Kinder mit Spezifischer Sprachentwicklungsstörung:Elektrophysiologische und pädaudiologische Befunde

 

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Zusammenfassung

Hintergrund: Auditive Defizite werden als mögliche Ursache für die Sprachstörung bei Kindern mit einer Spezifischen Sprachentwicklungsstörung (SSES) beschrieben. Daher wurde die Hypothese aufgestellt, dass Kinder mit SSES schlechter als Kontrollkinder in vier Tests abschneiden, die standardmäßig zur Testung auf eine zentralauditive Verarbeitungs- und Wahrnehmungsstörung (AVWS) verwendet werden sowie eine schwächere Verarbeitung in der Verarbeitung von Phonem- und Tonstimuli in einem elektrophysiologischen Experiment zeigen.

Material und Methoden: 14 SSES-Kinder (durchschnittliches Alter: 61,7 Monate) und 16 Kinder ohne SSES (durchschnittliches Alter 64,9 Monate) wurden mit dem Nachsprechen von Pseudowörtern, einer Sprachaudiometrie im Störschall, einem Richtungshörtest und einem dichotischen Hörtest untersucht. Im Mismatch Negativity (MMN)-Experiment wurden Sinustöne (600 versus 650 Hz) und phonetische Stimuli (/ε/ vs. /e/) eingesetzt.

Ergebnisse: Die Kontrollkinder und die SSES-Kinder unterschieden sich signifikant im Pseudowortnachsprechen und im dichotischen Hörtest. Nur den Kontrollkindern gelang die Frequenzunterscheidung im MMN-Experiment. Die Phonemunterscheidung wurde bei beiden Gruppen beobachtet, wobei der Effekt bei den Kontrollkindern länger nachzuweisen war. Gruppenunterschiede waren allerdings nicht signifikant.

Schlussfolgerungen: Kinder mit SSES haben Schwierigkeiten, unbekannte bzw. Pseudo-Wörter nachzusprechen und zeigen subtile Defizite in der auditiven Verarbeitung auf neuronaler Ebene.

Abstract

Background: Auditory deficits may be at the core of the language delay in children with Specific Language Impairment (SLI). It was therefore hypothesized that children with SLI perform poorly on 4 tests typically used to diagnose central auditory processing disorder (CAPD) as well in the processing of phonetic and tone stimuli in an electrophysiological experiment.

Material and Methods: 14 children with SLI (mean age 61,7 months) and 16 children without SLI (mean age 64,9 months) were tested with 4 tasks: non-word repetition, language discrimination in noise, directional hearing, and dichotic listening. The electrophysiological recording Missmatch Negativity (MMN) employed sine tones (600 vs. 650 Hz) and phonetic stimuli (/ε/ versus /e/).

Results: Control children and children with SLI differed significantly in the non-word repetition as well as in the dichotic listening task but not in the two other tasks. Only the control children recognized the frequency difference in the MMN-experiment. The phonetic difference was discriminated by both groups, however, effects were longer lasting for the control children. Group differences were not significant.

Conclusions: Children with SLI show limitations in auditory processing that involve either a complex task repeating unfamiliar or difficult material and show subtle deficits in auditory processing at the neural level.

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