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Variation in the auditory performance after stimulation program in children with Auditory Processing disorders

Grant number: 08/07652-5
Support Opportunities:Scholarships in Brazil - Master
Effective date (Start): August 01, 2009
Effective date (End): July 31, 2011
Field of knowledge:Health Sciences - Speech Therapy
Principal Investigator:Renata Mota Mamede Carvallo
Grantee:Nadia Vilela
Host Institution: Faculdade de Medicina (FM). Universidade de São Paulo (USP). São Paulo , SP, Brazil


Introduction. The Auditory Processing involves the auditory abilities for the interpretation of the sounds that we hear. Presenting auditory thresholds inside the normality standards is not enough so that the heard sounds acquire meant. For this, it is necessary that the auditory stimulation is analyzed and interpreted by the nervous system. The training of the auditory abilities can be carried out in formal or in an informal way. The formal training of the auditory abilities requires the use of acoustically controlled tests, involving tonal and talking elements, carried out in acoustic booths by an able professional. The informal training refers to tasks which require auditory abilities based on language. This training also involves the activities which happen at school or at home, as a complement to the formal auditory training. Considering the difficulty in quantifying the improvement that the formal and the informal trainings can cause, we intend to verify the variation in the results of the behavioral hearing tests before and after the formal training and the informal training of the Auditory Processing. The hypothesis that guides this study is that children submitted to the auditory trainings - formal or informal - have equivalent performance in the behavioral tests of the Auditory Processing in the reevaluation; and that the performance of these children is superior to the performance of the children with alteration of the Auditory Processing who have not received any auditory trainings. Objective. To compare the performance in behavioral tests of Auditory Processing of children submitted to the auditory trainings. Method. 40 participants will be included, constituting 4 groups. In Group 1 there will be children without alteration of the Auditory Processing who will be reevaluated after 8 weeks without any auditory type of trainings. In Group 2 there will be children with alteration of the Auditory Processing who will be submitted to 8 sessions of formal auditory training. In Group 3 there will be children with alteration of the Auditory Processing submitted to 8 sessions of informal auditory training. In Group 4 there will be children with alteration of the Auditory Processing who will be submitted to formal auditory training after the reevaluation of the Auditory Processing, which will occur 8 weeks after the first evaluation. Analysis of the Results. Statistical tests for descriptive analysis of the results and inferencial analysis for comparison of the performance between groups will be carried out.

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Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
VILELA, Nadia. Variation in auditory performance in children with phonological and auditory processing disorders after stimulation program. 2011. Master's Dissertation - Universidade de São Paulo (USP). Faculdade de Medicina (FM/SBD) São Paulo.

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