Potenciais evocados auditivos de longa latência e processamento auditivo central em crianças com alterações de leitura e escrita: dados preliminares

Abstract

Summary Introduction:?Presently, it is admitted that individuals with reading and writing alterations may present delay in the development of listening skills, which may interfere in the learning process. The assessment of the listening skills can occur in a behavioral way, through central auditory processing (CAP) tests, or by electrophysiological assessment highlighting the long latency auditory evoked potentials (LLAEP). The use of the LLAEP as a means of complementary assessment of individuals with reading and writing alterations can become an important data both for further characterization of the alterations, as for the therapeutic guidance of this population. Objective:?Characterize the CAP and the LLAEP in children with reading and writing alterations. Method:?Research approved by the Institution's Ethic Commission under n? 305/10. The assessment of CAP and LLAEP was performed in 12 children aged between 8 and 12 years old (average of 10,6 years), with reading and writing alterations confirmed in specific evaluation. Results:?The most altered CAP skills were temporal ordination and figure-ground for linguistic sounds. There were found altered results in P300 and in MMN. Conclusion:?The individuals with reading and writing alterations performed below the expected on CAP tests. The MMN allowed a better characterization of the auditory function of this population. There was evidence of association between the CAP results and the alteration of the LLAEP.

Achados da avaliação comportamental e eletrofisiológica do processamento auditivo

“…Short latency potentials analyze the electrophysiological activity of the auditory system from the inner ear to the upper brainstem; the middle latency potentials analyze the potentials originated in the primary auditory cortex area, through thalamocortical and reticular formation, and the long latency potentials assess the electrophysiological activity from the thalamus to the auditory cortex and association areas. The electrophysiological study of hearing includes: brainstem auditory evoked potentials (BAEP), middle latency auditory evoked potentials (MLAEP) and the P300, respectively (12)(13)(14) . Thus, the auditory processing assessment is relevant to determine and qualify auditory disorders that might influence, in a negative way, aspects of communication such as language, speech, reading and writing, besides other mental functions such as attention, memory and cognition.…”

Potencial evocado auditivo de longa latência: diferenças na forma de contagem do estímulo raro

“…Our study corroborates the aforementioned study, as there was no significant difference for the finding as to latency. In the literature there was also the rare stimulus counting in two ways namely: counting mentally 27 , counting mentally and raising the hand 21,26,28 to hear it and after, count aloud 21,29 .…”

Testes tonais de padrão de frequência e duração no Brasil: revisão de literatura

“…A study developed with 18 subjects of similar age, of which eight had temporal lobe epilepsy and ten without cortical damage, it was observed that individuals with epilepsy had more deficits in auditory Figure 1 presents the publications [25][26][27][28][29][30][31][32][33][34][35] It was observed that, in most studies of individuals who had speech pathology, the temporal ordering ability was impaired, and FPT was the test most frequently used to assess this ability.…”

“…Most studies used only behavioral tests to assess temporal ordering, there were only two studies that associated behavioral and electrophysiological tests 3,35 . This finding suggests new research perspectives that associate behavioral and electrophysiological measures in the assessment of temporal ordering skills.…”