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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.
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