Responses of 122 children were obtained on two measures of central auditory processing to establish normative data. Children aged 6.5 through 12.5 years were tested for humming and tapping responses to the Pitch Pattern Sequence Test (PPST) and the two- and four-digit Dichotic Digit Tests (DDT). Children between ages 6.5 and 9.5 years showed progressively better scores on the tapping response of the PPST and on the four-digit DDT. Children above 9.5 years of age demonstrated adult-like responses on both tests. No differences were demonstrated in performance of children aged 6.5 through 12.5 years on the two-digit DDT or on the humming response of the PPST.

<p>Touch plays a key role in facilitating social communication and is often presented in conjunction with auditory stimuli such as speech. Individuals with autism spectrum disorder (ASD) frequently show atypical behavioral responsivity to both tactile and auditory stimuli, which is associated with increased ASD symptomatology. However, as discussed throughout Chapter 1, the neural mechanisms associated with responsivity to tactile and auditory stimuli in ASD are not fully understood. For example, some have argued that differences in responding to tactile and auditory stimuli may be attributed to sensory and perceptual factors, whereas others suggest that these differences could be related to atypicalities in allocation of attention to incoming stimuli. In Chapter 2, I address these competing hypotheses by examining early and late ERP components (indicative of perceptual and attentional processing respectively) in response to tactile and auditory stimuli. Next, despite the evidence suggesting that touch plays a role in modulating attention in typical development (TD), it is unclear whether touch cues affect the response of the phasic alerting network – a subcomponent of attention – in ASD and TD, and whether the alerting response may be atypical in children with ASD. In Chapter 3, I address this gap in the literature by examining whether tactile cues presented at different intervals before auditory targets facilitate reaction times differently in children with ASD and TD. Lastly, because prior research has shown associations between sensory and attentional processes and ASD symptomatology, in Chapters 2 and 3, I examine the associations of neural and behavioral indices of tactile and auditory processing with ASD symptomatology and language skills in children with ASD and TD. </p><p>In Chapter 2, I show that children in both the ASD and TD groups do not exhibit differences in both early and later neurological responses to tactile and auditory stimuli, suggesting that under certain experimentally-controlled conditions, behavioral differences to tactile and auditory stimuli may not be attributable to atypicalities in perceiving or attending to the incoming sensory input. However, neural responsivity to tactile and auditory stimuli is linked with sensory responsivity and social skills in all children. Specifically, reduced early contralateral activation to tactile stimuli is related to increased tactile symptoms, and reduced early amplitudes to auditory oddball stimuli are associated with impairments in reciprocal social communication in children with ASD as well as when examined across all children, and greater tendency of overall sensory hyper-reactivity. Additionally, in the TD group, greater later amplitudes to touch and auditory oddball stimuli are related to differences in reciprocal social communication and sensory reactivity respectively, indicating that patterns of allocation of attention may be related to ASD-like traits in typical development. Lastly, there is an association between greater sensitivity to changes to a stream of auditory stimuli and expressive language skills in all children. These results suggest that, although there are no group differences between neurological responses to tactile and auditory stimuli in ASD and TD, individual neural differences may be related to sensory and socio-communicative skills in all children. </p><p>In Chapter 3, I show that although children with ASD responded more slowly than children with TD, both groups displayed faster reaction times as a result of tactile cues before auditory targets, suggesting equivalent phasic alerting in response to tactile stimuli. Longer intervals between cues and targets benefitted children in both groups resulting in faster reaction times. Contrary to my hypotheses, touch-related behavioral facilitation was not associated with ASD symptomatology and language skills. </p>Taken together, the results of these studies suggest that, at least in certain contexts and with certain cues, children with ASD may show typical neurological processing in response to tactile and auditory stimuli, and that touch may facilitate the response of the alerting network similarly in ASD and TD. Therefore, everyday behavioral differences in response to tactile and auditory stimuli may be related to the specific nature of the stimuli as well as social contexts in which such stimuli are more likely to be encountered. Differences between processing rich and dynamic sensory stimuli experienced in the outside world vs experimentally-controlled sensory stimuli presented in the laboratory settings are discussed in Chapter 4. Additionally, I argue that individual responses expected in social vs non-social experimental settings may affect neural and behavioral responses in individuals with ASD. Finally, future research directions are discussed.

The Auditory Continuous Performance Test (ACPT) was evaluated on one group of subjects who had been diagnosed as having attention deficit-hyperactivity disorder (ADHD) and another group for whom ADHD had been ruled out. Although the specificity of the ACPT was acceptably high for a screening test, the sensitivity was very low. The conclusions drawn from these results are limited because of small sample size (n = 23). However, until reports based on large study samples are forthcoming, the use of the ACPT as a screening test for ADHD appears questionable.

The critical bandwidth (CBW) is an auditory phenomenon that has been used to study various aspects of auditory processing, including auditory masking, complex tone processing, and loudness perception. Although the psychoacoustic aspects of the CBW have been well studied, the underlying neurophysiology of the CBW has not been as thoroughly examined. The current study examined the neurophysiology of the CBW in young adults, as well as loudness perception in response to the CBW. Auditory stimuli consisting of complex tones of varying bandwidths were presented to 12 individuals (6 male and 6 female, ages 18-26 years). Complex tones were presented around center frequencies (CFs) of 250, 500, 1000, and 3000 Hz at bandwidths of 2, 5, 8, 10, 20, 50, 100, 200, 500, 1000, and 2000 Hz. Participants made loudness perception judgments while electroencephalography measured and recorded components of the event related potentials (ERPs) in response to the acoustic stimuli. Reaction time (RT) was recorded for each behavioral response, and the latencies of the N1, P2, C3, and C4 components of the ERPs were obtained. The results showed that RT increased with increasing bandwidth followed by a decrease in RT corresponding approximately with the CBW. This indicated that participants perceived a change in loudness at bandwidths greater than the CBW. Significant differences, p < .05, in RT were observed in bandwidths of 5 Hz and greater, although there was not complete consistency in this observation across all CFs and bandwidths. No significant critical band-like behavior amongst ERP latencies was observed. The results indicated that responses to acoustic stimuli originating in the superior temporal gyrus progressed to areas of higher neural function in the mid-temporal lobe. It was observed that each response must be processed temporally and independently to determine if a frequency difference is present for each stimulus. This observation is significant because this type of processing had not been identified prior to the current study.

The auditory system is able to recognize auditory objects and is thought to form predictive models of them even though the acoustic information arriving at our ears is often imperfect, intermixed, or distorted. We investigated implicit regularity extraction for acoustically intact versus disrupted six-tone sound patterns via event-related potentials (ERPs). In an exact-repetition condition, identical patterns were repeated; in two distorted-repetition conditions, one randomly chosen segment in each sound pattern was replaced either by white noise or by a wrong pitch. In a roving-standard paradigm, sound patterns were repeated 1–12 times (standards) in a row before a new pattern (deviant) occurred. The participants were not informed about the roving rule and had to detect rarely occurring loudness changes. Behavioral detectability of pattern changes was assessed in a subsequent behavioral task. Pattern changes (standard vs. deviant) elicited mismatch negativity (MMN) and P3a, and were behaviorally detected above the chance level in all conditions, suggesting that the auditory system extracts regularities despite distortions in the acoustic input. However, MMN and P3a amplitude were decreased by distortions. At the level of MMN, both types of distortions caused similar impairments, suggesting that auditory regularity extraction is largely determined by the stimulus statistics of matching information. At the level of P3a, wrong-pitch distortions caused larger decreases than white-noise distortions. Wrong-pitch distortions likely prevented the engagement of restoration mechanisms and the segregation of disrupted from true pattern segments, causing stronger informational interference with the relevant pattern information

Clinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to Intervention (RTI)? Method: Inter-Disciplinary Literature Review Study Sources: PsycInfo, Linguistics and Language Behavior Abstracts, ProQuest, International Journal of Audiology, American-Speech-Language Hearing Association, Journal of Neurotherapy, Medline-Esbcohost, ERIC Ebscohost, Professional Development Collection Education, and What Works Clearinghouse Number of Included Studies: 16 Age Range: 2-13 years Primary Results: 1) Phonological awareness training was the primary reading educational construct found among the included interventions in this literature review. 2) Most CAPD studies employed a combination of both bottom-up and top-down treatments in intervention. This finding may possibly indicate that in order for a CAPD intervention to be even more beneficial to the student, both bottom-up and top-down treatments should be considered and incorporated in relation to the student's individualized needs. Conclusions: Results confirmed very little research and few intervention implications on CAPD students within the educational research discipline, including special education. Search results primarily included methods to improve listening in the classroom environment, but did not specifically mention intervention in relation to CAPD and its implications. Results also confirmed that a multi-disciplinary effort is needed to provide clinical decision and effective intervention for the CAPD population.

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This dissertation is comprised of four studies investigating the hypothesis that adults and children who stutter differ from their same-age fluent peers in the neuroanatomy and neurophysiology underlying auditory speech processing. It has been consistently reported that adults who stutter demonstrate unique functional neural activation patterns during speech production, including reduced auditory activation, relative to nonstutterers. The extent to which these functional differences are accompanied by abnormal morphology of the brain in stutterers is unclear. The first study in this dissertation examined the neuroanatomical differences in speech-related cortex between adults who do and do not stutter using magnetic resonance imaging and voxel-based morphometry analyses. Adults who stutter were found to have localized grey matter volume increases in auditory and motor speech related cortex. The second study extended this line of research to children who stutter, who were found to have localized grey matter volume decreases in motor speech related cortex. Together, these studies suggest an abnormal trajectory of regional grey matter development in motor speech cortex of people who stutter. The last two studies investigated the mechanism underlying the repeated findings of reduced auditory activation during speech in people who stutter in more detail. Magnetoencephalography was used to investigate the hypothesis that people who stutter have increased speech induced suppression of early evoked auditory responses. Adults and children who stutter demonstrated typical levels of speech induced suppression relative to fluent peers. However, adults and children who stutter showed differences from peers in the timing of cortical auditory responses. Taken together, the studies demonstrate structural and functional abnormalities in brain regions related to auditory processing and point to the possibility that people who stutter have difficulty forming the neural representations of speech sounds necessary for fluent speech production.

Sprachverstehen erfordert ein Zusammenspiel verschiedener mentaler Prozesse. Zuerst muss der kontinuierliche akustische Sprachstrom in einzelne Einheiten (z.B. Wörter) unterteilt werden. Segmentale und suprasegmentale linguistische Information unterstützt den Segmentierungsprozess. Wissen über die neuronalen Mechanismen dieser Prozesse ist wesentlich um Sprachverarbeitungs- und Sprachentwicklungsprozesse zu verstehen. Ziel der Dissertation ist die Charakterisierung neuronale Korrelate der Verarbeitung sprachrelevanter akustischer Information bei Erwachsenen und Säuglingen mittels kombinierter Nahinfrarot-Spektroskopie- und Elektroenzephalographie-Messungen. Studie I untersucht zeitliche und topographische Aspekte der phonotaktischen Verarbeitung bei Erwachsenen. Die Ergebnisse zeigen, dass phonotaktische Information links-hemisphärisch verarbeitet wird. Ob diese Lateralisierung auf die linguistischen oder akustischen Eigenschaften der Reize zurückzuführen ist bleibt unklar. Erwachsenen-Studien zeigen, dass die lateralisierte Verarbeitung von Sprache aus der Spezialisierung des auditorischen Kortex für bestimmte zeitliche akustische Variationen im Sprachsignal resultiert. Studie II und III untersuchen, ob diese Asymmetrie bereits bei Säuglingen vorliegt. Dafür werden zeitlich variierte nicht-sprachliche akustische Reize präsentiert. Die zeitlichen Variationen entsprechen kritischen Modulationen im Sprachsignal. Studie II zeigt, dass bei Neugeborenen die zeitlichen Modulationen zu differenzierten und lateralisierten Verarbeitungsmustern führen, die über die ersten Lebensmonate konstant bleiben (Studie III). Die Ergebnisse unterstützen die Annahme, dass die lateralisierte Verarbeitung von Sprache mit einer Spezialisierung des auditorischen Kortex für bestimmte zeitliche Frequenzen zusammenhängt. Das Gehirn ist von Geburt auf die Wahrnehmung zeitlicher akustischen Variationen spezialisiert, die für die Entschlüsselung des Sprachsignals relevant sind. / The comprehension of spoken language requires the segmentation of the continuous acoustic speech stream into smaller units (e.g., words). Segmental and suprasegmental linguistic information guide the segmentation process. Investigating the underlying neuronal mechanisms is crucial for understanding the general nature of language perception, and language acquisition in infancy. This dissertation aimed to determine neuronal mechanisms underlying the perception of basic auditory cues relevant for the segmentation of speech in adults and infants using concurrent recordings of near-infrared spectroscopy and electroencephalography. Study I assessed temporal and topographic characteristics of phonotactic processing in adults, thus forming the basis for future studies in infants. The results show that phonotactic processing recruits a left hemispheric network. Whether these asymmetries are a function of linguistic attributes or of basic temporal signal properties is under debate. Studies in adults link hemispheric specialization for speech perception to an asymmetry in cortical tuning and reveal that the auditory cortices are differentially sensitive to temporal features of speech. Whether this asymmetry is already established in infancy is addressed by study II and III. These studies used acoustic non-linguistic sounds that vary in their temporal structure, thus sharing critical temporal features with language. Study II reveals that newborns process temporally varying stimuli in a differential and lateralized fashion. Study III indicates that this lateralization pattern remains constant over the first months of life. The findings support the notion that the lateralization of language functions might result from a specialization for different acoustic properties. The data provide further evidence that language acquisition is linked to basic capacities in auditory processing, and reveal that from birth the brain is tuned to critical temporal properties of linguistic signals.