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Self-report questionnaire as a complementary tool on auditory processing screening applied to scholar children, parents and teachers

Grant number: 18/14055-5
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): November 01, 2018
Effective date (End): October 31, 2019
Field of knowledge:Health Sciences - Speech Therapy
Principal researcher:Maria Isabel Ramos Do Amaral
Grantee:Beatriz Lopes Tambascia
Home Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

Hearing is considered fundamental for the development of oral language and learning. Thus, regarding to scholar children, early detection and intervention of hearing disorders are essential. Recent researches points to the use of questionnaires/checklists as an important part of Central Auditory Processing (CAP) screening. This research aims to describe the performance of schoolchildren, aged between 6 to 10 years, in a self-report questionnaire included in a central auditory processing screening program - audibility- and to compare the results with the perception of their parents and responsible teacher. Children will be divided into two groups based on their teacher's evaluation regarding academic performance: Group I (GI): children with good school performance and no hearing complaints and Group 2: children with school difficulties. Data collection will take place in two stages: Stage 1 consists on auditory screening at school, composed by imitanciometry and online program named audBility. AudBility is composed by specific auditory tasks and also the self report questionnaire adapted from Scale of Auditory Behavior - SAB. Stage 2 will take place at the Laboratory of Audiology and consists on a basic audiological evaluation and behavioral evaluation of central auditory processing. At this moment, the same questionnaire answered by the child on school will be adapted in order to be answered by parents. Finally, participants who complete stages 1 and 2, will have the same instrument sent to the teacher, but with questions adapted in order to be answered based on their point of view about the child auditory behavior. Results may contribute to a better understanding about the use of checklists into the school's hearing screening batteries.

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