scholarly journals Electrophysiological and Behavioral Evaluation of Auditory Processing in Adults with Dysphonia

2020 ◽  
Author(s):  
Ana Cláudia Mondini Ribeiro Bez ◽  
Cyntia Barbosa Laureano Luiz ◽  
Sabrina Mazzer Paes ◽  
Renata Rangel Azevedo ◽  
Daniela Gil
Keyword(s):  
Auditory Processing ◽  
Therapeutic Process ◽  
Behavioral Assessment ◽  
Oral Communication ◽  
Clinical History ◽  
Auditory Evoked Potential ◽  
Central Auditory Processing ◽  
Complex Stimuli ◽  
Long Latency ◽  
The Right

Abstract Introduction Dysphonia is an oral communication disorder. The voice and hearing are interrelated aspects. Hearing is an important sensory input for monitoring the vocal pattern. The relation between hearing abilities and dysphonia represents a contribution both in scientific and in clinical terms, especially in cases in which satisfactory results are not achieved in the therapeutic process. Objective To characterize long-latency auditory evoked potential (P300) with tonal and complex stimuli, and to make a behavioral evaluation of auditory processing in adults with behavioral dysphonia. Method The sample used for the present study consisted of 20 subjects from both genders with ages ranging from 18 and 58, who were diagnosed with behavioral dysphonia. The evaluations occurred in a single 2-hour session, in which the procedures of clinical history, pure tone and speech audiometries, acoustic immittance measures, and behavioral and electrophysiological evaluations of auditory processing were performed. Results The descriptive measures of P3 latency elicited by tonal and complex stimuli showed similar results for the right and left ears, without statistically significant differences. In the qualitative analysis, the results observed were within the normality patterns for the P3 component for both tonal and complex stimuli. As for the behavioral evaluation of auditory processing, abnormal results were observed in 100% of the sample. Abnormalities were found in the auditory skills of ordering and temporal resolution and figure-background obtained from the duration pattern, random gap detection, and dichotic tests (syllables and words), respectively. Conclusion The evaluated patients presented central auditory processing disorder, evidenced by behavioral assessment.

scholarly journals Auditory cortex plasticity in musicians

2021 ◽  
Vol 31 (Supplement_2) ◽  
Author(s):  
Cláudia Reis ◽  
Margarida Teixeira
Keyword(s):  
Auditory Cortex ◽  
Auditory Processing ◽  
Evoked Potential ◽  
Auditory Evoked Potential ◽  
Cortical Inhibition ◽  
Control Group ◽  
Average Amplitude ◽  
Inhibition Effect ◽  
Long Latency ◽  
The Right

Abstract Background The objective of this study was to verify wether it was possible to observe greater plasticity of the auditory cortex and greater benefits in terms of auditory processing, better discrimination, attention and identification of rare stimuli, in musicians, verified through the performance of Long Latency Auditory Evoked Potential, P300, with and without competitive noise, in musicians compared to non-musician. Methods 20 individuals were divided into two groups: 8 in the musicians, and 12 in the control group. The P300 values were compared between the two groups and then between the results of the P300 with and without competitive noise, in both groups. Results When comparing the results without competitive noise, it appears that the average amplitude was higher in the group of musicians compared to the control group, in both ears. Latency was lower in the control group, only in the right ear. With competitive noise, in both groups, the average amplitude is lower, compared to the results of the P300 without competitive noise, both in the right ear and in the left ear, and this effect is more considerable in the group of musicians. Regarding latency, theaverage of the P300 with competitive noise, in both ears, with a greater increase in latency values, in the group of musicians. Conclusion Musicians show a greater cortical inhibition effect compared to non-musicians, demonstrating that the musician’s central auditory system shows greater activation, which can result in better performance in functions such as attention and discrimination, due to training by musical practice.

scholarly journals Electrophysiological and behavioral evaluation of auditory processing before and after speech therapy intervention in children after traumatic brain injury: Case reports

2021 ◽  
Vol 5 (3) ◽  
pp. 064-074
Author(s):  
Antoniaci Mariane Richetto da Silva ◽  
Andrade Adriana Neves de ◽  
Suriano Italo Capraro ◽  
Avila Clara Regina Brandão de ◽  
Gil Daniela
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Auditory Processing ◽  
Intervention Program ◽  
Speech Therapy ◽  
Behavioral Assessment ◽  
Tone Burst ◽  
Central Auditory Processing ◽  
The Right ◽  
Therapy Intervention

Objectives: to verify the effects of a speech therapy intervention program in children after moderate and severe traumatic brain injury using electrophysiological and behavioral assessment of central auditory processing. Method: Five children aged 9 to 11 years old who suffered closed brain trauma of moderate or severe degree for at least 6 months, right-handed, literate before the injury, diagnosed with Central Auditory Processing and Reading and Writing Disorders. Ten speech therapy intervention sessions were held, covering the area of language and auditory training activities. Children were submitted to electrophysiological evaluation with Long Latency Auditory Evoked Potential and behavioral assessment of central auditory processing, pre and post intervention. Results: Statistically significant, after speech therapy intervention, in the LLAEP with tone burst, there was an improvement in the latencies of the N2 component in both ears and P3 in the right ear. CAPD improves the memory test for verbal sounds in sequence and the speech test with white noise in the right ear. Conclusion: After the speech therapy intervention program in individuals with TBI it was observed: reduction of the latency of the N1 component in the left ear, in the LLAEP with tone burst; reduction of the latencies of the components N1, P2 and N2 in the right and left ears, and for the latency of the P3 only in the right ear, in the LLAEP with complex stimuli and performance improvement in the behavioral tests of central auditory memory processing for verbal sounds in sequence and speech with white noise.

Auditory training in auditory processing disorders (APD)

2020 ◽  
Vol 33 (3) ◽  
Author(s):  
Magdalena Dunaj ◽  
Anna Lobaczuk-Sitnik ◽  
Malgorzata Rozanska ◽  
Emilia Duchnowska ◽  
Bozena Kosztyla-Hojna ◽  
...  
Keyword(s):  
Auditory Processing ◽  
Speech Therapy ◽  
Positive Impact ◽  
Therapeutic Process ◽  
Correct Diagnosis ◽  
Auditory Training ◽  
Diagnostic Code ◽  
Central Auditory Processing ◽  
Auditory Processing Disorders ◽  
Central Auditory Processing Disorders

Auditory processing disorders (APD) are characterized by a reduction in the efficiency of auditory processing, which results in a deficit in identifying and interpreting sounds by the brain. In 2017, auditory processing disorders were awarded an individual diagnostic code. Symptoms that indicate the presence of auditory processing disorders are numerous and non-specific. The primary symptom of impaired auditory processing is difficulty understanding speech in noise. This disorder affects about 5-7% of children. Most often, the result of at least two tests included in the set is considered to be the determinant which constitutes the basis for the diagnosis of disorders. In the diagnostic and therapeutic process of children with auditory processing disorders, the correct diagnosis is of key importance, thanks to which it will be possible to conduct an appropriate treatment. All therapeutic methods, tasks activating auditory perception and language skills should be selected reliably, individually for each participant of the therapy. The use of the so-called auditory training during corrective-compensatory and speech therapy classes in children with central auditory processing disorders should be the standard. It is the main method of treating children with central hearing impairment. Auditory training includes auditory education based on stimulating child’s auditory predispositions and on developing the ability to use them in order to gain better orientation in the environment. At present, therapists in Poland may use various types of therapeutic interactions that have a positive impact on the development of a child’s hearing skills. The aim of the work is to discuss auditory training and to present speech therapy exercises helpful in the therapeutic process of children with auditory processing disorders.

scholarly journals Behavioral and electrophysiological auditory processing measures in traumatic brain injury after acoustically controlled auditory training: a long-term study

2015 ◽  
Vol 13 (4) ◽  
pp. 535-540 ◽  
Author(s):  
Carolina Calsolari Figueiredo ◽  
Adriana Neves de Andrade ◽  
Andréa Tortosa Marangoni-Castan ◽  
Daniela Gil ◽  
Italo Capraro Suriano
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Auditory Processing ◽  
Behavioral Assessment ◽  
Auditory Training ◽  
Long Term Study ◽  
Long Run ◽  
One Year ◽  
The Right

ABSTRACT Objective To investigate the long-term efficacy of acoustically controlled auditory training in adults after tarumatic brain injury. Methods A total of six audioogically normal individuals aged between 20 and 37 years were studied. They suffered severe traumatic brain injury with diffuse axional lesion and underwent an acoustically controlled auditory training program approximately one year before. The results obtained in the behavioral and electrophysiological evaluation of auditory processing immediately after acoustically controlled auditory training were compared to reassessment findings, one year later. Results Quantitative analysis of auditory brainsteim response showed increased absolute latency of all waves and interpeak intervals, bilaterraly, when comparing both evaluations. Moreover, increased amplitude of all waves, and the wave V amplitude was statistically significant for the right ear, and wave III for the left ear. As to P3, decreased latency and increased amplitude were found for both ears in reassessment. The previous and current behavioral assessment showed similar results, except for the staggered spondaic words in the left ear and the amount of errors on the dichotic consonant-vowel test. Conclusion The acoustically controlled auditory training was effective in the long run, since better latency and amplitude results were observed in the electrophysiological evaluation, in addition to stability of behavioral measures after one-year training.

scholarly journals Mismatch Negativity Elicited by Verbal and Nonverbal Stimuli: Comparison with Potential N1

2019 ◽  
Vol 24 (02) ◽  
pp. e154-e159
Author(s):  
Mirtes Brückmann ◽  
Michele Vargas Garcia
Keyword(s):  
Auditory Processing ◽  
Mismatch Negativity ◽  
Pure Tone Audiometry ◽  
External Auditory Meatus ◽  
Auditory Evoked Potential ◽  
Negative Wave ◽  
Auditory Thresholds ◽  
Verbal Stimuli ◽  
Long Latency ◽  
Significant Difference

Abstract Introduction Mismatch negativity (MMN) is a long latency auditory evoked potential, represented by a negative wave, generated after the potential N1 and visualized in a resulting wave. Objective To identify the time of occurrence of MMN after N1, elicited with verbal and nonverbal stimuli. Methods Ninety individuals aged between 18 and 56 years old participated in the study, 39 of whom were male and 51 female, with normal auditory thresholds, at least 8 years of schooling, and who did not present auditory processing complaints. All of them underwent audiologic anamnesis, visual inspection of external auditory meatus, pure tone audiometry, speech audiometry, acoustic immittance measures and the dichotic sentence identification test as a screening for alterations in auditory processing, a requirement to participate in the sample. The MMN was applied with two different stimuli, with these being da/ta (verbal) and 750 Hz and 1,000 Hz (nonverbal). Results There was a statistically significant difference between the latency values of the N1 potential and the MMN with the two stimuli, as well as between the MMN with verbal and nonverbal stimuli, and the latency of the MMN elicited with da/ta being greater than that elicited with 750 Hz and 1,000 Hz, which facilitated its visualization. Conclusion The time of occurrence of MMN after the N1 elicited with verbal stimuli was 100.4 ms and with nonverbal stimuli 85.5 ms. Thus, the marking of the MMN with verbal stimuli proved to be more distant from N1 compared with the nonverbal stimuli.

Mismatch Negativity in the Assessment of Central Auditory Function

1994 ◽  
Vol 3 (2) ◽  
pp. 39-51 ◽  
Author(s):  
Nina Kraus ◽  
Therese J. McGee
Keyword(s):  
Auditory Processing ◽  
Mismatch Negativity ◽  
Stimulus Change ◽  
Acoustic Stimulus ◽  
Auditory Evoked Potential ◽  
School Age Children ◽  
Central Auditory Processing ◽  
Hearing Sensitivity ◽  
Speech Stimuli ◽  
Basic Characteristics

The mismatch negativity (MMN) is an auditory evoked potential that is undergoing research both on its basic characteristics and its potential clinical applications. Current work indicates that the MMN is a passively elicited measure of the brain's response to stimulus change and is therefore a measure of auditory discrimination. If the MMN can be evoked by acoustic stimulus differences that are important in everyday communication, it may serve as a tool for evaluating central auditory processing in individuals whose hearing sensitivity is normal but whose history and behavior indicate difficulties in auditory perception.In this Short Course, we provide an overview of the MMN, how it is recorded and current thinking on what it reflects. We describe its characteristics in normal school-age children, particularly in response to speech stimuli. We also describe our early experience with populations for whom the assessment of central auditory processing is important for clinical management.

scholarly journals Going Beyond Rote Auditory Learning: Neural Patterns of Generalized Auditory Learning

2021 ◽  
pp. 1-20
Author(s):  
Shannon L. M. Heald ◽  
Stephen C. Van Hedger ◽  
John Veillette ◽  
Katherine Reis ◽  
Joel S. Snyder ◽  
...  
Keyword(s):  
Speech Perception ◽  
Auditory Processing ◽  
Auditory Evoked Potentials ◽  
Auditory Evoked Potential ◽  
Rote Learning ◽  
Neural Responses ◽  
Auditory Learning ◽  
New Words ◽  
Long Latency ◽  
Pattern Variability

Abstract The ability to generalize across specific experiences is vital for the recognition of new patterns, especially in speech perception considering acoustic–phonetic pattern variability. Indeed, behavioral research has demonstrated that listeners are able via a process of generalized learning to leverage their experiences of past words said by difficult-to-understand talker to improve their understanding for new words said by that talker. Here, we examine differences in neural responses to generalized versus rote learning in auditory cortical processing by training listeners to understand a novel synthetic talker. Using a pretest–posttest design with EEG, participants were trained using either (1) a large inventory of words where no words were repeated across the experiment (generalized learning) or (2) a small inventory of words where words were repeated (rote learning). Analysis of long-latency auditory evoked potentials at pretest and posttest revealed that rote and generalized learning both produced rapid changes in auditory processing, yet the nature of these changes differed. Generalized learning was marked by an amplitude reduction in the N1–P2 complex and by the presence of a late negativity wave in the auditory evoked potential following training; rote learning was marked only by temporally later scalp topography differences. The early N1–P2 change, found only for generalized learning, is consistent with an active processing account of speech perception, which proposes that the ability to rapidly adjust to the specific vocal characteristics of a new talker (for which rote learning is rare) relies on attentional mechanisms to selectively modify early auditory processing sensitivity.

scholarly journals Determination of appropriate compression rate for developing the Persian version of time compressed sentence test

2019 ◽  
Author(s):  
Maedeh Alishahnejad ◽  
Fahimeh Hajiabolhassan ◽  
Shohreh Jalaie ◽  
Jay Lucker ◽  
Farzaneh Zamiri Abdollahi ◽  
...  
Keyword(s):  
Auditory Processing ◽  
Processing System ◽  
Average Score ◽  
Speech Comprehension ◽  
Compression Rate ◽  
Central Auditory Processing ◽  
Persian Language ◽  
Normal Individuals ◽  
Comprehension Score ◽  
The Right

Background and Aim: Time compressed spe­ech test is one of the most useful monaural tests for evaluation of central auditory processing disorder. For developing the time compressed sentences test, the compression rate of the sen­tences must be set so that the average speech comprehension score is about 90% in normal individuals and can challenge central auditory processing system sufficiently so subjects with auditory processing disorders could be identi­fied. Therefore, the aim of the present study was finding the appropriate compression rate for developing compressed sentences test in Persian. Method: Initially, two 10-sentence lists were prepared based on the experts’ opinion and were compressed by the amount of 60, 65, 70, 75 and 80% using Praat software. Compressed sentences were tested on twelve 18–25 year-old normal individuals and the speech comprehen­sion score in different compression rates was compared and the compression rate in which the average score was approximately 90% was reported as an appropriate compression rate for developing time compressed sentences test in Persian. Results: 70% compression rate was able to cre­ate an average score of 95.27% (± 3.31) and 93.6% (± 7.17) in the right and left ear, res­pectively. Conclusion: Results showed that the compre­ssion rate of 70% was appropriate rate for dev­eloping the test in the Persian language.

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