Avaliação da função auditiva receptiva, expressiva e visual em crianças prematuras

Abstract

Background: prematurity as a risk factor for delay in language development. Aim: to verify the performance of premature children regarding their receptive and expressive auditory and visual abilities. Method: participants were 40 children with chronological ages between 12 and 24 months. The experimental group (G1) was composed by 20 children who presented report of prematurity and low or very low weight. The birth age varied from 22 to 34 weeks and weight was below 2500gr. This group was divided according to weight, i.e. children with low and very low weight. The control group (G2) was composed by 20 children born at term, with weight above 2500gr and with no report of development delay. The procedures consisted of an interview with the parents and the application of the Early Language Milestone Scale -ELM. Results: when comparing the groups, the results indicate statistically significant differences. Children of G1 presented a poorer performance in the Expressive Hearing (EH), Receptive Hearing (RH) and Visual (V) areas, although a few children of this group presented the expected results for their age group in some of the tested abilities. The expressive auditory ability was the most affected. Conclusion: children of G1 presented deficits in the expressive and receptive auditory and visual functions. Premature children with very low weight presented higher deficits in the tested abilities. Key Words: Premature; Child Development; Child Language; Language Disorders. ResumoTema: prematuridade como fator de risco para atraso no desenvolvimento da linguagem. Objetivo: verificar o desempenho de crianças prematuras quanto às áreas auditiva receptiva, expressiva e visual. Método: participaram da amostra 40 crianças de idade cronológica entre 12 e 24 meses. O grupo experimental (G1) foi composto por 20 crianças que apresentaram em seu histórico de vida os fatores de risco prematuridade e baixo peso ou muito baixo peso. A idade gestacional das crianças variou de 22 a 34, semanas todas com peso abaixo de 2500g; este grupo foi dividido em função do peso, ou seja, crianças de baixo peso e de muito baixo peso. O grupo controle (G2) foi composto por 20 crianças nascidas a termo com peso superior a 2500g, sem histórico para atraso do desenvolvimento. Os procedimentos constaram de entrevista com os pais e aplicação da Escala Early Language Milestone Scale (ELM). Resultados: na comparação entre grupos, os resultados mostraram ser estatisticamente significativos. As crianças do G1 apresentaram prejuízo na área auditiva expressiva, auditiva receptiva e visual, embora algumas crianças tivessem apresentado resultados esperados para sua faixa etária, em alguma das funções avaliadas. A área mais prejudicada foi a área expressiva. Conclusão: as crianças do G1 apresentaram alteração nas áreas auditiva receptiva, auditiva expressiva e visual. As crianças prematuras com muito baixo peso apresentaram maiores prejuízos nas áreas avaliadas.

A influência da proporcionalidade corporal em crianças nascidas pequenas para a idade gestacional: estudo da maturação da via auditiva

“…Considering that maturation of the brain stem is due to myelination and synaptic plasticity as a function of auditory experience, intrauterine restriction would imperatively lead to neurodevelopmental damage, and injury to the auditory pathways in this region could be responsible for speech difficulties (4,5,22) . Several studies agree with the fact that malnutrition imposed during a critical period of brain development may lead to irreversible psychomotor effects, including those of the central auditory pathway, while others emphasize that the presence of brain dysfunction in the malnourished population may lead to cognitive dysfunction (4,5,23,24) . Research on long latency auditory-evoked potentials (LLAEP) in children is a recent theme in the literature.…”

Habilidades comunicativas de crianças prematuras e prematuras extremas

“…Studies have used the corrected age for prematurity to verify the performance for functional abilities in varied developmental areas 22,28 ; however, it is worthy pointing that there is no consensus regarding the use of the corrected age for the assessment of the prematurity effects in different development dimensions 18,23 . This is justified, since the use of the corrected age could put premature children in normative baselines, in a first analysis and, then, postpone preventive measures for a full development 23 . When the comparative analysis of the CBO items (Figure 3) between the experimental groups (EG-I and EG-II) is done, the mean score of the EG-I is always higher than the mean score of the EG-II for the assessed abilities, except for the"use of indicative or representative gestures" category, which was more used in the EG-II.…”

“…Studies have reported premature and mainly extreme premature children may show global development alterations and delay in language development 3,5,6,[13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31] . In this study, as confirmed in the casuistic characterization, 40% of EG-I and 62,5% of EG-II showed delay in the neuropsychomotor development.…”

“…Studies have reported that premature children may show delay in receptive language and in expressive language 2,19 . Regarding the communicative abilities, literature also shows the affected areas in premature refer to linguistic abilities, to vocabulary, to grammar and phonological awareness, which are usually less developed when compared to the development of children who were born at term 3,[14][15][16][19][20][21][22][23][24][25][26][27][28][29][30][31] . Given the above, this study purpose was to compare the development of communicative abilities in children who were born premature, extreme premature and typical children with chronological age between two and three.…”

Relação entre as habilidades auditivas no primeiro ano de vida e o diagnóstico de linguagem em prematuros

“…Both early diagnosis and the development monitoring of these children during the childhood are imperative in this case. [10][11][12][13][14][15][16][17] .…”