Aspectos temporais auditivos em adolescentes do 6º ano do ensino fundamental

Terto, Sulamita da Silva Marcelino; Lemos, Stela Maris Aguiar

doi:10.1590/s1516-18462012005000040

Cited by 6 publications

(11 citation statements)

References 27 publications

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“…One study used a version of Taborga-Lizarro and it found higher percentage of alterations in FPT in a population of children with normal hearing and different levels of school performance, including students with superior academic performance (28) . In another study (29) , a percentage of 49.2% of accuracy for FPT and 67.5% in DPT was observed in the version of Musiek, which is considered altered.…”

Section: Discussionmentioning

confidence: 99%

Habilidade de ordenação temporal e nível de especificidade nos diferentes testes tonais

Gois

Biaggio

Bruckmann

et al. 2015

Audiol., Commun. Res.

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Purpose: Evaluate temporal ordering ability with different tests, verify the specificity of these tests and compare the result with the level of easiness/difficulty reported by the subjects. Methods: The subjects carried out basic audiological evaluation and Dichotic Digit Test, for auditory processing screening, and they also underwent Frequency Pattern Test (FPT) and Duration Pattern Test (TPD), in the versions of Taborga-Lizarro, Musiek and Auditec®, in order to evaluate the temporal ordering ability. Afterwards, the Visual Analogue Scale (VAS) was presented, so that the subjects could identify the difficulty of each test. Results: A total of 33 subjects were evaluated, being 29 women and four men, aged from 17 to 27 years. There were a higher number of individuals who have reached normal levels in Auditec® test and in Taborga-Lizarro test, for FPT and TPD. In the Musiek test, there were some subjects with normal results very close to the ones observed on subjects with processing disorders. In the distribution of the most difficult test, there was a statistical significance for the Musiek test. In terms of the specificity of the test, Auditec® proved to be better. However, the analysis was performed only on TPD. Conclusion: Although the subjects did not present change and auditory processing complaints, we found difference in the results of temporal ordering tests. In relation to the reported difficulty for Musiek test, we verified that there was influence of this factor on the test results.In the analysis for specificity tests, better results for the Auditec® test could be observed.

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Section: Discussionmentioning

confidence: 99%

Habilidade de ordenação temporal e nível de especificidade nos diferentes testes tonais

Gois

Biaggio

Bruckmann

et al. 2015

Audiol., Commun. Res.

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“…28 Thus, any inability to sequence the order of occurrence of sound events can impair the perception of verbal and nonverbal sounds, the understanding of information about things, places and events around us, as well as the perception of prosodic aspects of speech and reading. [29][30][31] A study that verified the relationship between academic performance and auditory temporal aspects of adolescents in the 6th grade of elementary school showed that the results of temporal tests were not influenced by the variables: gender, age, musicalization, and manual preference; However, a significant difference was observed between the speechlanguage management variable and the findings obtained in the GIN test. Regarding the academic performance test, it was observed that the subtests that had the greatest influence on the duration pattern (DP) and pitch pattern tests were writing, followed by reading and arithmetic.…”

Section: Discussionmentioning

confidence: 99%

Adolescents' Self-Perception about Auditory Behavior: Agreement with Parents and Central Auditory Processing Evaluation

Nardez

Guijo

Lucas

et al. 2021

Int Arch Otorhinolaryngol

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Introduction Central auditory processing disorder (CAPD) has been diagnosed through behavioral tests. Moreover, screening tools as validated questionnaires may contribute to identify individuals at risk for this disorder, including adolescents. Objective (1) to characterize and compare adolescents' self-perception regarding their auditory behavior with their parents' perception; (2) to verify their agreement with behavioral evaluation of central auditory processing (CAP). Methods Cross-sectional, prospective, and descriptive study, in which 40 adolescents and 40 parents of both genders participated. All participants answered the scale of auditory behaviors questionnaire, and the behavioral evaluation of CAP was conducted with the adolescents. Findings were analyzed descriptively and inferentially, with a significance level of 5% (p ≤ 0.05) and application of the following tests: Test for equality of two proportions, Chi-squared, and Kappa concordance index. Results Most adolescents rated their auditory behavior as “low risk” for CAPD while their parents rated it as “typical.” When comparing adolescents' self-perception and parents' perception about the auditory behavior with the behavioral evaluation outcome, a statistically significant difference was observed only in adolescents' self-perception. The results of the behavioral evaluation indicated that 42.5% of the adolescents showed alterations. The concordance index between adolescents' self-perception and parents' perception of auditory behavior showed a significant (minimal) difference. Conclusion Most adolescents were able to perceive difficulties regarding their auditory behavior and characterized it as “low risk” for CAPD, but the same did not occur regarding their parents. There was agreement only between the adolescents' self-perception and their performance in the behavioral evaluation of CAP.

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“…Many studies in the literature used the Pitch Pattern Sequence (PPS) to assess temporal ordering and the sound pattern discrimination in children aged from 7 to 12 years and adults, being scarce the studies that showed its application in children under 7 years old. (6,(19)(20)(21)(22)(23) .…”

Section: Discussionmentioning

confidence: 99%

Influência da musicalização infantil nas habilidades auditivas de pré-escolares

Jesus

Silva

2019

Audiol., Commun. Res.

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RESUMO Objetivo Verificar a associação entre musicalização infantil e habilidades auditivas de ordenação temporal e localização sonora em pré-escolares de 5 e 6 anos. Métodos Participaram do estudo 60 crianças de ambos os sexos, de 5 anos a 6 anos e 11 meses, sendo 30 do grupo com treinamento musical e 30 do grupo sem treinamento musical. Os participantes de ambos os grupos foram submetidos à triagem auditiva, avaliação simplificada do processamento auditivo e ao teste Padrão de Frequência, em campo livre. Os desempenhos de cada um dos procedimentos foram tabulados, analisando-se as possíveis correlações e associações entre eles, como variáveis dependentes e variáveis independentes, como grupo, sexo e idade. Resultados O grupo com treinamento musical apresentou média de acertos superior ao grupo sem treinamento musical, nos testes de memória sequencial não verbal e verbal, teste Padrão de Frequência não verbal e verbal. Sujeitos de 5 anos do grupo com treinamento musical obtiveram melhor desempenho, em relação aos sujeitos de 5 anos do grupo sem treinamento musical, acertando mais sequências. No teste de localização sonora, não houve diferença entre a idade e o grupo. Conclusão Pré-escolares de 5 e 6 anos que participavam de musicalização infantil apresentaram melhor desempenho nos testes que avaliaram as habilidades de memória sequencial não verbal e verbal e de ordenação temporal de três sons, quando comparados aos pré-escolares que não participavam de musicalização. Portanto, a musicalização infantil influenciou positivamente as habilidades auditivas de pré-escolares de 5 e 6 anos.

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Aspectos temporais auditivos em adolescentes do 6º ano do ensino fundamental

Cited by 6 publications

References 27 publications

Habilidade de ordenação temporal e nível de especificidade nos diferentes testes tonais

Habilidade de ordenação temporal e nível de especificidade nos diferentes testes tonais

Adolescents' Self-Perception about Auditory Behavior: Agreement with Parents and Central Auditory Processing Evaluation

Influência da musicalização infantil nas habilidades auditivas de pré-escolares

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