The Relationship between Central Auditory Processing, Language, and Cognition in Children Being Evaluated for Central Auditory Processing Disorder

Brenneman, Lauren; Cash, Elizabeth; Chermak, Gail D.; Guenette, Linda; Musiek, Frank E.; Brown, Mallory; Ceruti, Julianne; Fitzegerald, Krista; Geissler, Kristin; Gonzalez, Jennifer E.; Weihing, Jeffrey

doi:10.3766/jaaa.16119

Cited by 19 publications

(17 citation statements)

References 24 publications

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“…Rather, incremental validity is established by simultaneously measuring the tests and criterion of interest and modeling the results with statistical techniques such as multiple regression. A problem with this approach in the present case is that Brenneman et al (2017) have not articulated the sort of outcome variables they seek to predict.…”

Section: Letter To the Editormentioning

confidence: 95%

“…The Mystery of Unexplained Variance-Some Comments on Brenneman et al (2017) DOI: 10.3766/jaaa.18018 Brenneman et al (2017) examined the relationship between scores on several measures of central auditory processing (CAPD) and tests of language and cognitive abilities. An investigation of these relationships can potentially provide important information that would clarify what these tests measure.…”

Section: Letter To the Editormentioning

confidence: 99%

“…Studies such as that of Brenneman et al (2017) are important for identifying what is and is not assessed by tests of CAPD. However, such investigations would be improved by inclusion of more complete information such as test-retest correlations, multimodal testing, and relevant outcome variables.…”

Section: Letter To the Editormentioning

confidence: 99%

See 2 more Smart Citations

The Mystery of Unexplained Variance—Some Comments on Brenneman et al (2017)

McFarland

2019

J Am Acad Audiol

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Section: Letter To the Editormentioning

confidence: 95%

Section: Letter To the Editormentioning

confidence: 99%

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The Mystery of Unexplained Variance—Some Comments on Brenneman et al (2017)

McFarland

2019

J Am Acad Audiol

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“…This makes it very difficult to separate APD from the other disorders based only on behavioral tests. In fact, a recent study by Brenneman et al (2017) revealed that auditory processing abilities had a sig-Use of Sentence Context and Speech Perception in Noise for Children Who Were Suspected for Auditory Processing Disorder nificant amount of shared variance with cognitive abilities (23%) and shared 29 percent of variance with language abilities. Although, some professional societies (e.g., British Society of Audiology, 2018), acknowledge that children with atypical listening difficulties present with multimodal problems; other societies and organizations (American Academy of Audiology, 2010; Cameron et al, 2015; International Bureau for Audiophonologie, 2017) exclude cognition and language from the definition of APD and present it as a purely auditory disorder.…”

Section: Introductionmentioning

confidence: 99%

Use of Sentence Context and Speech Perception in Noise for Children Who Were Suspected for Auditory Processing Disorder

Nishi

Wróblewski

2019

Audiol Speech Res

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Purpose: Atypical difficulty perceiving speech in noise is one of the behavioral symptoms frequently reported for auditory processing disorder (APD). However, currently there is no consensus regarding the underlying mechanisms for this deficit. Motivated by a view that this is a cumulative result of acoustic-phonetic processing failures, the present study examined the effect of increasing linguistic complexity on speech perception in noise by children who failed audiologic screening for APD. Methods: Listeners were 84 7-to-12 yearold English-speaking children with normal hearing. Nine children failed audiologic APD screening and were referred for further testing (children with referral); 75 were typically-developing peers. Using an adaptive procedure, signal-to-noise ratios required for 70%-correct recognition of words and sentences (SNR70) were obtained for each listener to quantify additional deficit due to sentence context when listening to speech in noise. Results: Despite reported deficits in noise, and contrary to our prediction, no group difference in SNR70 was observed between children with referral and their typically-developing peers. Analysis for individual differences showed that SNR70 for only one child with referral was outside the bounds established for the typically-developing children. Conclusion: Our results did not reflect the reported atypically compromised speech perception in noise by children with referral when compared to their typicallydeveloping peers, implying that these difficulties stem neither from the deficit in acoustic-phonetic processing nor the deficit in the use of sentence context. The present results also suggest that speech perception in noise deficit in APD require more complex speech materials and/or acoustic environments.

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“…Previous studies of DL in children have focused on listener reports of multiple sequential dichotic digits (Musiek, 1983) that carry a substantial memory and executive control load in addition to their linguistic and acoustic demands. Nevertheless, dichotic digits, often described confusingly as a test of binaural integration (American Academy of Audiology, 2010; Brenneman et al, 2017), has become one of the most common clinical tests of APD (Emanuel et al, 2011). Various dichotic digit-based training programs have been proposed as interventions for the remediation of APD (Moncrieff et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Listening difficulties in children: Behavior and brain activation produced by dichotic listening of CV syllables

Moore

Hugdahl

Stewart

et al. 2019

Preprint

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AbstractListening difficulties (LiD), also known as auditory processing disorders, are common in children with and without hearing loss. Impaired interactions between the two ears have been proposed as an important component of LiD. Previous studies have focused on testing using multiple sequential dichotic digits that carry a substantial memory load and executive control demands. We examined the ability of 6-13 year old children with normal audiometric thresholds to identify and selectively attend to dichotically presented CV syllables using the Bergen Dichotic Listening Test (BDLT;www.dichoticlistening.com). Children were recruited as typically developing (TD; n=39) or having LiD (n=35) based primarily on composite score of the ECLiPS caregiver report. Different single syllables (ba, da, ga, pa, ta, ka) were presented simultaneously to each ear (6×36 trials). Children reported the syllable heard most clearly (non-forced, NF) or the syllable presented to the right (forced, FR) or left (FL) ear. Interaural level differences (ILDs) manipulated bottom-up perceptual salience. Dichotic listening data (correct responses, Laterality Index) were analyzed initially by group (LiD, TD), age, report method (NF, FR, FL) and ILD (0, ± 15 dB) and compared with speech-in-noise thresholds (LiSN-S) and cognitive performance (NIH Toolbox). fMRI measured brain activation produced by a receptive speech task that segregated speech, phonetic and intelligibility components. Some activated areas (planum temporale, inferior frontal gyrus and orbitofrontal cortex) were correlated with dichotic results in TD children only.Neither group, age nor report method affected the Laterality Index of right/left recall. However, a significant interaction was found between ear, group and ILD. Children with LiD were more influenced by large ILDs, especially favoring the left ear, than were TD children. Neural activity associated with Speech, Phonetic and Intelligibility sentence cues did not significantly differ between groups. Significant correlations between brain activity level and BDLT were found in several frontal and temporal locations for the TD but not for the LiD group.Children with LiD were more influenced by large ILDs, especially favoring the left ear, than were TD children and were thus less able to modulate performance through attention, and more driven by the physical properties of the acoustic stimuli.

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The Relationship between Central Auditory Processing, Language, and Cognition in Children Being Evaluated for Central Auditory Processing Disorder

Cited by 19 publications

References 24 publications

The Mystery of Unexplained Variance—Some Comments on Brenneman et al (2017)

The Mystery of Unexplained Variance—Some Comments on Brenneman et al (2017)

Use of Sentence Context and Speech Perception in Noise for Children Who Were Suspected for Auditory Processing Disorder

Listening difficulties in children: Behavior and brain activation produced by dichotic listening of CV syllables

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