Abstract
ABSTRACT Purpose: to analyze the hearing, language, motor and social skills of children and propose a screening of child development. Methods: 129 preschool children of both sexes, aged between three and six years old, enrolled in educational institutions and 25 teachers of kindergarten from public and private institutions, with no history of hearing disorders, with type A tympanometric curves and the presence of acoustic reflexes participated. For the children, the neuropsychomotor test, Denver II, and the evaluation of sound localization and temporal ordination of three verbal and non-verbal sounds were applied. For the educators responsible for the children, the Scale of Auditory Behaviors (SAB), was used. Results: most participants with normal SAB presented hearing abilities or standard Denver II; while in the amended SAB group, most participants presented alterations in Denver II or in the auditory abilities tests. It was found, also, that part of the children with standard Denver II were pointed, by the educators, as misbehaving in SAB. Conclusion: the combination of the findings of the Denver II, hearing tests of sound localization and temporal ordination and the SAB Scale is useful in the characterization of child development and, thus, the use of these three instruments for screening in this age group is recommended.
Highlights
Child development is a process determined by biological, environmental and socioeconomic factors[1]
The Scale of Auditory Behaviors (SAB), which allows the extraction of qualitative information that may be related to auditory processing disorder (APD) and language alterations[9], can be cited
In the application of the Denver II, we considered some temporary exclusion factors that could affect the performance of the child
Summary
Child development is a process determined by biological, environmental and socioeconomic factors[1]. During the first three years of life, great advances are made in the motor, cognitive and social areas of the child, all interrelated and essential for global development, as well as for the process of acquisition and development of speech and language[2]. Evaluation of auditory processing helps the early diagnosis and the orientations of the Speech, Language and Hearing Sciences intervention of children with disorders related to cognitive-linguistic, perceptual or speech-producing difficulties[5]. Checklists in the area of auditory processing can be found in the literature Among these behavioral questionnaires, the Scale of Auditory Behaviors (SAB), which allows the extraction of qualitative information that may be related to auditory processing disorder (APD) and language alterations[9], can be cited
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