ABSTRACT
Abstract Introduction Nowadays, there is no consensus on whether central auditory processing disorder is a primary or a secondary deficit to other cognitive deficits. A better understanding of the association between cognitive functions and central auditory skills may help elucidate this dilemma. Objective To investigate possible associations between auditory abilities and cognitive functions in schoolchildren. Methods Fifty-eight schoolchildren, aged between 8 years and 0 months old and 11 years and 11 months old, who underwent the following tests: masking level difference, gaps in noise, pitch pattern sequence test, dichotic digits test, sustained auditory attention ability test, Wechsler intelligence scale for children - IV, junior Hayling test, five digits test, and behavior rating inventory of executive function. Results Significant correlations were found between the hearing ability of temporal resolution and executive functions, temporal ordering/sequencing, binaural integration and separation, and sustained auditory attention, operational memory, inhibitory control, and cognitive flexibility; binaural integration was also associated with intelligence. The statistically significant positive correlation found between the ability of binaural interaction and the components of emotional control and behavior regulation of the behavior rating inventory of executive function was unexpected. Conclusion The associations identified reinforce the complexity of the tasks involved in the evaluation of central auditory processing and the need for multidisciplinary evaluation for the differential diagnosis of auditory processing disorder. Confirmation of the presence or absence of comorbidities between different disorders allows directing the therapeutic behaviors and reducing the impact of possible auditory and/or cognitive deficits in the different daily life situations of children.
ABSTRACT
Observa-se um aumento progressivo da evasão escolar e do fracasso acadêmico. A demanda por avaliação e diagnóstico sobre questões de aprendizagem está crescendo nos serviços públicos de saúde. Para direcionar os métodos de intervenção e minimizar as dificuldades de aprendizagem, é necessário identificar os fatores que levam ao fracasso escolar e diferenciar as dificuldades escolares. O presente estudo tem como objetivo descrever o modelo de avaliação interdisciplinar realizado no Ambulatório de Transtornos de Aprendizagem (ATA) do Centro de Neuropediatria do Hospital das Clínicas da Universidade Federal do Paraná e relatar três casos avaliados. Os dados apresentados neste estudo baseiam-se em 56 avaliações realizadas em crianças e adolescentes com queixas de dificuldades de aprendizagem, a fim de caracterizar a população atendida, o modelo de avaliação aplicado e as conclusões da equipe interdisciplinar. Nesta amostra, a maior frequência foi do sexo masculino (78,6%), com idade média de 10 anos e 5 meses. As dificuldades escolares foram percebidas em 44,6% dos casos, o transtorno de aprendizagem em 7,1% e outros transtornos em 17,9%. Esses resultados coincidem com outros estudos sobre dificuldades de aprendizagem e demonstram que o modelo utilizado pelo ATA é eficaz para concluir sobre a proposta diagnóstica e de intervenção.
There is a progressive increase of student evasion as well as of academic failure. The demand for evaluation and diagnosis about learning issues is growing up in the public health service care. In order to direct the intervention methods and minimize the learning difficulties is necessary identify the factors that lead to academic failure and differentiate the learning disabilities. The present study aims to describe the interdisciplinary model for evaluation performed at the Learning Disorder Clinic (ATA) of the Neuropediatrics Center at Hospital das Clínicas from Universidade Federal do Paraná and report three evaluated cases. The data presented in this study are based on 56 evaluations performed in children and adolescents with complaints of learning difficulties in order to characterize the population served, the evaluation model applied and the conclusions from the interdisciplinary team. On this sample, the highest frequency was from males (78.6%) aged on average 10 years and 5 months. The learning difficulties was noticed in 44.6% of the cases, the leaning disorder in 7.1% and other disorders in 17.9%. These results are in agreement with other studies about learning disabilities and demonstrates that the model used by ATA is effective to conclude about diagnostic and intervention proposal.