Abstract
ABSTRACT Purpose: to investigate the auditory skills of temporal resolution and ordering in people who stutter. Methods: an observational, cross-sectional, analytical, and comparative research between study and control groups conducted at a speech-language-hearing teaching clinic of an academic institution, comprising people who stutter (who attended a public outreach program) and volunteers without communicative disorders, for 13 months. The procedures used were auditory perception anamnesis, acoustic immittance, and pure-tone and speech audiometry to discharge hearing changes. The participants who met the eligibility criteria had their resolution and ordering skills assessed with the Gaps-in-Noise, Random Gap Detection, Pitch Pattern Sequence, and Duration Pattern Sequence tests and the data obtained were entered into a spreadsheet for descriptive and inferential statistical analyses. Results: the study group presented changes in temporal resolution and ordering. A statistically significant difference was also verified comparing the assessment findings of the study and control groups, in all the assessment tests. Conclusion: temporal resolution and ordering changes were observed in the people presented with stuttering, regardless of sex or chronological age.
Highlights
Oral communication is the interactive modality that predominates as a means to exchange experiences, share new knowledge, and put forth ideas, thoughts, desires, and aspirations
The Gaps-in-Noise test (GIN) revealed that 88.2% (n = 15) of the people who stutter obtained changed results in temporal resolution
It was likewise in the other tests, as the temporal resolution and ordering were changed in 70.6% (n = 12) of G1 in Random Gap Detection Test (RGDT) and Pitch Pattern Sequence test (PPS), respectively
Summary
Oral communication is the interactive modality that predominates as a means to exchange experiences, share new knowledge, and put forth ideas, thoughts, desires, and aspirations. Fluency is an important skill in the development of the speaker’s communication health It is the continuous and smooth flow of speech that results from the harmonious neural processing integration between language and motor acts[1]. Childhood-onset fluency disorder is a change in the typical fluency pattern caused by excessive breaks (disfluencies) in speech production. Such breaks are involuntary and interfere with the main fluency parameters, namely: continuity, effort, and time taken to speak. Stuttering is a multidimensional, complex, genetic, and neurofunctional disorder, whose etiologic factors are diversified and have a complex interaction. These characteristics affect the selection of assessment, diagnosis, and therapeutic procedures necessary to their care, as well as the clinical prognosis[3]
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