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Normal ABR's in children classified as learning disabled
The Journal of Auditory Research
|January 1, 1983
Summary
Auditory brainstem response (ABR) latency measures did not differentiate learning disabled boys from controls. Psychoeducational assessments also showed no correlation with ABR latency in children with learning disabilities.
Area of Science:
- Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Preliminary studies suggested auditory brainstem (ABR) latency measures could aid in identifying children with learning disabilities.
- Minimal brain dysfunction was an early term for conditions now recognized as learning disabilities.
Purpose of the Study:
- To investigate if auditory brainstem (ABR) latency measures could differentiate learning disabled boys from normal controls.
- To determine the relationship between psychoeducational assessments and ABR latency in learning disabled children.
Main Methods:
- Twenty boys aged 9-14 years, classified as learning disabled using US psychoeducational criteria, were studied.
- Auditory brainstem response (ABR) latency measures to repetitive click stimuli were recorded.
- Participants were compared to age-matched normal controls.
Main Results:
- No significant differences in ABR latency measures were found between the learning disabled group and the control group.
- Psychoeducational Battery scores were not correlated with ABR latency measures in the learning disabled children.
Conclusions:
- Auditory brainstem (ABR) latency measures, using repetitive click stimuli, are not effective in differentiating learning disabled boys aged 9-14 from normal controls.
- Current psychoeducational criteria and ABR latency measures do not show a relationship in this population, challenging earlier findings.