Modulation of temporal resolution and speech long-latency auditory-evoked potentials by transcranial direct current stimulation in children and adolescents with dyslexia

• Published in: Experimental brain research 2019-03, Vol.237 (3), p.873-882
• Main Authors: Rahimi, Vida, Mohamadkhani, Ghassem, Alaghband-Rad, Javad, Kermani, Fatemeh Ranjbar, Nikfarjad, Hossien, Marofizade, Saman
• Format: Article
• Language: English
• Subjects: Adolescents; Auditory evoked potentials; Biomedical and Life Sciences; Biomedicine; Brain stimulation; Care and treatment; Children; Dyslexia; Electrical stimulation of the brain; ESB; Information processing; Latency; Learning disabled persons; Learning disorders; Liquor; Natural language processing; Neurology; Neurophysiology; Neurosciences; Patient outcomes; Physiological aspects; Rehabilitation; Research Article; Speech; Superior temporal gyrus; Teenagers; Temporal gyrus
• ISSN: 0014-4819; 1432-1106
• DOI: 10.1007/s00221-019-05471-9

In recent years, transcranial direct current stimulation (tDCS) has been used as a safe and non-invasive method for children and adolescents with dyslexia. Our aim in this study was to investigate the effect of tDCS on variables of temporal resolution and speech long-latency auditory-evoked potentials with two electrode arrays on superior temporal gyrus (STG). A total of 17 children and adolescents with dyslexia (age 9–12 years) were included in our study. All participants underwent the gap in noise (GIN) test and long-latency auditory-evoked potentials recording at baseline without applying tDCS, sham (placebo), and after 20 min of exposure to two different tDCS polarities: anode of tDCS on left STG/cathode on the right shoulder and anode on the left STG/cathode on right STG to enhance left lateralization. Our results showed significant decreases in the threshold value and increases in the percentages of correct responses in the GIN test. We also found reduced latency and increased amplitude of the P1, N1, and P2 waves in two stimulation polarities compared with baseline and sham. Our findings indicate the potential role of tDCS on improving the characteristics of central auditory processing, especially temporal information processing in children and adolescents with dyslexia, and could introduce a new strategy to facilitate the rehabilitation of central auditory processing disorders in future.