Abstract
IntroductionCentral auditory processing screening in schoolchildren has led to debates in literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health. Defining effective screening procedures for central auditory processing is a challenge in Audiology. ObjectiveThis study aimed to analyze the scientific research on central auditory processing screening and discuss the effectiveness of the procedures utilized. MethodsA search was performed in the SciELO and PUBMed databases by two researchers. The descriptors used in Portuguese and English were: auditory processing, screening, hearing, auditory perception, children, auditory tests and their respective terms in Portuguese. Inclusion criteria: original articles involving schoolchildren, auditory screening of central auditory skills and articles in Portuguese or English. Exclusion criteria: studies with adult and/or neonatal populations, peripheral auditory screening only, and duplicate articles. After applying the described criteria, 11 articles were included. ResultsAt the international level, central auditory processing screening methods used were: screening test for auditory processing disorder and its revised version, screening test for auditory processing, scale of auditory behaviors, children's auditory performance scale and Feather Squadron. In the Brazilian scenario, the procedures used were the simplified auditory processing assessment and Zaidan's battery of tests. ConclusionAt the international level, the screening test for auditory processing and Feather Squadron batteries stand out as the most comprehensive evaluation of hearing skills. At the national level, there is a paucity of studies that use methods evaluating more than four skills, and are normalized by age group. The use of simplified auditory processing assessment and questionnaires can be complementary in the search for an easy access and low-cost alternative in the auditory screening of Brazilian schoolchildren. Interactive tools should be proposed, that allow the selection of as many hearing skills as possible, validated by comparison with the battery of tests used in the diagnosis.
Highlights
Central auditory processing screening in schoolchildren has led to debates in literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health
The scores of this study cannot be generalized to normal values for all Brazilian children due to regional variability
Simplified Auditory processing assessment (ASPA): Sound Localization (SL), memory for verbal sounds (MSSV) and nonverbal sounds in sequence (MSSNV)
Summary
Central auditory processing screening in schoolchildren has led to debates in literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health. Auditory screening in school-aged children has been extensively studied in the literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health, since this age group is undergoing oral and written language development and auditory changes may interfere with the learning process. Listening to and understanding auditory information involves greater complexity central to the auditory periphery, since it involves the appropriate transmission of nerve impulses to the cochlear nuclei the, thalamus and auditory cortex These auditory stations are responsible for Central auditory processing screening sound localization and lateralization, auditory discrimination, auditory recognition, temporal aspects of hearing, auditory performance with competing acoustic signals, and auditory performance in unfavorable acoustic situations.[9] Poor performance in one or more of these areas results in difficulty in processing auditory information in the central auditory system and is called Central Auditory Processing Disorder (CAPD)
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