Sensory-based learning disability: Insights from brainstem processing of speech sounds

Karen Banai; Daniel Abrams; Nina Kraus

doi:10.1080/14992020701383035

Sensory-based learning disability: Insights from brainstem processing of speech sounds

Karen Banai, Daniel Abrams, Nina Kraus

Research output: Contribution to journal › Review article › peer-review

Abstract

Speech-evoked auditory brainstem responses (speech-ABR) provide a reliable marker of learning disability in a substantial subgroup of individuals with language-based learning problems (LDs). Here we review work describing the properties of the speech-ABR in typically developing children and in children with LD. We also review studies on the relationships between speech-ABR and the commonly used click-ABR, and between speech-ABR and auditory processing at the level of the cortex. In a critical examination of previously published data, we conclude that as many as 40% of LDs have abnormal speech-ABRs and that these individuals are also likely to exhibit abnormal cortical processing. Yet, the profile of learning problems these individuals exhibit is unspecific. Leaving open the question of causality, these data suggest that speech-ABR can be used to identify a large sub-population of LDs, those with abnormal auditory physiological function. Further studies are required to determine the functional relationships among abnormal speech-ABR, speech perception, and the pattern of literacy-related and cognitive deficits in LD.

Original language	English
Pages (from-to)	524-532
Number of pages	9
Journal	International Journal of Audiology
Volume	46
Issue number	9
DOIs	https://doi.org/10.1080/14992020701383035
State	Published - Sep 2007
Externally published	Yes

Bibliographical note

Funding Information:
Supported by NIH/NIDCD RO1-01510, F32DC008052 and the Hugh Knowles Center for Clinical and Basic Science in Hearing and its Disorders. We would like to thank Nicole Russo, Judy Song, Trent Nicol, Gabriella Musacchia, Krista Johnson, and Erika Skoe for their help at various stages of this project. Statement regarding conflict of interest: Nina Kraus is a coinventor of the BioMAPTM, but has no financial stake in the commercialization process. Northwestern University holds the patent and licensed it to Biologic for commercialization. Karen Banai and Daniel Abrams are not involved with BioMAPTM, and declare no conflict of interest.

Keywords

ABR
AEP
Auditory processing
Dyslexia
Learning disability
Speech encoding

ASJC Scopus subject areas

Language and Linguistics
Linguistics and Language
Speech and Hearing

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10.1080/14992020701383035

Cite this

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title = "Sensory-based learning disability: Insights from brainstem processing of speech sounds",

abstract = "Speech-evoked auditory brainstem responses (speech-ABR) provide a reliable marker of learning disability in a substantial subgroup of individuals with language-based learning problems (LDs). Here we review work describing the properties of the speech-ABR in typically developing children and in children with LD. We also review studies on the relationships between speech-ABR and the commonly used click-ABR, and between speech-ABR and auditory processing at the level of the cortex. In a critical examination of previously published data, we conclude that as many as 40% of LDs have abnormal speech-ABRs and that these individuals are also likely to exhibit abnormal cortical processing. Yet, the profile of learning problems these individuals exhibit is unspecific. Leaving open the question of causality, these data suggest that speech-ABR can be used to identify a large sub-population of LDs, those with abnormal auditory physiological function. Further studies are required to determine the functional relationships among abnormal speech-ABR, speech perception, and the pattern of literacy-related and cognitive deficits in LD.",

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author = "Karen Banai and Daniel Abrams and Nina Kraus",

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AB - Speech-evoked auditory brainstem responses (speech-ABR) provide a reliable marker of learning disability in a substantial subgroup of individuals with language-based learning problems (LDs). Here we review work describing the properties of the speech-ABR in typically developing children and in children with LD. We also review studies on the relationships between speech-ABR and the commonly used click-ABR, and between speech-ABR and auditory processing at the level of the cortex. In a critical examination of previously published data, we conclude that as many as 40% of LDs have abnormal speech-ABRs and that these individuals are also likely to exhibit abnormal cortical processing. Yet, the profile of learning problems these individuals exhibit is unspecific. Leaving open the question of causality, these data suggest that speech-ABR can be used to identify a large sub-population of LDs, those with abnormal auditory physiological function. Further studies are required to determine the functional relationships among abnormal speech-ABR, speech perception, and the pattern of literacy-related and cognitive deficits in LD.

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Sensory-based learning disability: Insights from brainstem processing of speech sounds

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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