Auditory Processing in Children with Specific Language Impairment: A FFR Based Study
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ORIGINAL ARTICLE
Auditory Processing in Children with Specific Language Impairment: A FFR Based Study Animesh Barman1 • Prashanth Prabhu1
•
V. G. Mekhala1 • Kavya Vijayan1 • N. Swapna1
Received: 10 August 2020 / Accepted: 31 August 2020 Ó Association of Otolaryngologists of India 2020
Abstract Specific language impairment (SLI) is diagnosed when a child has difficulty in producing or understanding spoken language for no apparent reason. The study attempted to assess the sub-cortical encoding in children with SLI using speech-evoked auditory brainstem response (ABR). The objective of the study was to compare the amplitude and latency of the frequency following response (FFR) parameters between the children with SLI and typically developing children. The frequency following response was recorded using/da/stimuli from ten ears of children diagnosed with SLI. The amplitude and the latencies of the different peaks of FFR in children with SLI were compared with those of typically developing children. The results of the study showed that the latencies of wave C and D were significantly prolonged in children with SLI compared to typically developing children. The waveforms obtained from the typically developing (TD) children were clearer and easily identifiable, with larger negativity observed in the troughs. The waveform morphology was poorer in children with SLI with shallower peaks. Thus, it can be concluded that speech evoked ABR gives an insight into the auditory processing ability of children with SLI. It indicates that signal processing in the auditory pathway of children with SLI is temporally distorted and which might affect the development of language.
& Prashanth Prabhu [email protected] 1
Department of Audiology, All India Institute of Speech and Hearing, Manasagangothri, Naimisham campus, Mysore, Karnataka 570006, India
Keywords Auditory processing Auditory evoked potential Frequency following response Specific language impairment
Introduction Specific language impairment (SLI) is diagnosed when a child has difficulty in producing or understanding spoken language for no apparent reason [1]. By definition, children with SLI are thought to have no obvious hearing, cognitive, or neurological deficits [2]. It is widely accepted that the causes of SLI are predominantly neurobiological rather than socio-cultural [3]. Some studies report that the difficulty faced by children with SLI could be related to subtle auditory perceptual problems or auditory agnosia [4]. It has been proposed that SLI is the consequence of low-level abnormalities in auditory perception [1]. Studies are reporting impaired auditory neural processing of both speech and non-speech stimuli in groups of children and adults with various language difficulties [5]. This can be because of the inability to perceive the acoustic cues present in the speech signal. This poor perception of acoustic cues that includes the temporal and spectral characteristics of speech leads to an unstable representation of phoneme in the brain. The sp
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