Assessment of the efferent auditory system in children with suspected auditory processing disorder: the Middle ear muscle reflex and contralateral inhibition of OAEs

The inferior colliculus (IC) receives prominent projections from centralized neuromodulatory systems. These systems include extra-auditory clusters of cholinergic, dopaminergic, noradrenergic, and serotonergic neurons. Although these modulatory sites are not explicitly part of the auditory system, they receive projections from primary auditory regions and are responsive to acoustic stimuli. This bidirectional influence suggests the existence of auditory-modulatory feedback loops. A characteristic of neuromodulatory centers is that they integrate inputs from anatomically widespread and functionally diverse sets of brain regions. This connectivity gives neuromodulatory systems the potential to import information into the auditory system on situational variables that accompany acoustic stimuli, such as context, internal state, or experience. Once released, neuromodulators functionally reconfigure auditory circuitry through a variety of receptors expressed by auditory neurons. In addition to shaping ascending auditory information, neuromodulation within the IC influences behaviors that arise subcortically, such as prepulse inhibition of the startle response. Neuromodulatory systems therefore provide a route for integrative behavioral information to access auditory processing from its earliest levels.

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Is There a Link between Attention Deficit Disorder and Auditory Processing Disorder?

Journal of the American Academy of Audiology ◽

10.1055/s-0040-1715696 ◽

2005 ◽

Vol 16 (09) ◽

pp. i-i

Author(s):

James Jerger

Keyword(s):

Attention Deficit ◽

Attention Deficit Disorder ◽

Auditory Processing ◽

Auditory Processing Disorder

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Central Auditory Processing and Cognitive Functions in Children

International Archives of Otorhinolaryngology ◽

10.1055/s-0040-1722158 ◽

2021 ◽

Author(s):

Nadja Cristina Furtado Back ◽

Ana Chrystina de Souza Crippa ◽

Tatiana Izabelle Jaworski de Sá Riechi ◽

Liliane Desgualdo Pereira

Keyword(s):

Executive Function ◽

Cognitive Deficits ◽

Cognitive Functions ◽

Auditory Processing ◽

Auditory Attention ◽

Auditory Processing Disorder ◽

Behavior Rating ◽

Central Auditory Processing ◽

Behavior Rating Inventory ◽

And Behavior

Abstract Introduction Nowadays, there is no consensus on whether central auditory processing disorder is a primary or a secondary deficit to other cognitive deficits. A better understanding of the association between cognitive functions and central auditory skills may help elucidate this dilemma. Objective To investigate possible associations between auditory abilities and cognitive functions in schoolchildren. Methods Fifty-eight schoolchildren, aged between 8 years and 0 months old and 11 years and 11 months old, who underwent the following tests: masking level difference, gaps in noise, pitch pattern sequence test, dichotic digits test, sustained auditory attention ability test, Wechsler intelligence scale for children – IV, junior Hayling test, five digits test, and behavior rating inventory of executive function. Results Significant correlations were found between the hearing ability of temporal resolution and executive functions, temporal ordering/sequencing, binaural integration and separation, and sustained auditory attention, operational memory, inhibitory control, and cognitive flexibility; binaural integration was also associated with intelligence. The statistically significant positive correlation found between the ability of binaural interaction and the components of emotional control and behavior regulation of the behavior rating inventory of executive function was unexpected. Conclusion The associations identified reinforce the complexity of the tasks involved in the evaluation of central auditory processing and the need for multidisciplinary evaluation for the differential diagnosis of auditory processing disorder. Confirmation of the presence or absence of comorbidities between different disorders allows directing the therapeutic behaviors and reducing the impact of possible auditory and/or cognitive deficits in the different daily life situations of children.

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