal brainstem timing (n=10), and typical controls (n=10).

Main Results:

• All children with dyslexia and normal brainstem timing met diagnostic criteria for central auditory processing disorder (CAPD).
• Only 4 children with dyslexia and abnormal brainstem timing met CAPD criteria behaviorally.
• The Biological Marker of Auditory Processing (BioMARK) identified 6 children with abnormal brainstem timing who did not meet CAPD criteria via behavioral assessment.

Conclusions:

• Central auditory assessment is crucial for children diagnosed with dyslexia.
• The BioMARK may enhance the identification of central auditory dysfunction in children with dyslexia who might be missed by traditional behavioral CAPD assessments.