Abstract
ABSTRACT Purpose: to verify the association between the auditory assessment result and the speech-language-hearing diagnosis in children and adolescents. Methods: an observational, cross-sectional study based on the analysis of medical records of children and adolescents that received care at a speech-language-hearing assessment outpatient center between 2010 and 2014. Data on sociodemographic characteristics, speech-language-hearing diagnosis, auditory examination results, and Auditory Processing Simplified Assessment results were collected. Descriptive and association analyses were conducted with either the chi-squared or Fisher’s exact test, considering the 5% statistical significance level. Results: the sample comprised 122 participants, most of them males (67.2%), mean age 8.78 years. A statistically significant association was verified between the audiometry result and the diagnostic hypothesis of change in written language (p = 0.011); between the results of both the sequential memory test for nonverbal sounds and sound localization and the diagnostic hypotheses of change in the cognitive aspects of language (p = 0.019 and p = 0.033, respectively) and of speech (p = 0.003 and p = 0.020, respectively); and between the result of the sequential memory test for verbal sounds and the diagnostic hypothesis of change in speech (p = 0.005). Conclusion: given the associations found, it is proposed that children and adolescents with changes in speech undergo the Auditory Processing Simplified Assessment to verify the possibility of changed aspects, favoring directed therapeutic interventions.
Highlights
The adequate functioning of both the peripheral and central auditory systems is essential to good language development[1]
Due to the involvement of the temporal aspects in a great part of the communicative skills, the presence of other diagnoses related to speech-language-hearing may be associated with issues that refer to the simple temporal ordering of verbal and/or nonverbal sounds[5]
The sample ranged from kindergarten to high school – most of them were enrolled in elementary school (81.1%) (Table 1)
Summary
The adequate functioning of both the peripheral and central auditory systems is essential to good language development[1]. There are in it the auditory mechanisms that are manifested in the skills of sound localization and lateralization, auditory discrimination, and the ones associated with temporal aspects of hearing[2], such as temporal ordering, masking, and temporal integration and resolution[3]. The existence of any type of communication disorder, such as speech and language delays or atypical development, requires individualized, early, and well-defined assessment of the speech-languagehearing aspects. This situation helps to guide the procedures related to the peripheral and central (when necessary) auditory[6] assessment, as well as of the aspects of processing
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