Auditory processing disorder in patients with language-learning impairment and correlation with malformation of cortical development

Boscariol, Mirela; Guimarães, Catarina Abraão; Hage, Simone Rocha de Vasconcellos; Garcia, Vera Lúcia; Schmutzler, Kátia M.R.; Cendes, Fernando; Guerreiro, Marilisa M.

doi:10.1016/j.braindev.2010.12.006

Cited by 28 publications

(36 citation statements)

References 16 publications

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“…Desta forma, o TDE tem sido largamente utilizado em estudos científi cos, bem como ferramenta clínica para avaliação ampla do desempenho escolar por profi ssionais de diferentes áreas, como psicólogos, pedagogos, psicopedagogos e professores (Boscariol et al, 2011;A. A. Ferreira, Conte, & Marturano, 2011;Riechi, Moura-Ribeiro, & Ciasca, 2011;Silva & Beltrame, 2011).…”

Section: Estudos Utilizando O Tdeunclassified

Avaliação dos subtestes de leitura e escrita do teste de desempenho escolar através da Teoria de Resposta ao Item

Knijnik¹,

Giacomoni²,

Zanon³

et al. 2014

Psicol. Reflex. Crit.

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ResumoO Teste de Desempenho Escolar (TDE) avalia a aprendizagem escolar através de três subtestes: leitura, escrita e aritmética. O objetivo deste estudo foi conhecer quais partes do continuum de habilidades são medidas pelos subtestes de leitura e escrita e a quantidade de informação fornecida, utilizando a Teoria de Resposta ao Item (TRI). A amostra foi composta de 1850 crianças. Os resultados indicaram que o subteste escrita mensura precisamente níveis médios de habilidade e menos satisfatoriamente níveis baixos e altos. O subteste leitura revelou ter discriminação apropriada para níveis baixos e médios de habilidade. As partes do continuum de habilidade que estão sendo medidas adequadamente estão fornecendo alta quantidade de informação, demonstrando que os subtestes leitura e escrita estão funcionando bem. Palavras-chave: Rendimento escolar, Teste de Desempenho Escolar, avaliação psicológica, teoria de resposta ao item. AbstractThe School Achievement Test (SAT) assesses learning through three subtests: reading, writing and arithmetic. The goal of this study was to know which parts of the ability continuum are measured by the subtests as well as the amount of information provided in the reading and writing subtests using the Item Response Theory (IRT). The sample consisted of 1850 children. Results indicated that the writing subtest precisely measures average levels of ability and less satisfactorily low and high levels. The reading subtest revealed to have adequate discrimination for low and average levels of ability. The parts of the ability continuum which are adequately measured provide high amounts of information, indicating that reading and writing subtests are doing well. Keywords: Educational achievement, School Achievement Test, psychological evaluation, item response theory. * Endereço para correspondência: Pós-Graduação em Psicologia -PUCRS, Av. Ipiranga, 6681, prédio 11, sala 940 Porto Alegre, RS, Brasil. CEP 90619-900. Fone: (51) 3353-7737. E-mail: luiza.knijnik@gmail.com, giacomon@uol.com.br, cristianzanon@yahoo.com.br e lilian@pucrs.br A avaliação educacional é um tema de interesse para que metodologias efi cazes de ensino sejam desenvolvidas, assim contribuindo para que cada vez mais pessoas possam ter acesso a uma educação de qualidade. Atualmente a preocupação com a avaliação educacional está refl etida, por exemplo, via número crescente de ações do Ministério da Educação (MEC) como a criação do Sistema de Avaliação do Ensino Básico (SAEB), do Exame Nacional do Ensino Médio (ENEM) e do Exame Nacional de Desempenho de Estudantes (Enade; Sisto, Sbardelini, & Primi, 2000). O desenvolvimento e aprimoramento de medidas que possibilitem a verifi cação do desempenho dos alunos, como testes psicológicos e educacionais, portanto, surgem como ferramentas que podem auxiliar na qualifi cação tanto de professores, quanto de alunos.A avaliação de desempenho escolar pode ser vista como uma forma de acompanhar a aprendizagem do aluno, um processo que permite a revisão de métodos de ensino e da aprendizagem...

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Section: Estudos Utilizando O Tdeunclassified

Avaliação dos subtestes de leitura e escrita do teste de desempenho escolar através da Teoria de Resposta ao Item

Knijnik¹,

Giacomoni²,

Zanon³

et al. 2014

Psicol. Reflex. Crit.

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show abstract

“…The differential pattern of behavioral performance for children with APD versus SLI might be related to different brain anomalies in these children, such as reported by Boscariol and colleagues (2011). Boscariol et al showed a link between the extent of brain anomalies in children and the severity of the disability.…”

Section: Discussionmentioning

confidence: 91%

“…Boscariol et al showed a link between the extent of brain anomalies in children and the severity of the disability. They linked APD and other developmental deficits in language and cognitive skills to an atrophy—or thickening appearance of the cortex—in the perisylvian fissure (Boscariol et al, 2011). In that study, children were also tested for both auditory processing and language ability.…”

Section: Discussionmentioning

confidence: 99%

Perception of Small Frequency Differences in Children with Auditory Processing Disorder or Specific Language Impairment

et al. 2016

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Background Frequency discrimination is often impaired in children developing language atypically. However, findings in the detection of small frequency changes in these children are conflicting. Previous studies on children’s auditory perceptual abilities usually involved establishing differential sensitivity thresholds in sample populations who were not tested for auditory deficits. To date, there are no data comparing suprathreshold frequency discrimination ability in children tested for both auditory processing and language skills. Purpose This study examined the perception of small frequency differences (Δf) in children with auditory processing disorder (APD) and/or specific language impairment (SLI). The aim was to determine whether children with APD and children with SLI showed differences in their behavioral responses to frequency changes. Results were expected to identify different degrees of impairment and shed some light on the auditory perceptual overlap between pediatric APD and SLI. Research Design An experimental group design using a two-alternative forced-choice procedure was used to determine frequency discrimination ability for three magnitudes of Δf from the 1000-Hz base frequency. Study Sample Thirty children between 10 years of age and 12 years, 11 months of age: 17 children with APD and/or SLI, and 13 typically developing (TD) peers participated. The clinical groups included four children with APD only, four children with SLI only, and nine children with both APD and SLI. Data Collection and Analysis Behavioral data collected using headphone delivery were analyzed using the sensitivity index d′, calculated for three Δf was 2%, 5%, and 15% of the base frequency or 20, 50, and 150 Hz. Correlations between the dependent variable d′ and the independent variables measuring auditory processing and language skills were also obtained. A stepwise regression analysis was then performed. Results TD children and children with APD and/or SLI differed in the detection of small-tone Δf. In addition, APD or SLI status affected behavioral results differently. Comparisons between auditory processing test scores or language test scores and the sensitivity index d′ showed different strengths of correlation based on the magnitudes of the Δf. Auditory processing scores showed stronger correlation to the sensitivity index d′ for the small Δf, while language scores showed stronger correlation to the sensitivity index d′ for the large Δf. Conclusion Although children with APD and/or SLI have difficulty with behavioral frequency discrimination, this difficulty may stem from two different levels: a basic auditory level for children with APD and a higher language processing level for children with SLI; the frequency discrimination performance seemed to be affected by the labeling demands of the same versus different frequency discrimination task for the children with SLI.

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“…A close relationship was reported between APD and other developmental disorders such as SLI Sharma et al 2009;Boscariol et al 2011;Ferguson et al 2011) or dyslexia (King et al 2003Miller 2011). Some authors argue that there is hardly any difference between these impairments, and the fact that they may or may not co-occur (Dawes and Bishop 2009; Miller 2011) limits any attempt to disentangle whether and how these disorders are causally linked.…”

Section: Children With Auditory Processing Disordersmentioning

confidence: 97%

“…As a reassurance, we gathered additional information about the children by way of a questionnaire. In this respect, it is also important to point to several studies that report only little or no relation between auditory abilities and general intellectual capabilities (Kidd et al 2007;Cameron and Dillon 2008;Sharma et al 2009;Addis et al 2010;Boscariol et al 2011). Also, the same test repertoire was successfully used to study auditory performance in patients who-as a result of acquired brain lesions-suffered from cognitive deficits.…”

Section: Auditory Impairmentsmentioning

confidence: 99%

Auditory Processing Disorders with and without Central Auditory Discrimination Deficits

Ludwig

Fuchs

Kruse

et al. 2014

JARO

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Auditory processing disorder (APD) is defined as a processing deficit in the auditory modality and spans multiple processes. To date, APD diagnosis is mostly based on the utilization of speech material. Adequate nonspeech tests that allow differentiation between an actual central hearing disorder and related disorders such as specific language impairments are still not adequately available. In the present study, 84 children between 6 and 17 years of age (clinical group), referred to three audiological centers for APD diagnosis, were evaluated with standard audiological tests and additional auditory discrimination tests. Latter tests assessed the processing of basic acoustic features at two different stages of the ascending central auditory system: (1) auditory brainstem processing was evaluated by quantifying interaural frequency, level, and signal duration discrimination (interaural tests). (2) Diencephalic/telencephalic processing was assessed by varying the same acoustic parameters (plus signals with sinusoidal amplitude modulation), but presenting the test signals in conjunction with noise pulses to the contralateral ear (dichotic signal/ noise tests). Data of children in the clinical group were referenced to normative data obtained from more than 300 normally developing healthy school children. The results in the audiological and the discrimination tests diverged widely. Of the 39 children that were diagnosed with APD in the audiological clinic, 30 had deficits in auditory performance. Even more alarming was the fact that of the 45 children with a negative APD diagnosis, 32 showed clear signs of a central hearing deficit. Based on these results, we suggest revising current diagnostic procedure to evaluate APD in order to more clearly differentiate between central auditory processing deficits and higher-order (cognitive and/or language) processing deficits.

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Auditory processing disorder in patients with language-learning impairment and correlation with malformation of cortical development

Cited by 28 publications

References 16 publications

Avaliação dos subtestes de leitura e escrita do teste de desempenho escolar através da Teoria de Resposta ao Item

Avaliação dos subtestes de leitura e escrita do teste de desempenho escolar através da Teoria de Resposta ao Item

Perception of Small Frequency Differences in Children with Auditory Processing Disorder or Specific Language Impairment

Auditory Processing Disorders with and without Central Auditory Discrimination Deficits

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