Auditory training in children with Specific Language-Inpairment with and without language therapy

• Grant number: 17/00180-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): July 01, 2017
• Effective date (End): December 31, 2017
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Eliane Schochat
• Grantee: Bruna Gonçalves Carmona
• Host Institution: Faculdade de Medicina (FM). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

Auditory processing is defined as the efficiency and effectiveness with which the auditory system deals with auditory information. When there is a dysfunction of the central auditory nervous system that contributes to the impairment of the perceptual processing of the auditory information, generating delays in the abilities in which the listening plays a fundamental role, we have the Auditory Processing Disorder (APD). Although this is not caused by disorders of higher cognitive order, it is known that the disorder may lead to or be associated with difficulties in language, learning and communicative functions. Children who are diagnosed with TPA should undergo Auditory Training to develop or rehabilitate altered auditory abilities. Due to the relationship between TPA and changes in language, attention deficit hyperactivity disorder and learning disorders, the relationship between this disorder and Specific Language Disorder (SLD) has been studied. This condition is characterized by a marked difficulty in acquiring and developing language with no other comorbidities that may justify it, such as neurological alterations or developmental disorders. Changes in auditory processing are found in individuals with SLI, especially with regard to temporal processing of auditory information. Thus, the purpose of the study is to verify the effects of auditory training in children with SLI in language therapy and in children with language difficulties complaints who are not in language therapy. (AU)