Auditory brainstem response in autistic children: implications for sensory processing

Abstract

Purpose

Autistic individuals frequently experience sensory processing difficulties. Such difficulties can significantly impact important functions and quality of life. We are only beginning to understand the neural mechanisms of atypical sensory processing. However, one established way to measure aspects of auditory function is the auditory brainstem response (ABR). While ABR has been primarily hypothesised thus far as a means of early detection/diagnosis in autism, it has the potential to aid in examining sensory processing in this population.

Method

Thus, we investigated standard ABR waveform characteristics in age-matched groups of autistic and typically developing children during various stimulus and intensity conditions. We also examined within ear waveform cross-correlations and inter-aural cross-correlations (IACC) to assess replicability and synchrony of participants’ ABRs, which was a novel approach to ABR analysis in this population.

Results

We observed longer peak latencies (esp. wave III and V) and interpeak latencies in the autism and typically developing groups in different conditions. There were no statistically significant results in cross-correlation or IACC.

Conclusions

These results suggest that brainstem auditory function may differ slightly, but is mostly similar, between autistic and typically developing children. We discuss these findings in terms of their implications for sensory processing and future utility.

Keywords:

• Auditory brainstem response
• autism
• sensory processing

Acknowledgements

The current work was supported by NIDCD K01DC016339 and a McKay School of Education Experiential Learning Grant to G.C. We’d also like to acknowledge Lauren Clarke for her work on the current project.

Language use statement

In this manuscript, we have used identity-first terminology in line with the published preferences of many in the autism community. However, we acknowledge and respect the preference of others for person-first language.

Disclosure statement

The authors whose names are listed above certify that they have no affiliations with or involvement in any organisation or entity with any financial interest, or non-financial interest, in the subject matter or materials discussed in this manuscript. The authors report no competing interests of any kind.

Data availability statement

The data used in this manuscript are not available for public use, since participants did not agree for their data to be used in this way.

Additional information

Funding

This work was supported by David O. McKay School of Education, Brigham Young University Experiential Learning Grant and the National Institute on Deafness and Other Communication Disorders [K01DC016339].