Vestibular Evoked Myogenic Potential (VEMP) Findings in Children with Academic Difficulty

Abstract

Introduction: Children facing academic difficulties often encounter challenges that extend beyond the realms of traditional learning. Previous research has highlighted the existence of an intricate relationship between academic performance and various physiological systems, including the vestibular system. Vestibular system plays an important role in maintaining balance and spatial orientation of the body with respect to space, functions that are crucial for activities such as reading and writing. Despite the potential impact of vestibular dysfunction on academic abilities, comprehensive investigations into vestibular function in children with academic difficulties remain sparse. Addressing this research gap is essential for better understanding the potential role of vestibular function in educational outcomes in these children. Therefore, this study aims to assess peripheral vestibular function in children having academic difficulty. Aims and objectives: The current study aimed to investigate cVEMP and oVEMP test results in children with academic difficulty. Methods: The study enrolled 32 participants, consisting of 17 children with academic difficulty and 15 typically developing children, all of whom did not report hearing impairment, balance issues, or neurological impairments. cVEMP and oVEMP recordings utilized 500 Hz tone burst stimuli at 125 dB SPL. The analysis involved examining the latency, inter-peak latency difference, and amplitude of peak complexes from cVEMP and oVEMP recordings in both ears of participants within each group. The present study compared these parameters within the groups (i.e., between ear comparison) and also conducted between-group comparisons to identify any significant differences. Additionally, asymmetry ratios between the ears were computed and compared between groups. Results: The results showed a 100 % response rate in both groups. Between ear comparisons were carried out which did not reveal any statistically significant differences for all latency and amplitude parameters. A marginal difference (p = 0.044) was found between the ears in children with academic difficulty for the parameter of inter-peak latency difference. There was no significant difference between the groups for all the parameters of latency (p > 0.05) and amplitude (p > 0.05) of both cVEMP and oVEMP. Conclusion: VEMP test measures have failed to show any vestibular abnormalities in children with academic difficulties.