Auditory processing screening: contributions of the combined use of questionnaire and auditory tasks

Author(s)

Inaie Maria Prado de Souza ^[1] ; Nádia Giulian de Carvalho ^[2] ; Samantha Dayane Camargo Brito Plotegher ^[3] ; Maria Francisca Colella-Santos ^[4] ; Maria Isabel Ramos do Amaral ^[5]

Affiliation

^[1] Universidade Estadual de Campinas. Faculdade de Ciências Médicas. Curso de Fonoaudiologia - Brasil

^[2] Universidade Estadual de Campinas. Faculdade de Ciências Médicas. Centro de Investigação em Pediatria - Brasil

^[3] Universidade Estadual de Campinas. Faculdade de Ciências Médicas. Departamento de Desenvolvimento Humano e Reabilitação - Brasil

^[4] Universidade Estadual de Campinas. Faculdade de Ciências Médicas. Centro de Investigação em Pediatria - Brasil

^[5] Universidade Estadual de Campinas. Faculdade de Ciências Médicas. Departamento de Desenvolvimento Humano e Reabilitação - Brasil

• Document type: Journal article
• Source: Audiol., Commun. Res.; v. 23, 2018-12-03.

Abstract

ABSTRACT Purpose To analyze the performance of school children in auditory tasks and to compare it with the self-perception questionnaire. In addition, it also aimed to compare the children’s answers with the same questionnaire answered by their parents and/or relatives. Methods A total of 67 children aged 9.58 years old on average (±1.06) participated in the study, having been divided into two groups. Group I (GI) consisted of 40 children with normal development and good school performance (23 females) and Group II (GII) consisted of 27 children with learning difficulties (12 females). The procedures applied included: meatoscopy, immitanciometry, auditory processing simplified assessment (ASPA) and a questionnaire based on the Scale of Auditory Behaviors. Results A total of two GI (5%) and 14 GII (51.9%) children had abnormal ASPA performance. The temporal ordering task demonstrated statistically lower performance of GII in relation to GI (p = 0.001). In the questionnaire, risk of CAPD was identified in 14 children (35%) of GI and 23 children (85.2%) of GII (p <0.001). There was a positive moderate correlation between their performance in ASPA and in the questionnaire (p <0.05). Comparing the answers of the children and their parents, considering each group separately, there was no difference for GI (p = 0894) and GII (p = 0239) and the total sample (p = 0.363). Conclusion Both instruments were able to differentiate the groups studied and to identify the schoolchildren who needed to be referred for a diagnostic evaluation. From the correlation analysis, it was concluded that both ASPA and the questionnaire should be used in a complementary way, regardless of whether they are applied to the children or their parents. (AU)

• FAPESP's process: 16/22652-8 - Screening of (central) auditory processing and a Self Report Questionnaire of children with and without learning difficulties
• Grantee: Inaie Maria Prado de Souza
• Support Opportunities: Scholarships in Brazil - Scientific Initiation