Hearing Health Summer 2015 Issue Summer 2015 | Page 38

meet the researcher

NAME:
Srikanta Mishra, Ph.D.
New Mexico State University
BIO:

IN HIS WORDS:
Most of my research ideas arise from my clinical
experiences as an audiologist and my laboratory
experiences as a scientist. I often meet individuals who,
in spite of having “normal” hearing, have difficulty
understanding speech in noise. Clinically, this is labeled as
auditory processing disorder (APD), also known as central
auditory processing disorder. However, the definition and
nature of this disorder is still unclear, and it is unknown
why it occurs in some but not all individuals.

A reflex mechanism at the level of the brainstem
called the efferent inhibition is important for the ability
to hear in noise. This very complex mechanism works to
promote better understanding of speech in noise and
helps in sound localization. But despite over two decades
of research in the field, the basic features of efferent
inhibition and its role during childhood development
remains largely unknown. My research aims to better
understand these mechanisms and ultimately help those
who are challenged by understanding speech in noise.

I use a range of noninvasive approaches in
my work, including otoacoustic emissions (OAEs), which
are tiny sounds generated by the healthy cochlea in
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response to sounds. Since OAEs can be detected through
a sensitive, miniaturized microphone placed in the ear
canal, OAE testing is often used for newborn hearing
screening because it is quick and does not require the
patient to respond. One goal of my research is the
development of a similarly objective, mechanism-based
test of auditory processing for children.

My interest in science began in fifth grade. My
science teacher was also a gifted storyteller. He would
explain science in simple stories that would keep us
glued to our seats. My first science project was on simple
pendulum motion. I was excited to stand in front of the
whole class and talk while everybody listened.
One summer my mother volunteered at the school
for the deaf. After overcoming initial communication
obstacles, I spent my afternoons playing with kids who
were deaf. Looking back, playing with them was the same
as playing with other kids.