Full text
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| Author(s): |
Renata Alonso
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Medicina (FM/SBD) |
| Defense date: | 2008-09-01 |
| Examining board members: |
Eliane Schochat;
Renata Mota Mamede de Carvallo;
Liliane Desgualdo Pereira
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| Advisor: | Eliane Schochat |
| Abstract | |
INTRODUCTION: Auditory Evoked Potentials associated to behavioral assessment may be a useful tool for the diagnosis and monitoring of changes in the Auditory Central Nervous System of individuals with (Central) Auditory Processing Disorder submitted to Auditory Training. AIM: The aims of this study were to characterize the P300 of children with (Central) Auditory Processing Disorder and to verify the improvement of this potentials findings after the Auditory Training. METHOD: 29 individuals with (Central) Auditory Processing Disorder (Study Group) and 29 individuals without (Central) Auditory Processing Disorder (Control Group), ranging in age from eight to 16 years old took part in this study. All of them underwent the initial assessment of (Central) Auditory Processing and a first recording of P300. The Study Group underwent an Auditory Training program in acoustic booth during eight sessions, and a month after the end of this period, a new (Central) Auditory Processing assessment and a new recording of P300 were performed. The Control Group underwent a new recording of P300 three months after the initial assessment. RESULTS: Significant statistical differences were found in all behavioral tests when the Study Group was compared to the Control Group, and in the pre and post Auditory Training situations of the Study Group. When the electrophysiological data of the Study Group was compared before and after the Auditory Training, there was a significant statistical difference for the latency of wave P300. In the Control Group, no significant statistical differences were found between the initial and the final assessments. Comparing the Study Group and the Control Group before the Auditory Training, it was observed a significant statistical difference concerning measures of latency and amplitude, and after the Auditory Training of the Study Group, it was observed a significant statistical difference between the two groups only regarding the amplitude. CONCLUSIONS: P300 showed to be a useful instrument for the diagnosis and monitoring the rehabilitation of children with (Central) Auditory Processing Disorder (AU) | |