Remediation program in students with learning disabilities: contribution of long latency auditory evoked potencials

• Grant number: 13/03845-1
• Support Opportunities: Regular Research Grants
• Start date: July 01, 2013
• End date: October 31, 2015
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Patricia Abreu Pinheiro Crenitte
• Grantee: Patricia Abreu Pinheiro Crenitte
• Host Institution: Faculdade de Odontologia de Bauru (FOB). Universidade de São Paulo (USP). Bauru , SP, Brazil

Abstract

The learning disorder is characterized by failure in the cognitive processing, language, auditory and visual that harming, especially, the learning of reading and writing. From the 80 studies reinforce the need for the development of speech-language intervention programs aimed at individuals with learning disabilities. Despite investments in phonological remediation programs, few studies focus on the association of reading and writing skills. This paper aims to describe and implement a program for phonological remediation in reading and spelling checking the cognitive performance of children with language-learning disorders submitted to the program. Participants in this study were 20 students aged 9-14 years and both genders, diagnosed with learning disabilities by a multidisciplinary team in the Speech Clinic of FOB-USP. It is experimental, case-control in which the experimental group (formed by 10 students) will be submitted to the phonological remediation program, reading and writing, to be compared with students in the control group (formed by 10 students) not receive such intervention. It will also be verified the applicability of the Auditory Evoked Potential Long Latency LLAEP - Complex N1-P1-P2 as an indicator of therapeutic outcome of the students submitted the remediation program because studies have strengthened the arguments of LLAEP contribution of the additional assessment of individuals with changes in reading and writing. (AU)