Potencial evocado cognitivo e desordem de processamento auditivo em crianças com distúrbios de leitura e escrita

Abstract

Learni ng disorders are often magnified by auditory processing disorders (APD).Objective: This paper aims to verify whether individuals with reading and writing disorders and P300 latencies above the average also present altered Staggered Spondaic Word (SSW) and speechin-noise test results suggestive of APD. Materials and Methods:This is a cross-sectional cohort study. Twenty-one individuals with reading and writing disorders aged between 7 and 14 years were enrolled.Results: All subjects had normal findings on ENT examination, audiological tests, and brainstem auditory evoked potentials. The average P300 latency (334,25 ms) of all patients was picked as a cutoff point to divide the subjects into two groups: group A with latencies above 335 ms, and group B with latencies below 335 ms. Individuals in group A underwent SSW and speech-in-noise testing. Conclusion:Altered results in the SSW and speech-in-noise tests suggestive of APD were found in the group of individuals with reading and writing disorders with P300 latencies above 335 ms. Braz J Otorhinolaryngol. 2012;78(3):91-7. ORIGINAL ARTICLE

Achados da avaliação comportamental e eletrofisiológica do processamento auditivo

“…The auditory attention, assessed through P300, is necessary to the acquisition of acoustic and phonetic aspects of language patterns, which are important when learning how to read and write (10) . In another study in which the relation between the auditory skill of dichotic listening and P300 was made, it was possible to notice that individuals that presented an alteration in the P300 result, also presented some kind of alteration in the dichotic listening test (26) , what corroborates the findings of this study, since the P300 is related to attention and recent memory (10) . There was correlation between the auditory skill of temporal ordering and the right electrode effect, assessed through the MLAEP.…”

Caracterização dos tipos de erros cometidos na avaliação do processamento auditivo por meio do Staggered Spondaic Word test

“…Alterations in auditory processing can occur alone or be found in association with other learning disorder comorbidities as demonstrated in other studies 1,[8][9][10][11][12] . In this sense, early detection is essential to the minimization of the linguistic, cognitive and psychosocial impact of APD, as well as to organize appropriate speech rehabilitation.…”

“…Extensive research, using the SSW test for evaluating AP, has been carried out on clinical populations assessing: difficulties in learning to read and write 1,4,[8][9][10][11] , the relationship between phonological disorder and AP [12][13][14][15][16][17][18] ; the relationship between oral breathing and the central auditory system 19 ; dyslexia 20 ; comorbidity between attention deficit hyperactive disorder (ADHD) and dyslexia 21 ; the relationship between performance in cognitive tests and AP tasks 22 ; listening skills in students aged 7 to 10 years, from different socioeconomic and cultural levels 23 and effectiveness of an informal program of specific auditory training for Auditory Processing Disorders (APD) in a group of 24 patients with this alteration.…”

“…This study aims to highlight the importance of SSW test in the diagnosis of human communication disorders and to identify children at risk for learning disorders and specific complications which can be overcome or minimized with concomitant auditory training and speech therapy 1,4,[8][9][10][11][12]18 .…”

Potencial Evocado Auditivo de Longa Latência – P3 em crianças com e sem queixas de dificuldade de aprendizagem

“…The proper functioning of the auditory pathway to the cortex is essential for the acoustic information transmitted and processed at central level (1,2,3,4) . Often, children with learning impairment complaints are submitted to assessment of hearing function, however, the set of tests performed in most audiology services can only measure the peripheral portion of the auditory system (3,4) .…”