Testes de escuta dicótica em escolares com distúrbio de aprendizagem

Abstract

Audi tory processing disorder is a clinical entity that may be associated with several neuropathological disorders -learning disabilities among them. Aim: to characterize and compare the performance of students with and without learning disabilities in speech tests with and without background noise, dichotic listening tests, alternating dissyllable test. Materials and methods: 40 students of both genders, ranging from 8 to 12 years of age participated in this study. They were divided in two groups: GI -20 students with learning disabilities and GII -20 students with good academic performance matched according to gender, age and education with GI. The evaluation consisted of basic audiological evaluation and applying dichotic listening tests, alternating disyllable test and speech test in noise. Study design: this is a cross-sectional study with a historical cohort. Results: the students of GI presented inferior performance compared to Group II (GII), both on dichotic listening tests and on alternating disyllable tests, and performance with no statistically significant difference on the speech in noise test. Conclusion: The evidence found suggests that the group of children with learning disabilities shows inferior performance compared to the group without problems, reflecting difficulties on the processing of auditory information.

A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

“…This finding diverges from the literature, as some studies show boys performing Most of the students who showed deficits in the verbal sequential memory test have classes in the classrooms with high L eq values. This fact supports the hypothesis that noise is an influential factor on the results of dichotic listening tests in children with or without learning impairment 13 . A number of studies show the influence of noise on other auditory skills 11 .…”

“…There is a body of evidence demonstrating the interference of noise in students' auditory skills, which are necessary to effective comprehension of curricular content 11,13 . It has also been demonstrated that adequate acoustics is lacking in schools 14 .…”

Caracterização dos tipos de erros cometidos na avaliação do processamento auditivo por meio do Staggered Spondaic Word test

“…Alterations in auditory processing can occur alone or be found in association with other learning disorder comorbidities as demonstrated in other studies 1,[8][9][10][11][12] . In this sense, early detection is essential to the minimization of the linguistic, cognitive and psychosocial impact of APD, as well as to organize appropriate speech rehabilitation.…”

“…Extensive research, using the SSW test for evaluating AP, has been carried out on clinical populations assessing: difficulties in learning to read and write 1,4,[8][9][10][11] , the relationship between phonological disorder and AP [12][13][14][15][16][17][18] ; the relationship between oral breathing and the central auditory system 19 ; dyslexia 20 ; comorbidity between attention deficit hyperactive disorder (ADHD) and dyslexia 21 ; the relationship between performance in cognitive tests and AP tasks 22 ; listening skills in students aged 7 to 10 years, from different socioeconomic and cultural levels 23 and effectiveness of an informal program of specific auditory training for Auditory Processing Disorders (APD) in a group of 24 patients with this alteration.…”

“…This study aims to highlight the importance of SSW test in the diagnosis of human communication disorders and to identify children at risk for learning disorders and specific complications which can be overcome or minimized with concomitant auditory training and speech therapy 1,4,[8][9][10][11][12]18 .…”