Temporal auditory aspects in children with poor school performance and associated factors.

Bárbara Antunes Rezende,Stela Maris Aguiar Lemos,Adriane Mesquita De Medeiros

doi:10.1590/2317-1782/20162015170

Bárbara Antunes Rezende, Stela Maris Aguiar Lemos + Show 1 more

Open Access

https://doi.org/10.1590/2317-1782/20162015170

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Abstract

To investigate the auditory temporal aspects in children with poor school performance aged 7-12 years and their association with behavioral aspects, health perception, school and health profiles, and sociodemographic factors. This is an observational, analytical, transversal study including 89 children with poor school performance aged 7-12 years enrolled in the municipal public schools of a municipality in Minas Gerais state, participants of Specialized Educational Assistance. The first stage of the study was conducted with the subjects' parents aiming to collect information on sociodemographic aspects, health profile, and educational records. In addition, the parents responded to the Strengths and Difficulties Questionnaire (SDQ). The second stage was conducted with the children in order to investigate their health self-perception and analyze the auditory assessment, which consisted of meatoscopy, Transient Otoacoustic Emissions, and tests that evaluated the aspects of simple auditory temporal ordering and auditory temporal resolution. Tests assessing the temporal aspects of auditory temporal processing were considered as response variables, and the explanatory variables were grouped for univariate and multivariate logistic regression analyses. The level of significance was set at 5%. Significant statistical correlation was found between the auditory temporal aspects and the variables age, gender, presence of repetition, and health self-perception. Children with poor school performance presented changes in the auditory temporal aspects. The temporal abilities assessed suggest association with different factors such as maturational process, health self-perception, and school records.

Highlights

Hearing, in association with motor and cognitive aspects, is crucial for the development of oral and written language
Analysis of the tests performed showed that 46% of the 89 children who took the non-verbal sound sequence memory test (NVSSMT) had altered test scores; 88 children took the verbal working memory test (VWMT), resulting in a 36% mismatch; and most (79%) of the 76 children evaluated by the Random Gap Detection Test (RGDT) showed altered test scores (Table 1)
It was possible to observe a variation in the number of participants who were able to take the proposed tests, especially regarding the random gap detection test (RGDT), with 15% of the sample not taking the test satisfactorily

Summary

Introduction

In association with motor and cognitive aspects, is crucial for the development of oral and written language. Auditory temporal processing refers to the processing of acoustic stimuli overtime. It aids in the perception and identification of stimuli which are presented in a rapid succession of time[2,3]. The abilities related to the temporal aspects of auditory temporal processing include masking, integration, ordering, and resolution. The auditory ability of simple temporal ordering refers to the processing of two or more auditory stimuli in a given ordering of time occurrence. This auditory behavior allows the individual to distinguish the correct order of a sequence of sounds[4]

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