Avaliação do desenvolvimento cognitivo e afetivo-social de crianças com perda auditiva

Abstract

Conflict of interest: non-existent newborns at high risk led to the increased rate of survival with growing interest of health professionals in identifying risk factors of child development [5][6][7] .Hearing disorder in childhood can cause various effects in communication and a number of secondary consequences, such as cognitiveperceptual, emotional, social, educational and intellectual changes, being considered a striking factor, especially in the first years of life [8][9][10][11] . In this sense, it severally restricts children's ability to develop spoken language, since this is the period in which occurs the maturation of the auditory system.Language plays a critical role in the perceptual organization, receipt and structuring of information, learning and social interactions of human being. The American Speech-Language-Hearing Association believes hearing loss accounts for 60% of communication disorders.A child with hearing loss, unable to communicate properly, understand and be understood might ABSTRACT Purpose: the objective of this study was to evaluate the level of cognitive, affective and social development of children diagnosed with hearing loss. Method: the study included 50 children diagnosed with hearing loss, with a mean age of 16.1 months, both genders. We applied a semistructured interview with parents for the life history of the child, Scale Development and Behavioral Assessment Scale Reaction Baby Retraction. Results: the study identified 80% of children with bilateral profound hearing loss. Quotient of normal development occurred in 76% of the sample and the most affected functions were language and personal-social. The affective and interactional levels adjustment were characterized by the alarm reactions for personal problems and social interaction. Conclusion: the dephased verbal and nonverbal competences showed implications on cognitive development, suggesting the hearing loss condition and associated risk factors, with limited situational communicative exchanges that promote the development of adaptive skills and increased the selfesteem on the relationships.

Análise das Estratégias Empregadas em um Programa de Intervenção Fonológica para Crianças com Deficiência Auditiva1,

“…It was observed that the characteristics of the children in the intervention groups certainly determined the needs for adaptations to be made (Lederberg, Schick, & Spencer, 2013), with emphasis on the time of sensory deprivation (Bornstein, 2018;Wake & Carew, 2016), the restricted use of hearing aids for some of them (Penna, Lemos, & Alves, 2015;Vasconcelos, & Pereira, 2015) and the late entry into the hearing (re)habilitation program (Bicas, Guijo, Delgado-Pinheiro, 2017;Oliveira, Penna, & Lemos, 2015;Tabaquim et al, 2013), which were factors verified in the sample and which should be considered in the development of strategies for phonological work.…”

“…Over the past 30 years, surprising technological and scientific advances have given children with hearing impairment access to speech sounds at a time favorable to their language development (Wake & Carew, 2016;Bornstein, 2018). Even so, due to the variables involved in the (re)habilitation process -such as: age at diagnosis, cause and degree of hearing impairment, time of use of hearing aid devices, family involvement in the therapeutic process (Bicas, Guijo, & Delgado-Pinheiro, 2017;Moret, 2017;Oliveira, Penna, & Lemos, 2015;Penna, Lemos, & Alves, 2015;Tabaquim et al, 2013;Vasconcelos & Pereira, 2015), among other factors -, hearing impaired children have a disadvantage in relation to hearing children in terms of phonological processing and are, therefore, a risk population for the acquisition of the ability to read (Goldberg & Lederberg, 2015;Lederberg, Schick, & Spencer, 2013;Naveka von Mentzer et al, 2013;Werfel, Douglas, & Ackal, 2016).…”

Triagem auditiva na educação infantil: associação com determinantes de saúde

“…Esses dados corroboram estudos realizados com crianças que apresentavam algum grau de perda auditiva, revelando que tal alteração em período precoce do desenvolvimento pode afetar as habilidades comunicativas, sociais de aprendizagem e a qualidade de vida 11,12 . Além disso, a possibilidade de frustação da criança por não compreender o contexto, o que pode causar problemas maiores, como alterações comportamentais e cognitivas.…”

Efeitos de oficinas de contar histórias com livros infantis realizadas com familiares de crianças surdas

“…This hearing loss can lead to a deaf child's language delay 6,7 . If the family does not understand the specifics of the child or it does not have access to technologies such as the Personal Hearing Amplification Device (HA) or Cochlear Implant, the child will be deprived of the basic conditions for the development of oral language and affective-social relationship 8,9 . Thus, the speech and language therapist should be aware that the therapeutic work is not only focused on the child, but the family must also be involved in the whole process.…”