Auditory sensory gating in auditory brainstem response (ABR) with psychological task in autism spectrum disorder (ASD) child: a case study
Studies related to auditory sensory gating have primarily focused on the higher processing center of the auditory system (frontal and temporal lobe), either using electroencephalography (EEG) or magnetoencephalography (MEG). There are limited studies investigating auditory sensory gating from the au...
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| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
IIUM Press, International Islamic University Malaysia
2023
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/108710/7/108710_Auditory%20sensory%20gating%20in%20auditory%20brainstem%20response.pdf http://irep.iium.edu.my/108710/ https://journals.iium.edu.my/ijahs/index.php/IJAHS/article/view/878 |
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| Summary: | Studies related to auditory sensory gating have primarily focused on the higher processing center of the auditory system (frontal and temporal lobe), either using electroencephalography (EEG) or magnetoencephalography (MEG). There are limited studies investigating auditory sensory gating from the auditory brainstem region or descending pathways connecting the auditory cortex and brainstem, especially in the autism spectrum disorder (ASD) population. In this report, the auditory sensory gating function of an ASD child using auditory brainstem response (ABR) with a psychological task was compared to typically developing children. Two 10-years old children participated; one diagnosed with ASD and another a typically developing child. They underwent audiological assessment and had normal audiograms with type A tympanograms. The ABR with and without psychological tasks (congruent, incongruent, and neutral conditions) was then conducted. The ABR waveforms (amplitude and latency) and the Stroop variables (percentage score and response time of correct responses) differences were examined among the participants. This case report highlights the six important sensory gating features, i.e., percentage score, response time, facilitation effect, Stroop interference, cognitive interference, and interference concept between an ASD and typically development child. The findings are expected to contribute to future research in the same niche. |
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