Cortical auditory evoked potentials in the identification and monitoring of learning disorders: a systematic review and meta-analysis.

INTRODUCTION

Approximately 5-10% of the population faces learning disorders (LDs) and encounter difficulties with tasks like reading, writing, and processing auditory information. One method used to assess auditory information processing in the brain is by measuring cortical auditory evoked potentials (CAEPs). This study aims to explore whether abnormalities in CAEPs could serve as clinical indicator for the early diagnosis of LDs, and if modifications in these components could be beneficial in tracking neural changes following intervention in individuals with LDs.

METHOD: The systematic literature search followed the PRISMA guideline. Two independent reviewers searched five electronic databases (Medline, Science Direct, Cochrane, Google Scholar, and ProQuest) from their inception to 16 April 2024, using relevant keywords.

RESULTS

Upon assessing the quality of articles and applying inclusion and exclusion criteria, 22 studies were selected for analysis. The majority of these studies observed delayed latency and reduced amplitude of CAEP components in individuals with LDs. The results of the meta-analysis emphasized delayed latency, particularly a significant delay in the N2 component, as the most prominent distinction between the LD and control groups. Additionally, certain studies have reported therapeutic interventions resulting in improved latency and amplitude of CAEPs in the LD population.

CONCLUSION

Based on the findings, the presence of an abnormal CAEP pattern, characterized by delayed component latencies, may serve as a potential indicator for LDs, assisting in the early identification of this disorder, and assessment of CAEPs can be used to evaluate the effectiveness of therapeutic interventions for individuals with LDs.