Vol 28 No 1 (2009): .
Hearing
How to Cite
Shalini Arehole. (1). The Effect of Task Difficulty on the P300 Response in Children with Learning Disabilities. Journal of All India Institute of Speech and Hearing, 28(1), 156-162. Retrieved from http://203.129.241.91/jaiish/index.php/aiish/article/view/393
Abstract
The study involved assessment of P 300, an auditory event related potential in children with learning disabilities (LD). Children with LD are known to have difficulty with challenging auditory listening tasks. Specifically, when they are tested using behavioral measures, they perform poorly if the stimulus is distorted. Therefore, the objective of this study was to determine if we can observe similar findings using auditory electrophysiological measures. P-300 recordings were obtained from Children with LD using stimuli that were difficult to discriminate and compared with the recordings from children without LD. The study revealed that P 300 latencies were significantly longer and P300 amplitudes were significantly smaller under difficult task compared to standard task for both children with LD and children without LD, however, there was no significant difference between the participant groups. When the inter-peak latencies between P3-P2 were compared between Children with LD and children without LD, a significant difference was noted in the difficult task condition. Specifically, Children with LD had significantly longer P3-P2 inter peak latency compared to children without LD for thedifficult task condition. These results confirm that the strategy of stressing the auditory processing system by increasing the difficulty of the discrimination task was successful in differentiating children with LD from children without LD. However, one must use sophisticated measures such as inter-peak latency and not limit to evaluating absolute latency and amplitude of P 300 potential.
References
American Psychological Association. (1992). Ethical principles of psychologists and code of conduct. American Psychologists, 47, 1597-1611.
Arehole, S. (1995). A preliminary study of the relationship between long latency response and learning disorder. British Journal of Audiology, 29, 295-298.
Arehole, S., Augustine, L.E., & Simhadri, R. (1995). Middle latency response in children with learning disabilities: Preliminary findings. Journal of Communication Disorders, 28, 21-38.
Arehole, S., & Rigo, T.G. (1999). Auditory evoked potentials in low-achieving gifted adolescents. Roeper Review, 22, 51-56.
Duncan, C.C., Rumsey, J.M., Wilkniss, S.M., Denckla, M.B., Hamburger, S.D., & Odou-Potkin, M. (1994). Developmental dyslexia and attention function in adults: Brain potential indices of information processing. Psychophysiology, 31, 386-401.
Erez, A., & Pratt, H. (1992). Auditory event related potentials among dyslexic and normal-reading children: 3CLT and midline comparisons. International Journal of Neuroscience, 63, 247- 264.
Finley, W. W., Faux, S. F., Hutcheson, J., & Amstutz, L. (1985). Long-latency event-related potentials in the evaluation of cognitive function in children. Neurology, 35, 323-327.
Fitzgerald, P.G., & Picton, T.W. (1983). Event-related potentials recorded during the discrimination of improbable stimuli. Biological Psychology, 17,241-276.
Frank, Y., Seiden, J. A., & Napolitano, B. (1994). Eventrelated potentials to an “odd-ball” auditory paradigm in children with learning disabilities with or without attention deficit hyperactivity disorder. Clinical Electroencephalography, 25, 136-141.
Frank, Y., Seiden, J.A. & Napolitano, B. (1998). Electrophysiological changes in children withlearning and attentional abnormalities as a function of age: Event-related potentials to an “odd-ball” paradigm. Clinical Electrocephalography, 29, 188-193
Goodin, D. S., Squires, K. C., & Starr, A. (1983). Variations in early and late event-related components of the auditory evoked potential with task difficulty. Electroencephalography and clinical Neurophysiology, 55, 680-686
Gomez, R., & Condon, M. (1999). Central auditory processing ability in children with ADHD with and without learning disabilities. Journal of Learning Disabilities, 32, 150 -161.
Greenblatt, E.R., Bar, A., Zappulla, R.A., & Hughes, D.A. (1983). Learning disability assessed through audiologic and physiologic measures: A case study. Journal of Communication Disorders, 16,309-313.
Hall, J.W. (1992). Handbook of auditory evoked responses. Massachusetts: Allyn and Bacon.
Holcomb, P.J., Ackerman, P.T., & Dykman, R.A. (1985). Cognitive event related brain potentials in children with attention and reading deficits. Psychophysiology, 22, 656-667.
Holcomb, P.J., Ackerman, P.T., & Dykman, R.A. (1986).Auditory event-related potentials in attention and reading disabled boys. International Journal of Psychophysiology, 3, 263-273.
Jerger, J., Martin, R.C., & Jerger, J. (1987). Specific auditory perceptual dysfunction in a learning disabled child. Ear and Hearing, 8, 78-86.
Jirsa, R. E., & Clontz, K. B. (1990). Long latency auditory event-related potentials from children with auditory processing disorders. Ear and Hearing, 11, 222-32.
Keith, R.W. (1994). SCAN:A: A test for auditory processing disorders in adolescents and adults. San Antonio: Harcourt Brace & Company.
Kraus, N., Smith, I.D., Reed, N., Stein, L.K. & Cartee, C. (1985). Auditory middle latency responses in children: effects of age and diagnostic category. Electroencephalography and Clinical Neurophysiology, 62, 343-351.
Leavell, C.A. (1996). Central auditory processing and attention in children with learning/behavior problems. Paper presented at the Annual Convention of the American Psychological Association, August 9-12, Toronto, Canada.
Lubar, J.F., Gross, D. M., Shively, M.S., & Mann, C. A. (1990). Differences between normal, learning disabled and gifted children based upon an auditory evoked potential task. Journal of Psychophysiology, 4, 249-260.
Lubar, J. F., Mann, C.A., Gross, D. M., & Shively, M.S. (1992). Differences in semantic event-related potentials in learning-disabled, normal, and gifted children. Biofeedback Self-Regulation, 17, 41-57.
Mazzotta, G., & Gallai, V. (1992). Study of the P300 event-related potential through brain mapping in phonological dyslexics. Acta Neurology, 14, 173-186.
Musiek, F. E. & Guerkink, N. (1980). Auditory perceptual problems in children: Considerations for otolaryngologists and audiologists. Laryngoscope, 90, 262-291.
Musiek, F., Geurkink, N., & Keitel, S. (1982). Test battery assessment of auditory perceptual dysfunction in children. Laryngoscope, 92, 251- 257.
Musiek, F.E., Gollegly, K.M., & Ross, M. K. (1985). Profiles of types of central auditory processing disorders in children with learning disabilities. Journal of childhood communication disorders, 9, 43-63.
Ollo, C., & Squires, N. (1986). Event-related potentials in learning disabilities. In R.Q. Cracco & I. Bodis-Wollner (Eds.), Evoked potentials: Frontiers of clinical neuroscience (Vol. 3, pp. 497-512). NewYork: Liss.
Polich, J. (1987). Task difficulty, probability and interstimulus intervals as determinants of P300 from auditory stimuli. Electroencephalography and Clinical Neurophysiology, 68, 311-320.
Polich, J. (1989). Frequency, intensity, and duration as determinants of P300 from auditory stimuli. Journal of clinical neurophysiology, 6, 277-286.
Rigo, T.G., Arehole, S., & Hayes, P.A. (1998). Central auditory processing abilities of low-achieving gifted adolescents. The Journal of Secondary Gifted Education, 10, 217-225.
Roush, J., & Tait, C.A. (1984). Binaural fusion, masking level difference, and auditory brainstem responses in children with language-learning disabilities. Ear and Hearing, 5, 37-41.
Satterfiled, J.A., Schell, A.M., Backs, R.W., & Hidaka, K.C. (1984). A cross sectional and longitudinal study of age effects electrophysiological measures in hyperactive and normal children. Biological Psychiatry, 19, 973-990.
Welsh, L.W., Welsh, J.J., Healy, M. & Cooper, B. (1982). Cortical, subcortical, and brainstem dysfunction: A correlation in dyslexic children. Annals of Otology, Rhinology and Laryngology, 91, 310 –316.
Willeford, J. A. (1977). Assessing central auditory behavior in children: A test battery approach. In R. Keith (Ed.), Central auditory dysfunction (pp43-72). New York: Grune and Stratton.
Willeford, J. A., & Bilger, J. (1978). Auditory perception in children with learning disabilities. In J. Katz (Ed.), Handbook of clinical audiology (2nd ed., pp. 410-425). Baltimore: Williams and Wilkins.
Arehole, S. (1995). A preliminary study of the relationship between long latency response and learning disorder. British Journal of Audiology, 29, 295-298.
Arehole, S., Augustine, L.E., & Simhadri, R. (1995). Middle latency response in children with learning disabilities: Preliminary findings. Journal of Communication Disorders, 28, 21-38.
Arehole, S., & Rigo, T.G. (1999). Auditory evoked potentials in low-achieving gifted adolescents. Roeper Review, 22, 51-56.
Duncan, C.C., Rumsey, J.M., Wilkniss, S.M., Denckla, M.B., Hamburger, S.D., & Odou-Potkin, M. (1994). Developmental dyslexia and attention function in adults: Brain potential indices of information processing. Psychophysiology, 31, 386-401.
Erez, A., & Pratt, H. (1992). Auditory event related potentials among dyslexic and normal-reading children: 3CLT and midline comparisons. International Journal of Neuroscience, 63, 247- 264.
Finley, W. W., Faux, S. F., Hutcheson, J., & Amstutz, L. (1985). Long-latency event-related potentials in the evaluation of cognitive function in children. Neurology, 35, 323-327.
Fitzgerald, P.G., & Picton, T.W. (1983). Event-related potentials recorded during the discrimination of improbable stimuli. Biological Psychology, 17,241-276.
Frank, Y., Seiden, J. A., & Napolitano, B. (1994). Eventrelated potentials to an “odd-ball” auditory paradigm in children with learning disabilities with or without attention deficit hyperactivity disorder. Clinical Electroencephalography, 25, 136-141.
Frank, Y., Seiden, J.A. & Napolitano, B. (1998). Electrophysiological changes in children withlearning and attentional abnormalities as a function of age: Event-related potentials to an “odd-ball” paradigm. Clinical Electrocephalography, 29, 188-193
Goodin, D. S., Squires, K. C., & Starr, A. (1983). Variations in early and late event-related components of the auditory evoked potential with task difficulty. Electroencephalography and clinical Neurophysiology, 55, 680-686
Gomez, R., & Condon, M. (1999). Central auditory processing ability in children with ADHD with and without learning disabilities. Journal of Learning Disabilities, 32, 150 -161.
Greenblatt, E.R., Bar, A., Zappulla, R.A., & Hughes, D.A. (1983). Learning disability assessed through audiologic and physiologic measures: A case study. Journal of Communication Disorders, 16,309-313.
Hall, J.W. (1992). Handbook of auditory evoked responses. Massachusetts: Allyn and Bacon.
Holcomb, P.J., Ackerman, P.T., & Dykman, R.A. (1985). Cognitive event related brain potentials in children with attention and reading deficits. Psychophysiology, 22, 656-667.
Holcomb, P.J., Ackerman, P.T., & Dykman, R.A. (1986).Auditory event-related potentials in attention and reading disabled boys. International Journal of Psychophysiology, 3, 263-273.
Jerger, J., Martin, R.C., & Jerger, J. (1987). Specific auditory perceptual dysfunction in a learning disabled child. Ear and Hearing, 8, 78-86.
Jirsa, R. E., & Clontz, K. B. (1990). Long latency auditory event-related potentials from children with auditory processing disorders. Ear and Hearing, 11, 222-32.
Keith, R.W. (1994). SCAN:A: A test for auditory processing disorders in adolescents and adults. San Antonio: Harcourt Brace & Company.
Kraus, N., Smith, I.D., Reed, N., Stein, L.K. & Cartee, C. (1985). Auditory middle latency responses in children: effects of age and diagnostic category. Electroencephalography and Clinical Neurophysiology, 62, 343-351.
Leavell, C.A. (1996). Central auditory processing and attention in children with learning/behavior problems. Paper presented at the Annual Convention of the American Psychological Association, August 9-12, Toronto, Canada.
Lubar, J.F., Gross, D. M., Shively, M.S., & Mann, C. A. (1990). Differences between normal, learning disabled and gifted children based upon an auditory evoked potential task. Journal of Psychophysiology, 4, 249-260.
Lubar, J. F., Mann, C.A., Gross, D. M., & Shively, M.S. (1992). Differences in semantic event-related potentials in learning-disabled, normal, and gifted children. Biofeedback Self-Regulation, 17, 41-57.
Mazzotta, G., & Gallai, V. (1992). Study of the P300 event-related potential through brain mapping in phonological dyslexics. Acta Neurology, 14, 173-186.
Musiek, F. E. & Guerkink, N. (1980). Auditory perceptual problems in children: Considerations for otolaryngologists and audiologists. Laryngoscope, 90, 262-291.
Musiek, F., Geurkink, N., & Keitel, S. (1982). Test battery assessment of auditory perceptual dysfunction in children. Laryngoscope, 92, 251- 257.
Musiek, F.E., Gollegly, K.M., & Ross, M. K. (1985). Profiles of types of central auditory processing disorders in children with learning disabilities. Journal of childhood communication disorders, 9, 43-63.
Ollo, C., & Squires, N. (1986). Event-related potentials in learning disabilities. In R.Q. Cracco & I. Bodis-Wollner (Eds.), Evoked potentials: Frontiers of clinical neuroscience (Vol. 3, pp. 497-512). NewYork: Liss.
Polich, J. (1987). Task difficulty, probability and interstimulus intervals as determinants of P300 from auditory stimuli. Electroencephalography and Clinical Neurophysiology, 68, 311-320.
Polich, J. (1989). Frequency, intensity, and duration as determinants of P300 from auditory stimuli. Journal of clinical neurophysiology, 6, 277-286.
Rigo, T.G., Arehole, S., & Hayes, P.A. (1998). Central auditory processing abilities of low-achieving gifted adolescents. The Journal of Secondary Gifted Education, 10, 217-225.
Roush, J., & Tait, C.A. (1984). Binaural fusion, masking level difference, and auditory brainstem responses in children with language-learning disabilities. Ear and Hearing, 5, 37-41.
Satterfiled, J.A., Schell, A.M., Backs, R.W., & Hidaka, K.C. (1984). A cross sectional and longitudinal study of age effects electrophysiological measures in hyperactive and normal children. Biological Psychiatry, 19, 973-990.
Welsh, L.W., Welsh, J.J., Healy, M. & Cooper, B. (1982). Cortical, subcortical, and brainstem dysfunction: A correlation in dyslexic children. Annals of Otology, Rhinology and Laryngology, 91, 310 –316.
Willeford, J. A. (1977). Assessing central auditory behavior in children: A test battery approach. In R. Keith (Ed.), Central auditory dysfunction (pp43-72). New York: Grune and Stratton.
Willeford, J. A., & Bilger, J. (1978). Auditory perception in children with learning disabilities. In J. Katz (Ed.), Handbook of clinical audiology (2nd ed., pp. 410-425). Baltimore: Williams and Wilkins.