Current Issue
Volumes and Issues
For Authors
Manuscript Guidelines
Review Process
Conflict of Interest
Copyright
About the Journal
Editorial Board
Aim and Scope
Policy and Ethical Guidelines
Promotion of the Journal
Print-Version Subscription
Publisher and Contact Information
Contact Information
Sign in as an AUTHOR/REVIEWER
REVIEW PAPER
ASSESSMENT OF LEARNING DISORDER USING THE FREQUENCY FOLLOWING RESPONSE: SYSTEMATIC REVIEW
1
Audiology, Hospital Otocentro, Brazil
2
Audiology, FOCUS Formação Profissional, Brazil
3
Audiology, Clínica Ouvire, Brazil
4
Institute of Physiology and Pathology of Hearing, World Hearing Center, Poland
5
Audiology, Institute of Sensory Organs, Poland
6
Electrophysiology, Advanced Electrophysiology and Neuroaudiology Center, Brazil
7
Electrophysiology, Ouvire Clinic, Brazil
A - Research concept and design; B - Collection and/or assembly of data; C - Data analysis and interpretation; D - Writing the article; E - Critical revision of the article; F - Final approval of article;
Submission date: 2020-06-05
Final revision date: 2020-07-08
Acceptance date: 2020-07-09
Publication date: 2020-11-16
Corresponding author
Milaine Dominici Sanfins
Electrophysiology, Advanced Electrophysiology and Neuroaudiology Center, Avenida Jacutinga, 220- apto 12, 04515-030, São Paulo, Brazil; email: msanfins@uol.com.br; Phone: +5511990033092
Electrophysiology, Advanced Electrophysiology and Neuroaudiology Center, Avenida Jacutinga, 220- apto 12, 04515-030, São Paulo, Brazil; email: msanfins@uol.com.br; Phone: +5511990033092
J Hear Sci 2020;10(3):9-18
KEYWORDS
TOPICS
ABSTRACT
Introduction:
There seems to be a relationship between learning disorders and changes in auditory skills which can cause short, medium, and long term damage in an individual’s life. An early diagnosis can contribute to the treatment of these patients. The frequency following response (FFR) is an objective electrophysiological test for investigating hearing loss related to the coding of speech sounds and has the potential to contribute to diagnoses.
Objective:
From the literature to assess the correlation of learning disorders with impaired hearing function in terms of the frequency following response (FFR).
Data synthesis:
A systematic literature review was performed using the Scielo, LILACS, Cochrane, and PubMed databases. The database search used filters related to species (human), language (English), and publication year (2009 to 2019). 272 articles were selected from the databases, but only 15 met the inclusion criteria previously established. All studies found a significant relationship between learning disorders and FFR test findings.
Conclusion:
It is concluded that there is a correlation between FFR responses in learning disorders via impaired perception of speech sounds. Because FFR is an objective, fast, and effective procedure that does not require the patient's conscious participation, it appears to be an important tool in the early diagnosis of these changes.
There seems to be a relationship between learning disorders and changes in auditory skills which can cause short, medium, and long term damage in an individual’s life. An early diagnosis can contribute to the treatment of these patients. The frequency following response (FFR) is an objective electrophysiological test for investigating hearing loss related to the coding of speech sounds and has the potential to contribute to diagnoses.
Objective:
From the literature to assess the correlation of learning disorders with impaired hearing function in terms of the frequency following response (FFR).
Data synthesis:
A systematic literature review was performed using the Scielo, LILACS, Cochrane, and PubMed databases. The database search used filters related to species (human), language (English), and publication year (2009 to 2019). 272 articles were selected from the databases, but only 15 met the inclusion criteria previously established. All studies found a significant relationship between learning disorders and FFR test findings.
Conclusion:
It is concluded that there is a correlation between FFR responses in learning disorders via impaired perception of speech sounds. Because FFR is an objective, fast, and effective procedure that does not require the patient's conscious participation, it appears to be an important tool in the early diagnosis of these changes.
REFERENCES (36)
1.
American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5). 5th edition. Arlington, Virgínia, EUA: American Psychiatric Association; 2013. 2. Schulte-Korne G. Specific learning disabilities: from DSM-IV to DSM-5. Z Kinder Jungendpsychiatr Psychother, 2014; 42(5): 369-72.
2.
Murphy CFB, Schochat E. Correlations between reading, phonological awareness and auditory temporal processing. Pró-Fono Revista de Atualização Científica, 2009; 21(1): 13-8.
3.
Abdo AGR, Murphy CFB, Schochat E. Hearing abilities in children with dyslexia and attention deficit hyperactivity disorder. PróFono, Revista de Atualização Científica, 2010 Mar; 22(1): 25-30.
4.
Oliveira JC, Murphy CFB, Schochat E. Auditory processing in children with dyslexia: electrophysiological and behavior evaluation. CoDAS, 2013; 25(1): 39-44.
5.
Santos TS, Mancini PC, Sancio LP, Castro AR, Labanca L, Resende LM. Findings in behavioral and electrophysiological assessment of auditory processing. Audiology Communication Research, 2015; 20(3), 225-232.
6.
Wiemes GRM, Kozlowski L, Mocellin M, Hamerschmidt R, Schuch LH. Cognitive evoked potentials and central auditory processing in children with reading and writing disorders. Braz J Otorhinolaryngol, 2012 June; 78(3):91-97.
7.
Sanfins M, Borges L, Ubiali T, Colella-Santos M. Speech auditory brain stem response (speech ABR) in the differential diagnosis of scholastic difficulties. Braz J Otorhinolaryngol, 2017; 83(1): 112-6.
8.
Frizzo ACF, et al. Auditory middle latency response in children with learning difficulties. Int Arch Otorhinolaryngol, 2012; 16(3), 335-340.
9.
Hämäläinen JA, Lohvansuu K, Ervast L, Leppenen PH. Eventrelated potentials for tones of children with various risk factors for dyslexia and control before the start of formal reading instruction. Int J Psychophysiol, 2015; 95, 101-112.
10.
Hornickel J, Knowles E, Kraus N. Test–retest reliability consistency of the speech-evoked auditory brainstem responses in typically-developing children. Hear Res, 2012; 284(1-2): 52-8.
11.
Easwar V, Purcell D, Aiken SJ, Parsa V, Scollie SD. Effect of stimulus level and bandwidth on speech-evoked envelope following responses in adults with normal hearing. Ear Hear, 2015; 36(6): 619-34.
12.
Gorker I, Bozatli L, Korkmazlar U, et al. Probable prevalence and sociodemographic characteristics of specific learning disorder in primary school children in Edirne. Noro Psikiyatr Ars, 2017; 54 (4): 343-349.
13.
Snowling MJ, Hulme C. Annual research review: The nature and classification of reading disorder: a commentary on proposals for DSM-5. J Child Psych Psychol, 2012; 41(1): 3-22.
14.
Song JH, Nicol T, Kraus N. Test–retest reliability of the speechevoked auditory brainstem response. Clin Neurophysiol, 2011; 122: 346–55.
15.
Bellier L, Veuillet E, Vesson J, Bouchet P, Caclin A, Thai-Van H. Speech auditory brainstem response through hearing aid stimulation. Hear Res, 2015; 365: 49-54.
16.
Parbery-Clark A, Tierney A, Strait DL, Kraus N. Musicians have fine-tuned neural distinction of speech syllables. Neuroscience, 2012; 219: 111-9.
17.
Kumar K, Bhat JS, D’Costa PE, Srivastava M, Kalaiah MK. Effect of stimulus polarity on speech evoked auditory brainstem response. Audiol Res, 2014; 3(1): e8.
18.
Chandrasekaran B, Kraus N. The scalp-recorded brainstem response to speech: neural origins and plasticity. Psychophysiol, 2010; 47(2): 236-46.
19.
Clinard CG, Tremblay KL. Aging degrades the neural encoding of simple and complex sounds in the human brainstem. J Am Acad Audiol, 2013; 24(7): 590-9.
20.
Coffey E, Herlolz S, Chepesiuk A, Baillet S, Zatorre R. Cortical contributions to the auditory frequency-following response revealed by MEG. Nature Comm, 2016; 7: 11070.
21.
Skoe E, Kraus N. Auditory brain stem response to complex sounds: a tutorial. Ear Hear, 2010; 31(3): 302-24.
22.
Haywood NR, Undurraga JA, Marquardt T, Mcalpine D. A comparison of two objective measures of binaural processing: the interaural phase modulation following response and the binaural interaction component. Trends Hear, 2015; 19: 2331216515619039.
23.
Neef NE, Schaadta G, Friedericia A D. Auditory brainstem responses to stop consonants predict literacy. International Federation of Clinical Neurophysiology. Elsevier Ireland, 2016; 1388-2457. https://doi.org/10.1016/j.clin....
24.
Hornickel J, Kraus N. Unstable representation of sound: a biological marker of dyslexia. J Neurosci, 2013; 33(8): 3500–04.
25.
Neef NE, Müllerb B, Liebiga J, Schaadta G, Grigutscha M, Guntera T C, Wilckeb A, Kirstenb H, Skeidea MA, Krafta I, Kraus N, Emmrichb F, Brauera J, Boltzeb J, Friedericia AD. Dyslexia risk gene relates to representation of sound in the auditory brainstem. Devel Cog Neurosci, 2017; 63–71.
26.
Lam SSY, Schwocha TW, Zecker SG. Hornickel J, Kraus N. Neural stability: a reflection of automaticity in reading. Neuropsychologia, 2017; 103: 162–7.
27.
Strait DL., Hornickel J, Kraus N. Subcortical processing of speech regularities underlies reading and music aptitude in children. Behav Brain Functions, 2011, 7:44.
28.
White-Schwoch T, Carr KW, Thompson EC, Anderson S, Nicol T, Bradlow AR, Zecker SG, Kraus N. Auditory processing in noise: a preschool biomarker for literacy. PLoS Biol, 2015 Jul; 13(7); 1002196.
29.
Carr KW, Schwocha TW, Tierneya AT, Strait DL, Kraus N. Beat synchronization predicts neural speech encoding and reading readiness in preschoolers. PNAS, 2014; 14559–64.
30.
Anderson S, Skoe E, Chandrasekaran B, Kraus N. Neural timing is linked to speech perception in noise. J Neurosci, 2010 Apr 7; 30(14): 4922–6.
31.
Malayeri S, Lotfi Y, Moossavi SA, Rostami R, Faghihzadeh S. Brainstem response to speech and non-speech stimuli in children with learning problems. Hear Res, 2014; 313:75-82.
32.
Kouni S N, Giannopoulos S, Ziavra N, Koutsojannis C. Brainstem auditory evoked potentials with the use of acoustic clicks and complex verbal sounds in young adults with learning disabilities. Am J Otolaryngol, 2013; 646-51.
33.
Banai K, Hornickel J, Skoe E, Nicol T, Zecker S, Kraus N. Reading and subcortical auditory function. Cerebr Cortex, 2009; 19:2699-707.
34.
Hornickel, J, Zecker, S, Kraus, N. Experience-dependent plasticity engendered by classroom FM system use. Paper presented at the Association for Research in Otolaryngology; 2012.
35.
Hornickel J, Skoe E, Nicol T, Zecker S, Kraus N. Subcortical differentiation of stop consonants relates to reading and speech-innoise perception. PNAS, 2009. 13022-7.
36.
Hornickel J, Lin D, Kraus N. Speech-evoked auditory brainstem responses reflect familial and cognitive influences. Dev Sci, 2013 January ; 16(1): 101-10.
Share
RELATED ARTICLE
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
