Childhood Hearing Health: Educating for Prevention of Hearing Loss

Lacerda, Adriana Bender Moreira de; Lacerda, Giselle; Lobato, Diolén Conceição Barros; Santos, Luciana; Moreira, Aline Carlezzo; Ribas, Ângela

doi:10.1055/s-0034-1387810

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…To our knowledge, there does not exist any previous norm study of expected results of the REA (right-ear advantage) in the various age groups, but both groups in the current study exhibited what may be interpreted as a slight right ear advantage, but there were no significant differences between those two groups. One possible reason for the similar results in the two groups may be that children of today spend their time in noisy environments [ 62 , 63 ].…”

Section: Discussionmentioning

confidence: 99%

Catching-up: Children with developmental coordination disorder compared to healthy children before and after sensorimotor therapy

Niklasson¹,

Norlander

Niklasson³

et al. 2017

PLoS ONE

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The aims of the present study were to (a) compare healthy children in terms of sensorimotor maturity to untreated children diagnosed with developmental coordination disorder (DCD) and (b) compare healthy children to diagnosed children following completed treatment with sensorimotor therapy. Participants were 298 children, 196 boys and 102 girls, distributed into a Norm group of healthy children (n = 99) and a group of children diagnosed with DCD (n = 199) with a total mean age of 8.77 years (SD = 2.88). Participants in both groups were assessed on instruments aimed to detect sensorimotor deviations. The children in the DCD group completed, during on average 36 months, sensorimotor therapy which comprised stereotypical fetal- and infant movements, vestibular stimulation, tactile stimulation, auditory stimulation, complementary play exercises, gross motor milestones, and sports-related gross motor skills. At the final visit a full assessment was once more performed. Results showed that the Norm group performed better on all sensorimotor tests as compared to the untreated children from the DCD group, with the exception of an audiometric test where both groups performed at the same level. Girls performed better on tests assessing proprioceptive and balance abilities. Results also showed, after controls for natural maturing effects, that the children from the DCD group after sensorimotor therapy did catch up with the healthy children. The concept of “catching-up” is used within developmental medicine but has not earlier been documented with regard to children and youth in connection with DCD.

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Section: Discussionmentioning

confidence: 99%

Catching-up: Children with developmental coordination disorder compared to healthy children before and after sensorimotor therapy

Niklasson¹,

Norlander

Niklasson³

et al. 2017

PLoS ONE

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“…Figure-ground skills are acknowledged as important to understand and recognize speech in noisy environments and to perform daily tasks, especially related to school life, such as reading in noisy environments or learning content in the classroom. In most schools learning occurs in the classroom with the presence of other competing stimuli (recreation noises, conversation among classmates, as well as rooms acoustically unfit to isolate external noise), and according to research such noises can reach up to approximately 90dB (24,25) .…”

Section: Temporal Resolutionmentioning

confidence: 99%

Programa online de triagem do processamento auditivo central em escolares (audBility): investigação inicial

Amaral

Carvalho

Colella-Santos

2019

CoDAS

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RESUMO Objetivo estudar a versão inicial de um novo programa online de triagem do processamento auditivo em escolares: “audBility”. A partir da aplicação em crianças com bom desempenho escolar, a pesquisa teve como objetivo específico analisar o desempenho em cada tarefa, nível de dificuldade por faixa etária, tempo de aplicação, gerenciamento dos dados e propor ajustes e melhorias para a versão final, a qual posteriormente deverá ser validada em pesquisas futuras. Método participaram 43 escolares com idades entre 8 e 11 anos e bom desempenho escolar. O programa avalia as habilidades auditivas de localização sonora, escuta dicótica competitiva (dígitos e dissílabos), integração binaural, figura-fundo, fechamento auditivo, resolução e ordenação temporal, além de um questionário de autopercepção direcionado aos escolares, baseado no instrumento “Scale of Auditory Behaviors .” Resultados o escore médio obtido no questionário foi de 44,75 ± 6,3 pontos. A partir do desempenho em cada atividade, foram realizadas melhorias no teste de fechamento auditivo e temporais; redução e definição do protocolo de pesquisa para adequar o tempo de aplicação. Observou-se a necessidade de dois módulos, divididos para crianças na faixa etária de 6 a 8 anos e de 9 a 12 anos, e o acréscimo de duas versões do questionário, direcionados para os pais e professores. Conclusão o desenvolvimento do audBility é um avanço na área do processamento auditivo e triagem escolar. A validação do audBility está sendo realizada com o aumento da amostra e comparação com a bateria diagnóstica. Os resultados iniciais possibilitaram o desenvolvimento da versão final do protocolo a ser utilizado no estudo de validação.

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“…The noise and its effects on the human organism have been arousing interest in various areas related to education and health (3) . The audiologist has studied the noise, focusing on the hearing loss that may be caused by exposure and its consequences, acting in prevention, detection, and rehabilitation of such loss (4) . In the school environment, teachers feel uncomfortable teaching in noisy classrooms and realize the difficulty of students in hearing the information, as well as the dispersion of their attention.…”

Section: Introductionmentioning

confidence: 99%

Planilha de triagem acústica da sala de aula: tradução e adaptação cultural para o Português Brasileiro

Cruz

Angelo

Lopes

et al. 2017

Audiol., Commun. Res.

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Introduction:In the school environment, teachers feel uncomfortable when teaching in noisy classrooms and realize the difficulty of students in hearing the information, what makes the noise, not just an annoyance, but also an aggravating factor that interferes with school performance. Therefore, appropriate acoustic conditions to the educational environment are indispensable. Currently, there is no standardization of the methodology that should be used to measure the acoustic characteristics of classrooms. Purpose: Translating and adapting into Brazilian Portuguese the "Classroom Acoustical Screening Survey Worksheet" protocol. Methods: The translation and adaptation of the protocol have included the translation into Portuguese, linguistic adaptation, and grammar and idiomatic equivalences revision, as well as the content validation by means of two steps: individual evaluation and meeting of specialists. Results: The protocol was translated and adapted into Portuguese. The protocol presented content validity, and after the appreciation and consensus of the experts, it was showed that the cultural adaptation of content was evident and objective, making possible to apply it in Brazilian classrooms. Conclusion: "Classroom Acoustical Screening Survey Worksheet" protocol was translated and adapted into Brazilian Portuguese, and named "Planilha de triagem acústica da sala de aula." Further studies should investigate its applicability and effectiveness in observing the acoustic characteristics of the classroom in the national scenario.

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Childhood Hearing Health: Educating for Prevention of Hearing Loss

Cited by 8 publications

References 14 publications

Catching-up: Children with developmental coordination disorder compared to healthy children before and after sensorimotor therapy

Catching-up: Children with developmental coordination disorder compared to healthy children before and after sensorimotor therapy

Programa online de triagem do processamento auditivo central em escolares (audBility): investigação inicial

Planilha de triagem acústica da sala de aula: tradução e adaptação cultural para o Português Brasileiro

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