scholarly journals Auditory abilities stimulation in preschoolers

Revista CEFAC ◽  
2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Tamires Andrade Sakai ◽  
Laura Mochiatti Guijo ◽  
Dayane Aparecida Nascimento Barbosa ◽  
Camila Ribas Delecrode ◽  
Ana Cláudia Vieira Cardoso
Keyword(s):  
Training Program ◽  
Sound Localization ◽  
Auditory Processing ◽  
School Environment ◽  
Statistical Tests ◽  
Auditory Training ◽  
Post Intervention ◽  
Intervention Effects ◽  
Significance Level ◽  
Sequential Memory

ABSTRACT Purpose: 1) to verify the intervention effects of an informal auditory training program to stimulate auditory abilities for sound localization and sequential memory for verbal and non-verbal sounds, at school environment in a group of preschoolers; 2) to investigate the influence of the gender and age variables on the result of the Simplified Auditory Processing Test (test and retest). Methods: a prospective, analytical and intervention study developed at a Municipal School of Early Childhood Education. Fifty-one preschool children of both genders, aged between 4 and 6 years, participated in this study. To evaluate the intervention effects of the informal auditory training program, pre-and post-intervention procedures were performed, that is: meatoscopy, tympanometry and Simplified Auditory Processing Test. Appropriate statistical tests were applied, by adopting the 5% (0.05) significance level. Results: the comparison of the preschoolers’ performance on the test and retest showed a significant improvement in all auditory abilities assessed. Preschoolers showed a better performance in sound localization ability and a worse performance for sequential memory of nonverbal sounds ability, for both test and retest. Conclusion: in this population, the informal auditory training program showed to be effective and the age variable influenced the result of the Simplified Auditory Processing Test.

scholarly journals Scale of Auditory Behaviors in the monitoring of acoustically controled auditory training

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Ana Carolina de Oliveira Sobreira ◽  
Daniela Gil
Keyword(s):  
Training Program ◽  
Auditory Processing ◽  
Statistical Tests ◽  
Auditory Training ◽  
P Value ◽  
Subjective Perception ◽  
Central Auditory Processing ◽  
Auditory Thresholds ◽  
Time Period ◽  
Significant Difference

ABSTRACT Purpose: to identify the Scale of Auditory Behaviors perception after an acoustically controlled auditory training program. Methods: 23 individuals of both genders, aged 6 to 15 years, participated in this study. Inclusion criteria: to present auditory thresholds lower than 20 dBHL between 250 and 8000Hz, type A tympanometry and diagnosis of central auditory processing disorder confirmed by behavioral tests with indication of acoustically controlled auditory training which was performed in ten one-hour sessions. Hearing tests in progressively adverse listening conditions were used. In the first and last session of the acoustically controlled auditory training program, the individuals were submitted to the Scale of Auditory Behaviors. The appropriate statistical tests were applied considering a p-value less than 0.05. Results: questions Q1, Q2, Q4, Q7, Q8 and Q11 showed statistically significant results and improvement in behaviors after the acoustically controlled auditory training. On the other hand, questions Q3 and Q10 showed a tendency towards significance and the total score in the post time period increased in relation to the pre-moment, pointing to a statistically significant difference that represents complaint reductions. Conclusion: the subjective perception of the individuals and their family members could be identified by the application of SAB in the pre and post auditory training, revealing an improvement in auditory and attention behaviors.

scholarly journals Neuropsychomotor development and auditory skills in preschool children

2018 ◽  
Vol 28 (1) ◽  
pp. 35
Author(s):  
Raphaela Barroso Guedes-Granzotti ◽  
Layna Santos Siqueira ◽  
Carla Patrícia Hernandez Alves Ribeiro Cesar ◽  
Kelly Silva ◽  
Danielle Ramos Domenis ◽  
...  
Keyword(s):  
Preschool Children ◽  
Auditory Processing ◽  
School Environment ◽  
Screening Test ◽  
Fine Motor ◽  
Central Auditory Processing ◽  
Chi Square ◽  
Significance Level ◽  
Bivariate Correlation ◽  
Sequential Memory

Introduction: Neuropsychomotor development and auditory abilities, influenced by biological and environmental factors, are directly related to school performance. In this way, a screening test in school environment allows the prior identification of change in development, reducing the losses in child life. Objective: To characterize the relationship between neuropsychomotor development and auditory processing skills in preschool children. Methods: 108 preschool children from three public institutions with ages between four years and one month to five years and eleven months, of both sexes were screened. It was performed the screening of Central Auditory Processing (CAP) through the simplified evaluation of auditory processing and the neurodevelopment using the Developmental Screening Test II Denver. The data were analyzed by chi-square tests and bivariate correlation with Pearson coefficient, adopting a significance level of 5% and alpha of 0.1. Results: The screening of the CAP, 100% of the subjects showed normal responses in the test detection, 81.5% in sound localization, 49% in the test of non-verbal sequential memory and 58.3% in the test of verbal sequential memory. In the neuropsychomotor development screening, the frequency of appropriate responses to the chronological age was significant in all areas, being 86.1% (93) in personal social area, 92.5% (100) in the adaptive fine motor, 87 % (94) in language and 92.5% (100) in gross motor. It was found a significant relationship only between the language alterations and proofs of sequential memory (p <0.05). Conclusion: It was found that the group studied was relationship between the language alterations and alterations in the temporal ordering skills of the central auditory processing.  

scholarly journals Development and evaluation of a computer-based auditory training program for rehabilitation of children with decoding deficit

2018 ◽  
pp. 143-149
Author(s):  
Azam Aghaie ◽  
Ali Akbar Tahaei ◽  
Farnoush Jarollahi ◽  
Mohammad Kamali
Keyword(s):  
Training Program ◽  
Auditory Processing ◽  
Auditory Training ◽  
Face Validity ◽  
Control Group ◽  
Central Auditory Processing ◽  
Speech In Noise ◽  
Significant Difference ◽  
Before And After ◽  
Computer Based

Background and Aim: Decoding deficit is the most common central auditory processing disorder (CAPD). Given the benefits of computer-based auditory training programs for treatment of central disorders and the lack of such programs in Persian language, this study aimed to develop a computer-based auditory training program for decoding skill. We also evaluated this program in 8 to12 year old children with CAPD.Methods: The first stage of research was to develop a computer-based auditory training program. This program consists of three levels of phonological discrimination, syllable discrimination, and word discrimination. The second stage was to determine the content and face validity of the program. The third stage was to assess the program effect on five children with decoding deficit. The research method was interventional and had a pretest and post-test design with another five children as control group. The staggered spondaic word, phonemic synthesis (PS) and speech in noise tests was used to assess the children performance before and after training.Results: Mean scores of staggered spondaic word (SSW) and PS tests of the experimental group were significantly difference before and after the auditory training (p<0.05) as compared to control group. However, there was no significant difference with regard to the speech-in-noise test results (p>0.05).Conclusion: This computer-based auditory training program can be considered as a preliminary tool for the rehabilitation and treatment of decoding deficits in children with CAPD.

scholarly journals Auditory training in autism spectrum disorder: a case report

CoDAS ◽  
2019 ◽  
Vol 31 (4) ◽  
Author(s):  
Laís Ferreira ◽  
Ayra Renata D’Agostini ◽  
Fernanda dos Santos Pichini ◽  
Eduarda Pazini ◽  
Inaê Costa Rechia ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Case Report ◽  
Auditory Processing ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Auditory Training ◽  
Central Auditory Processing ◽  
Post Intervention ◽  
P300 Component ◽  
Auditory Skills

ABSTRACT This study aimed to measure the effects of a Computer-based Auditory Training Program (CBATP) on an adolescent diagnosed with Autism Spectrum Disorder (ASD) and Central Auditory Processing Disorder (CAPD). This is the case report of a male, 14-year-old adolescent diagnosed with ASD. The individual was submitted to basic audiological evaluation, central auditory processing assessment and hearing electrophysiology (EP), pre- and post-therapeutic intervention. Central auditory processing (CAP) was assessed by means of the following instruments: Time-compressed Speech Test (TCST), Random Gap Detection Test (RGDT), Staggered Spondaic Word Test (SSWT), Frequency (Pitch) Pattern Sequence Test (FPST), and Duration Pattern Test (DPT). The P300 component of the Event-related Potential (ERP) was used in the hearing EP. Pre-intervention assessment of CAP showed changes in the auditory skills of closure, figure-ground and temporal ordering, but normal temporal resolution ability. Post-intervention evaluation of CAP showed improvement in all previously mentioned auditory skills, except for the figure-ground ability, which remained unchanged. Regarding the findings of the hearing EP, a decrease in the latency of the P300 component was observed pre- and post-intervention. This study demonstrated that the use of a CBATP resulted in improvement in the hearing abilities assessed in an adolescent diagnosed with ASD.

scholarly journals Association between the auditory profile and speech-language-hearing diagnosis in children and adolescents

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Marina Garcia de Souza Borges ◽  
Nathália Stefanny Oliveira Gomes ◽  
Adriane Mesquita de Medeiros ◽  
Stela Maris Aguiar Lemos
Keyword(s):  
Children And Adolescents ◽  
Auditory Processing ◽  
Statistical Significance ◽  
Memory Test ◽  
Therapeutic Interventions ◽  
Cross Sectional ◽  
Significance Level ◽  
Association Analyses ◽  
Sequential Memory ◽  
Diagnostic Hypothesis

ABSTRACT Purpose: to verify the association between the auditory assessment result and the speech-language-hearing diagnosis in children and adolescents. Methods: an observational, cross-sectional study based on the analysis of medical records of children and adolescents that received care at a speech-language-hearing assessment outpatient center between 2010 and 2014. Data on sociodemographic characteristics, speech-language-hearing diagnosis, auditory examination results, and Auditory Processing Simplified Assessment results were collected. Descriptive and association analyses were conducted with either the chi-squared or Fisher’s exact test, considering the 5% statistical significance level. Results: the sample comprised 122 participants, most of them males (67.2%), mean age 8.78 years. A statistically significant association was verified between the audiometry result and the diagnostic hypothesis of change in written language (p = 0.011); between the results of both the sequential memory test for nonverbal sounds and sound localization and the diagnostic hypotheses of change in the cognitive aspects of language (p = 0.019 and p = 0.033, respectively) and of speech (p = 0.003 and p = 0.020, respectively); and between the result of the sequential memory test for verbal sounds and the diagnostic hypothesis of change in speech (p = 0.005). Conclusion: given the associations found, it is proposed that children and adolescents with changes in speech undergo the Auditory Processing Simplified Assessment to verify the possibility of changed aspects, favoring directed therapeutic interventions.

scholarly journals Association between auditory temporal and visual processing in reading skill

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Ana Carla Oliveira Garcia ◽  
Douglas de Araújo Vilhena ◽  
Márcia Reis Guimarães ◽  
Ângela Maria Vieira Pinheiro ◽  
Teresa Maria Momensohn-Santos
Keyword(s):  
Temporal Processing ◽  
Visual Processing ◽  
Auditory Processing ◽  
Statistical Tests ◽  
Reading Rate ◽  
Control Group ◽  
Auditory Temporal Processing ◽  
Significance Level ◽  
Colored Overlays ◽  
Visual Stress

ABSTRACT Purpose: to verify whether students screened with altered auditory temporal processing are more likely to present altered visual processing. Methods: the sample consisted of 68 children, aged from 9 to 12 years, 53% males, from the 5th and 6th grades of a public school. All children with alterations in the audiological or ophthalmological evaluation were excluded. The Duration Pattern Test (screening for auditory temporal skill), the Reading Perceptual Scale (visual stress symptom questionnaire and colored overlays selection) and the Rate of Reading Test (number of words correctly read per minute) were used. Appropriate statistical tests were applied adopting the significance level lower than 0.05. Results: participants screened with abnormal auditory processing had higher visual stress symptoms and lower reading rate, with a significant and moderate effect (p< 0.05; d< 0.71), when compared to their peers with normal auditory processing. Among the children with altered Duration Pattern Test, 58% improved the reading rate with the use of colored overlays, whereas 29% did so in the control group (Odds Ratio = 3.4, p = 0.017). Conclusion: children screened with altered auditory temporal processing presented a three times higher possibility of association with visual processing alterations, due to shared magnocellular system.

Challenges in perspective of life skills acquisition; implication for placement of life skills in university curriculum

2020 ◽  
Vol 24 (4) ◽  
pp. 189-194
Author(s):  
Wasim Khan ◽  
Salahuddin Khan ◽  
Tasleem Arif ◽  
Sohail R. Khan
Keyword(s):  
Life Skills ◽  
Student Athletes ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Skills Acquisition ◽  
Significance Level ◽  
Khyber Pakhtunkhwa ◽  
Educational Curriculum

Background and Study Aim: The main purpose behind the study was to establish the challenges in relation to the acquisition of life skills among university student-athletes of Khyber Pakhtunkhwa. The study assessed the extent to which the concern existing resources, facilitators, and trainer attitude influences life skills acquisition among student-athletes. Material and Methods: Descriptive survey research design was followed to obtain desirable results. The target population of this study consisted of all those who participated in different sport at the university level of Khyber Pakhtunkhwa (KP), Pakistan. Amongst them, we selected a representative sample (n=389 fifty 50% of the total population) with the help of a simple random sampling technique. The Statistical Package for Social Sciences (SPSS) version, 24 was used to code and analyse the data. The hypotheses were tested by applying statistical tests like Step-wise regression and independents sample t-test. The significance level of 0.05 was fixed to accept or reject the set hypotheses. Results: Findings of the study indicated that existing resources, facilitators, and trainer/coach attitude significantly influences life skills acquisition among student-athletes (.001, .001 & .000 < .05). The analysed data revealed no significantly difference regarding extent to which specific challenges such as existing resources, facilitators, and trainer attitude influences the acquisition of life skills (.500, .133 & .149 > .05). Conclusions: The findings of the study revealed that all participants have agreed upon the importance of life skills. Therefore, the life skills course might be considered as an integral part of every educational curriculum of Pakistan. It is suggested that a minimum of 2 hours per week may be included in the educational curriculum of each discipline.

An effectiveness of training program on COVID-19 among healthcare students: A cross section study

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1250-1254
Author(s):  
Kurvatteppa Halemani ◽  
Merlin Cheema ◽  
Shabana Khatun ◽  
Yadidya ◽  
Bhumika Singh ◽  
...  
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Cross Section ◽  
Sampling Technique ◽  
Teaching Session ◽  
Post Intervention ◽  
Post Test ◽  
College Of Nursing ◽  
Novel Coronavirus ◽  
First Time

The pandemic COVID-19 is a highly infected disease caused by a novel coronavirus or SARS-Cov-2. The virus was reported for the first time  December 2019 in, China's Wuhan province. Later the virus has broken down into the world and claimed millions of lives. In India, the disease was reported for the first time in Kerala on 30th January 2020. a cross-section one group pre-test & post-test research design was used among the 40 final year BSc nursing students, College of Nursing SGPGIMS, Lucknow India. Samples were selected based on purposive sampling technique and sample criteria. An instrument, the first tool included demographic characteristics Similarly, second instrument used for knowledge assessment. After pre-test assessment, a teaching session was held at the seminar room, college of nursing SGPGIMS Lucknow, India. Subsequently post assessment was held after intervention.  A total of 40 participants responded to the study. Demographic variables like 30(75%) participants had less than 22 years of age, 22(55%) were girls, 14(35%) families income found INR 10000-15000, and the majority of participants obtained COVID-19 related knowledge from news paper16(40%). A gender was found significant with pretest knowledge, and other variables weren't found significant (P=0.05). Knowledge mean & standard deviation in pre & post-intervention, 11.90±2.16 vs15.82±1.39. The mean difference was found in a pre-test & post-test-1 &post-test-2, 3.9, 5.02, & 1.1, respectively. The effectiveness of the training program was checked by paired t-test -10.20 & -13.93, P=0.00.  The study revealed that the teaching session was efficient in the COVID-19 program among BSc nursing students.

scholarly journals Effect of “Spatially Separated Speech in Noise Training” on speech perception in noise in children with bimodal fitting

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Younes Lotfi ◽  
Mahdieh Hasanalifard ◽  
Abdollah Moossavi ◽  
Enayatollah Bakhshi ◽  
Mohammad Ajalloueyan
Keyword(s):  
Speech Perception ◽  
Intervention Group ◽  
Auditory Training ◽  
Control Group ◽  
Interventional Study ◽  
Post Intervention ◽  
Speech Perception In Noise ◽  
Speech In Noise ◽  
Significant Difference ◽  
Recognition Ability

Abstract Background The objective of this study was to evaluate the effect of “Spatially separated speech in noise” auditory training on the ability of speech perception in noise among bimodal fitting users. The assumption was that the rehabilitation can enhance spatial hearing and hence speech in noise perception. This study was an interventional study, with a pre/post-design. Speech recognition ability was assessed with the specific tests. After performing the rehabilitation stages in the intervention group, the speech tests were again implemented, and by comparing the pre- and post-intervention data, the effect of auditory training on the speech abilities was assessed. Twenty-four children of 8–12 years who had undergone cochlear implantation and continuously used bimodal fitting were investigated in two groups of control and intervention. Results The results showed a significant difference between the groups in different speech tests after the intervention, which indicated that the intervention group have improved more than the control group. Conclusion It can be concluded that “Spatially separated speech in noise” auditory training can improve the speech perception in noise in bimodal fitting users. In general, this rehabilitation method is useful for enhancing the speech in noise perception ability.

Kids and Diabetes in Schools (KiDS) intervention in India: Participants’ perspectives

2021 ◽  
pp. 001789692110054
Author(s):  
Tina Rawal ◽  
Soumyadeep Bhaumik ◽  
Radhika Shrivastav ◽  
Gaurang P Nazar ◽  
Nikhil Tandon ◽  
...  
Keyword(s):  
School Environment ◽  
Diabetes Management ◽  
Technical Information ◽  
Qualitative Evaluation ◽  
Visual Aids ◽  
Management Skills ◽  
Post Intervention ◽  
Total N ◽  
Face To Face ◽  
Teachers And Parents

Objectives: The purpose of this study was to assess the experience and satisfaction of teachers and parents of children with and without diabetes, with the Kids and Diabetes in School (KiDS) intervention. Project KiDS aimed to foster a safe and supportive school environment to encourage the management of type 1 diabetes and prevention of type 2 diabetes. Design: This qualitative evaluation involved semi-structured, face-to-face, in-depth interviews with a purposive sample of 35 respondents, including teachers and parents of children with and without diabetes attending the selected schools at 1 and 3 months post-intervention implementation. In total, n = 5 schools (3 government and 2 private) were selected out of 15 schools in which the KiDS project was implemented. Methods: In total, 65 interviews were conducted in two rounds. The sample comprised teachers ( n = 20 in round 1; n = 18 in round 2), parents of children with diabetes ( n = 3 in both the rounds) and parents of children without diabetes ( n = 15 in round 1; n = 6 in round 2) attending five schools. Data were analysed using the thematic framework method. Results: Teachers reported gaining new knowledge as a result of the KiDS intervention. They felt more confident in assisting children with diabetes. Suggestions to strengthen the KiDS resource pack were the inclusion of case studies and audio-visual aids. Parents of children with diabetes reported that the project reinforced information and improved diabetes management skills. Their suggestions for strengthening KiDS materials included the provision of additional technical information. The parents of children without diabetes reported that the resource pack aided a better understanding of diabetes and clarified myths and misconceptions. Suggestions for strengthening the pack included the regular reinforcement of information on diabetes among children. Conclusion: Findings support the upscaling of KiDS work elsewhere in India through the engagement of multiple stakeholders to promote the management and prevention of diabetes in school.

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