Int Arch Otorhinolaryngol 2012; 16(03): 335-340
DOI: 10.7162/S1809-97772012000300006
Original Article
Thieme Publicações Ltda Rio de Janeiro, Brazil

Auditory middle latency response in children with learning difficulties

Ana Claudia Figueiredo Frizzo
1  PHD in Nueroscience, Medicine School of Ribeirão Preto - USP. Professor of the Department of Speech Pathology, Faculty of Sciences of the Universidade Estadual Paulista - FFC / UNESP, Marilia/SP - Brazil.
,
Myriam Lima Issac
2  PHD in Medicine Pediatric Area, Medicine School of Ribeirão Preto - USP. Professor of the Department of Ophtalmology, Otolaryngology, Head Neck, Medicine School of Ribeirão Preto - USP, Ribeirão Preto/SP - Brazil.
,
Angela Cristina Pontes-Fernandes
3  PHD in Psichology, São Paulo University - USP. Hospital Psicologist oh the Medicine School Hospital of Ribeirão Preto - USP, Ribeirão Preto/SP - Brasil.
,
Pedro de Lemos Menezes
4  PHD in Applied Physics in Medicine and Biology, São Paulo University-USP. Professor oh the Departament Speech Pathology of Alagoas State University Health Sciences - UNCISAL.
,
Carolina Araújo Rodrigues Funayama
5  PHD and Full Professor in Child Neurology, Medicine School of Ribeirão Preto - USP. Professor of the Department of Neurology, Medicine School of Ribeirão Preto - USP, Ribeirão Preto/SP - Brazil.
› Author Affiliations
Further Information

Publication History

16 November 2011

06 March 2012

Publication Date:
05 December 2013 (online)

  

Summary

Introduction: This is an objective laboratory assessment of the central auditory systems of children with learning disabilities.

Aim: To examine and determine the properties of the components of the Auditory Middle Latency Response in a sample of children with learning disabilities.

Methods: This was a prospective, cross-sectional cohort study with quantitative, descriptive, and exploratory outcomes. We included 50 children aged 8–13 years of both genders with and without learning disorders. Those with disorders of known organic, environmental, or genetic causes were excluded.

Results and Conclusions: The Na, Pa, and Nb waves were identified in all subjects. The ranges of the latency component values were as follows: Na = 9.8–32.3 ms, Pa = 19.0–51.4 ms, Nb = 30.0–64.3 ms (learning disorders group) and Na = 13.2–29.6 ms, Pa = 21.8–42.8 ms, Nb = 28.4–65.8 ms (healthy group). The values of the Na-Pa amplitude ranged from 0.3 to 6.8 ìV (learning disorders group) or 0.2–3.6 ìV (learning disorders group). Upon analysis, the functional characteristics of the groups were distinct: the left hemisphere Nb latency was longer in the study group than in the control group. Peculiarities of the electrophysiological measures were observed in the children with learning disorders. This study has provided information on the Auditory Middle Latency Response and can serve as a reference for other clinical and experimental studies in children with these disorders.