Abstract
ABSTRACT Purpose: to verify the impact of home auditory training performed by parents for 30 days and the contribution to a better performance of the central auditory processing in children with auditory disorders resulting from cleft lip and palate. Methods: case studies were carried out with three children above seven years of age, presented with operated cleft lip and palate. Tests to assess peripheral hearing, behavioral and electrophysiological tests for central hearing assessment and Sustained Attention Auditory Ability ones, before and after the auditory training, were performed. Those responsible for the children answered a questionnaire which verified the auditory and attention behaviors altered by the impairment of the auditory processing. Results: improvement was seen in the majority of the behavioral tests of the auditory processing disorders, and in those which did not show variation after the training, the performance was maintained. Improvement was observed in the sustained attention as well as in the monitoring of all children of the study, post training. Improvement of the auditory behavior and also the decrease of latencies and the increase of amplitude of Na and Pa waves, after the training, were found. Conclusion: there was an enhancement in the performance of the central auditory processing of all children with operated cleft lip and palate, following auditory stimulation.
Highlights
The auditory system is one of the main senses for learning and language acquisition, and for this reason the anatomical-physiological integrity of this system is considered a prerequisite for the language development, and for the acquisition of the abilities to detect, pay attention to the sound, discriminate, locate where sounds come from, memorize sequences, recognize and understand sounds and speech[1].Hearing is composed of the peripheral auditory system and central auditory system
The peripheral auditory system is composed of outer, middle and inner ear structures that have the function of capturing, transmitting and causing the sound wave transduction occurs in the cochlea[2]
Central Auditory Processing (CAP) can be defined as the set of mechanisms and processes responsible for the phenomena of sound lateralization and localization, for auditory discrimination, for auditory pattern recognition, for temporal aspects in audition, for integration and binaural separation abilities and auditory abilities with competitive and degraded acoustic signals[3]. Such complex functions are assessed through the behavioral battery of the Auditory Processing (AP) performed in an acoustic booth in which distorted auditory stimuli are used so that the central nervous system capacity to analyze and interpret the presented stimulus is analyzed
Summary
The auditory system is one of the main senses for learning and language acquisition, and for this reason the anatomical-physiological integrity of this system is considered a prerequisite for the language development, and for the acquisition of the abilities to detect, pay attention to the sound, discriminate, locate where sounds come from, memorize sequences, recognize and understand sounds and speech[1].Hearing is composed of the peripheral auditory system and central auditory system. Central Auditory Processing (CAP) can be defined as the set of mechanisms and processes responsible for the phenomena of sound lateralization and localization, for auditory discrimination, for auditory pattern recognition, for temporal aspects in audition (resolution and temporal ordering), for integration and binaural separation abilities and auditory abilities with competitive and degraded acoustic signals[3]. Such complex functions are assessed through the behavioral battery of the Auditory Processing (AP) performed in an acoustic booth in which distorted auditory stimuli are used so that the central nervous system capacity to analyze and interpret the presented stimulus is analyzed. It is possible to assess central auditory functions through electrophysiological assessment[4,5,6]
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