Desempenho de escolares com distúrbio de aprendizagem e dislexia em testes de processamento auditivo
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Data
2011-06-01
Autores
Oliveira, Adriana Marques de [UNESP]
Cardoso, Ana Cláudia Vieira [UNESP]
Capellini, Simone Aparecida [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
CEFAC Saúde e Educação
Resumo
OBJETIVO: caracterizar e comparar, por meio de testes comportamentais, o processamento auditivo de escolares com diagnóstico interdisciplinar de (I) distúrbio da aprendizagem, (II) dislexia e (III) escolares com bom desempenho acadêmico. MÉTODOS: participaram deste estudo 30 escolares na faixa etária de 8 a 16 anos de idade, de ambos os gêneros, de 2ª a 4ª séries do ensino fundamental, divididos em três grupos: GI composto por 10 escolares com diagnóstico interdisciplinar de distúrbio de aprendizagem, GII: composto por 10 escolares com diagnóstico interdisciplinar de dislexia e GIII composto por 10 escolares sem dificuldades de aprendizagem, pareados segundo gênero e faixa etária com os grupos GI e GII. Foram realizadas avaliação audiológica e de processamento auditivo. RESULTADOS: os escolares de GIII apresentaram desempenho superior nos testes de processamento auditivo em relação aos escolares de GI e GII. GI apresentou desempenho inferior nas habilidades auditivas avaliadas para testes dicóticos de dígitos e dissílabos alternados, logoaudiometria pediátrica, localização sonora, memória verbal e não-verbal, ao passo que GII apresentou as mesmas alterações de GI, com exceção do teste de logoaudiometria pediátrica. CONCLUSÃO: os escolares com transtornos de aprendizagem apresentaram desempenho inferior nos testes de processamento auditivo, sendo que os escolares com distúrbio de aprendizagem apresentaram maior número de habilidades auditivas alteradas, em comparação com os escolares com dislexia, por terem apresentado atenção sustentada reduzida. O grupo de escolares com dislexia apresentou alterações decorrentes da dificuldade relacionada à codificação e decodificação de estímulos sonoros.
PURPOSE: to characterize and compare, by means of behavioral tests, the auditory processing of students with an interdisciplinary diagnosis of (I) learning disorder, (II) dyslexia and (III) students with good academic performance. METHODS: thirty students ranging from the ages 8 to 16 year old, from both genders, took part in this study and were divided as follows: Group I (GI): composed of 10 students with interdisciplinary diagnosis of learning disabilities. Group II (GII): composed of 10 students with dyslexia diagnosis. Group III (GIII): composed of 10 students, attending grades two to four, with good academic performance, paired up according to gender and age with groups I and II. A basic auditory evaluation and an evaluation of central auditory processing were conducted. RESULTS: the students of GIII showed statistically superior performance in auditory processing tests compared to the students of GI and GII. GI showed lower performance in auditory abilities assessed in the tests of dichotic digits, alternating dissyllable, pediatric speech intelligibility, sound localization, memory for verbal and non-verbal sounds, and GII also showed the same changes as GI, except in the pediatric speech intelligibility test. CONCLUSION: the students with learning disabilities showed lower performance in auditory processing tests, and the students with learning disorders had the highest number of altered abilities when compared with the students with dyslexia, which can be explained by the fact that this group shows reduced sustained attention. The dyslexia group showed alterations derived from the difficulty related to the auditory stimulus encoding and decoding.
PURPOSE: to characterize and compare, by means of behavioral tests, the auditory processing of students with an interdisciplinary diagnosis of (I) learning disorder, (II) dyslexia and (III) students with good academic performance. METHODS: thirty students ranging from the ages 8 to 16 year old, from both genders, took part in this study and were divided as follows: Group I (GI): composed of 10 students with interdisciplinary diagnosis of learning disabilities. Group II (GII): composed of 10 students with dyslexia diagnosis. Group III (GIII): composed of 10 students, attending grades two to four, with good academic performance, paired up according to gender and age with groups I and II. A basic auditory evaluation and an evaluation of central auditory processing were conducted. RESULTS: the students of GIII showed statistically superior performance in auditory processing tests compared to the students of GI and GII. GI showed lower performance in auditory abilities assessed in the tests of dichotic digits, alternating dissyllable, pediatric speech intelligibility, sound localization, memory for verbal and non-verbal sounds, and GII also showed the same changes as GI, except in the pediatric speech intelligibility test. CONCLUSION: the students with learning disabilities showed lower performance in auditory processing tests, and the students with learning disorders had the highest number of altered abilities when compared with the students with dyslexia, which can be explained by the fact that this group shows reduced sustained attention. The dyslexia group showed alterations derived from the difficulty related to the auditory stimulus encoding and decoding.
Descrição
Palavras-chave
Percepção auditiva, Transtornos da audição, Transtornos de aprendizagem, Dislexia, Auditory perception, Hearing disorders, Learning disorders, Dyslexia
Como citar
Revista CEFAC. CEFAC Saúde e Educação, v. 13, n. 3, p. 513-521, 2011.