Processamento auditivo (central) em escolares das séries iniciais de alfabetização
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Data
2016-04-28
Autores
Kemp, Adriana Aparecida Tahara [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Pesquisas que investiguem as habilidades auditivas em escolares são fundamentais, uma vez que não compreender auditivamente a mensagem pode interferir negativamente no processo de aprendizagem da criança. Sendo assim, os objetivos deste estudo foram: caracterizar e comparar as situações cotidianas de escolares das séries iniciais que possam indicar dificuldade referente ao processamento auditivo (central); caracterizar e comparar os testes comportamentais utilizados na avaliação do processamento auditivo (central) de escolares das séries iniciais nas etapas teste e reteste e; correlacionar as variáveis idade e gênero com os testes de processamento auditivo (central). Este foi um estudo do tipo coorte, analítico, observacional, longitudinal e prospectivo; desenvolvido em uma escola da rede pública de ensino de uma cidade de pequeno porte. Compuseram a amostra 36 crianças, de ambos os gêneros, subdivididos em dois grupos: grupo 1 (G1) - 13 crianças com idade entre seis anos e seis anos nove meses e; grupo 2 (G2) - 23 crianças com idade variando entre seis anos e onze meses e sete anos e dez meses. Este estudo foi realizado em duas etapas, denominadas teste e reteste. Na etapa teste enviou-se o questionário Scale of Auditory Behaviors (SAB) aos pais ou responsáveis e, realizou-se avaliação comportamental do processamento auditivo (central). Na etapa reteste, os participantes foram submetidos a nova avaliação do processamento, seis meses após o teste. Na análise inferencial, para comparar os resultados obtidos no teste e no reteste, após um semestre de alfabetização, aplicou-se o Teste dos Postos Sinalizados de Wilcoxon e para correlacionar as variáveis idade e gênero e os testes de processamento auditivo (central), utilizou-se a Correlação de Spearman. A análise do questionário SAB mostrou que os pais do G1 relataram que a criança pede para repetir as coisas e que os filhos são desorganizados e; no G2: a criança não entende bem quando alguém fala rápido ou abafado, pede para repetir as coisas e que são facilmente distraídos. A análise dos testes comportamentais do processamento auditivo (central) aplicados nas crianças das séries iniciais, em ambas as etapas, mostrou que o teste com maior prevalência de alteração foi o teste Dicótico de Dígitos. Cabe ressaltar que nenhuma criança do G1 e algumas do G2 não compreenderam o RGDT na etapa teste e, que mesmo após seis meses esta dificuldade se mantém para ambos os grupos. Na etapa reteste, notou-se melhora significante no número de testes alterados e, nos testes de localização sonora, dicótico de dígitos e RGDT. Na correlação entre os testes de processamento auditivo (central) e as variáveis idade e gênero, nas etapas teste e reteste, observou-se que a idade se correlacionou apenas com o teste dicótico de dígitos na orelha esquerda. Quanto ao gênero, este não se correlacionou com nenhuma variável. Foi possível concluir que a maioria dos pais das crianças referiram alguns comportamentos que indicavam dificuldade em processar a informação auditiva, porém esta frequência foi relativamente baixa. O teste comportamental do processamento auditivo (central) com maior prevalência de alteração foi o Dicótico de Dígitos, bem como notou-se melhora estatisticamente significante no número de testes alterados e de alguns testes no reteste.
Researches to investigate auditory skills in schoolchildren are fundamental, once they do not understand auditorally the message can negatively impact on child's learning process. Thus, the aims of this study were to characterize and compare everyday situations of schoolchildren of initial series that might indicate difficulties related to (central) auditory processing, characterize and compare the behavioral tests used to assess central auditory processing of schoolchildren of the initial series in two steps, test and retest; correlate the variables age and gender with (central) auditory processing tests. This was a cohort, analytical, observational, longitudinal and prospective study; developed in a public municipal school of a small town. The sample consisted of 36 children of both genders, divided into two groups: group 1 (G1) - 13 children aged between six years and six years and nine months; Group 2 (G2) - 23 children aged between six years and eleven months and seven years and ten months. This study was conducted in two steps, called test and retest. In step test the questionnaire Scale of Auditory Behaviors (SAB) was sent to parents or guardians and was held central auditory processing assessment, composed of behavioral tests. In step retest, the participants underwent another central auditory processing assessment, six months after the test. In the inferential analysis to compare the results obtained on steps test and retest ,after following a semester of literacy, was applied Wilcoxon Signed Posts test and, to correlate the variables age and gender with central auditory processing tests was used Spearman correlation. The behavioral analysis of the SAB showed that G1 parents reported that the child often asks to repeat things and are disorganized and; G2: the child misunderstand muffed and rapid speech, asks to repeat things and are easily distracted. The analysis of behavioral tests of (central) auditory processing applied in children of initial series, in both steps, showed that the test with the highest prevalence of change was dichotic digit test. It should be emphasized that no child of G1 and some of G2 misunderstand the RGDT in the test step, and that even after six months this difficulty remain for both groups. The retest step demonstrated a significant improvement in the number of abnormal tests and, sound location, dichotic digits and RGDT. The correlation between (central) auditory processing tests and variables age and gender, in steps test and retest, showed that age was correlated only with the dichotic digit test in the left ear. As to gender, it does not correlate with any variable. It was possible to conclude that most parents mentioned some behaviors that indicate difficulty in processing auditory information, but this frequency was relatively low. The (central) auditory processing test with higher prevalence of change was the Dichotic Digit and was noted a significant improvement in the number of abnormal tests and some tests in the retest.
Researches to investigate auditory skills in schoolchildren are fundamental, once they do not understand auditorally the message can negatively impact on child's learning process. Thus, the aims of this study were to characterize and compare everyday situations of schoolchildren of initial series that might indicate difficulties related to (central) auditory processing, characterize and compare the behavioral tests used to assess central auditory processing of schoolchildren of the initial series in two steps, test and retest; correlate the variables age and gender with (central) auditory processing tests. This was a cohort, analytical, observational, longitudinal and prospective study; developed in a public municipal school of a small town. The sample consisted of 36 children of both genders, divided into two groups: group 1 (G1) - 13 children aged between six years and six years and nine months; Group 2 (G2) - 23 children aged between six years and eleven months and seven years and ten months. This study was conducted in two steps, called test and retest. In step test the questionnaire Scale of Auditory Behaviors (SAB) was sent to parents or guardians and was held central auditory processing assessment, composed of behavioral tests. In step retest, the participants underwent another central auditory processing assessment, six months after the test. In the inferential analysis to compare the results obtained on steps test and retest ,after following a semester of literacy, was applied Wilcoxon Signed Posts test and, to correlate the variables age and gender with central auditory processing tests was used Spearman correlation. The behavioral analysis of the SAB showed that G1 parents reported that the child often asks to repeat things and are disorganized and; G2: the child misunderstand muffed and rapid speech, asks to repeat things and are easily distracted. The analysis of behavioral tests of (central) auditory processing applied in children of initial series, in both steps, showed that the test with the highest prevalence of change was dichotic digit test. It should be emphasized that no child of G1 and some of G2 misunderstand the RGDT in the test step, and that even after six months this difficulty remain for both groups. The retest step demonstrated a significant improvement in the number of abnormal tests and, sound location, dichotic digits and RGDT. The correlation between (central) auditory processing tests and variables age and gender, in steps test and retest, showed that age was correlated only with the dichotic digit test in the left ear. As to gender, it does not correlate with any variable. It was possible to conclude that most parents mentioned some behaviors that indicate difficulty in processing auditory information, but this frequency was relatively low. The (central) auditory processing test with higher prevalence of change was the Dichotic Digit and was noted a significant improvement in the number of abnormal tests and some tests in the retest.
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Palavras-chave
Audição, Percepção auditiva, Testes auditivos, Criança, Hearing, Auditory perception, Hearing tests, Child