Test-Retest of Long Latency Auditory Evoked Potentials (P300) with Pure Tone and Speech Stimuli

Abstract Introduction Long latency auditory evoked potentials, especially P300, have been used for clinical evaluation of mental processing. Many factors can interfere with Auditory Evoked Potential - P300 results, suggesting large intra and inter-subject variations. Objective The objective of the study was to identify the reliability of P3 components (latency and amplitude) over 4-6 weeks and the most stable auditory stimulus with the best test-retest agreement. Methods Ten normal-hearing women participated in the study. Only subjects without auditory processing problems were included. To determine the P3 components, we elicited long latency auditory evoked potential (P300) by pure tone and speech stimuli, and retested after 4-6 weeks using the same parameters. We identified P300 latency and amplitude by waveform subtraction. Results We found lower coefficient of variation values in latency than in amplitude, with less variability analysis when speech stimulus was used. There was no significant correlation in latency measures between pure tone and speech stimuli, and sessions. There was a significant intrasubject correlation between measures of latency and amplitude. Conclusion These findings show that amplitude responses are more robust for the speech stimulus when compared with its pure tone counterpart. The P300 indicated stability for latency and amplitudemeasures when the test-retest was applied. Reliability was higher for amplitude than for latency, with better agreement when the pure tone stimulus was used. However, further research with speech stimulus is needed to clarify how these stimuli are processed by the nervous system.

Relação entre dados coletados na anamnese e distúrbio do processamento auditivo / Relationship between data collected during the interview and auditory processing disorder

Objetivo o objetivo deste trabalho foi tentar relacionar dados da avaliação do processamento auditivo com os dados coletados na anamnese de crianças, adolescentes e jovens. Método foram analisadas as informações dos prontuários de 51 pacientes, de ambos os sexos, com idade de 5 a 20 anos, atendidos no Serviço de Avaliação do Processamento Auditivo, da UNIESP. Os aspectos observados na anamnese foram: dificuldades escolares, presença de depressão/desmotivação, uso de medicamentos, necessidade de acompanhamento psicológico ou psicopedagógico, e problemas de atenção e memória. Resultados foram encontrados 86% dos casos com dificuldades escolares, 43% faziam acompanhamento psicológico ou psicopedagógico, 37% apresentavam problemas de atenção e memória, e 33% faziam uso de medicamentos. Nenhum desses sintomas, porém, puderam ser associados com alterações no processamento temporal (ordenação e resolução) e reconhecimento de sons não verbais sobrepostos em escuta dicótica (atenção seletiva). Conclusão é necessária a produção de novos estudos que possam discutir as questões emocionais e sociais recebidas na anamnese que, eventualmente, estão relacionadas aos distúrbios do processamento auditivo e queixas de dificuldades escolares. .

Purpose the aim of this study was to attempt to correlate data from auditory processing with the data collected during the interview of children and teenagers. Method we analyzed the information from medical records of 51 patients of both genders, ages 5 to 20 years, assisted at the auditory processing evaluation service, UNIFESP. The features observed in the interview were: learning difficulties, presence of depression / motivation, use of medication, need for psychological treatment or pedagogical, and problems with attention and memory. Results we found 86% of cases with learning difficulties, 43% were receiving psychological treatment or pedagogical, 37% had problems with attention and memory, and 33% were using medication. None of these symptoms, however, could be associated with changes in temporal processing (ordinance and resolution) and recognition of non-verbal sounds in dichotic task (selective attention). Conclusion it is necessary to produce new studies to discuss the emotional and social issues received during the interview that possibly are related to auditory processing disorders and learning difficulties. .

Temporal Resolution Ability in Students with Dyslexia and Reading and Writing Disorders

Introduction: The Gaps-in-Noise (GIN) test assesses the hearing ability of temporal resolution. The development of this ability can be considered essential for learning how to read. Objective Identify temporal resolution in individuals diagnosed with reading and writing disorders compared with subjects with dyslexia. Methods: A sample of 26 subjects of both genders, age 10 to 15 years, included 11 diagnosed with dyslexia and 15 diagnosed with reading and writing disorders. Subjects did not display otologic, neurologic, and/or cognitive diseases. A control group of 30 normal-hearing subjects was formed to compare thresholds and percentages obtained from the GIN test. The responses were obtained considering two measures of analysis: the threshold gap and the percentage of correct gap. Results: The threshold was lower in the GIN for the typical group than for the other groups. There was no difference between groups with dyslexia and with reading and writing disorders. The GIN results of the typical group revealed a higher percentage of correct answer than in the other groups. No difference was obtained between the groups with dyslexia and with reading and writing disorders. Conclusion: The GIN test identified a difficulty in auditory ability of temporal resolution in individuals with reading and writing disorders and in individuals with dyslexia in a similar way...

Conhecimento de pais e responsáveis sobre os fatores de risco para o desenvolvimento de distúrbios fonoaudiológicos em pré-escolares / Knowledge of parents and caregivers about risk factors for the development of speech-language disorders in preschool children

Vários sintomas associados a distúrbios fonoaudiológicos são descritos na literatura, no entanto, pesquisas sobre conhecimento de fatores de risco para o desenvolvimento destes por parte dos pais ou responsáveis são incipientes. Desta forma, o objetivo foi identificar o nível de conhecimento de pais ou responsáveis sobre fatores de risco para o desenvolvimento de distúrbiosfonoaudiológicos em pré-escolares. Sessenta pais ou responsáveis pelas crianças atendidas no Projeto de Promoção de Saúde Bucal Creche do Atalaia / Universidade Federal Fluminense (UFF) preencheram um questionário que identificava fatores de risco para o desenvolvimento de distúrbios fonoaudiológicos em pré-escolares. Nos resultados, observou-se que na relação entre o nível de escolaridade e o conhecimento sobre áreas de atuação do fonoaudiólogo, a maioria dos entrevistados com nível fundamental (71,42%) desconhece a atuação deste profissional. Dos que possuem nível médio, 64,51% correlacionaram o trabalhodeste profissional à fala e o único com nível superior, relacionou-o à fala e a audição. Apenas 11,67% dos pais ou responsáveis procuraram assistência fonoaudiológica para a criança. Em relação ao conhecimento dos responsáveis sobre os fatores de risco que podem contribuir para o aparecimento de um distúrbio fonoaudiológico, encontrou-se um o índice de identificação maior de 50% em onze dos doze itens investigados. Conclui-se, portanto, que embora a maioria dos entrevistados não conhecesse os campos de atuação da fonoaudiologia, no geral souberam identificar os fatores de risco para o desenvolvimento de um distúrbio fonoaudiológico.

Several symptoms associated with speech-language disorders are described in the literature, however, research on knowledgeof risk factors for the development of these by those parents or caregivers are very weak. Thus, the objective was to identify the level of knowledge of parents or caregivers about risk factors for the development of speech-language disorders in preschool children. Sixty parents or caregivers of children enrolled in the Project for the Promotion of Oral Health of Creche do Atalaia / Universidade Federal Fluminense (UFF) completed a questionnaire that identified risk factors for the development of speech-language disorders in preschool children. The results showed that the relationship between education level and knowledge about the fields of action of speech therapist, the majority of respondents with primary level (71.42%) unaware of the performance of this work. Of those with secondary level, 64.51% correlated the work of this professional only with speak and the unique person with higher education related it to speech and hearing. Only 11.67% of parents or caregivers looked for speech therapist care for the child. In relation to knowledge of those responsible about the risk factors that may contribute to the emergence of a speech and hearing disorder, met an identification index greater than 50% in eleven of the twelve items investigated. We conclude, therefore, that although most respondents did not know the fields of activity of the speech therapist in general could identify risk factors for the development of a speech-language disorder.

O Teste Gap in Noise em crianças de 11 e 12 anos / The Gap in Noise Test in 11 and 12-year-old children

Background: gap detection in 11 and 12-year-old children. AIM: to investigate temporal resolution through the Gap in Noise test in children of 11 and 12 years in order to establish criteria of normal development. Method: participants were 92 children, with ages of 11 and 12 years, enrolled in elementary school, with no evidences of otologic, and/or neurologic, and/or cognitive disorders, as well as with no history of learning difficulties or school failure. Participants Besides that, their hearing thresholds were within normal limits and their verbal recognition in the dichotic test of digits was equal or superior to 95 percent of hits. All were submitted to the Gap in Noise test. The statistical analysis was performed by non-parametric tests with significance level of 0.05 (5 percent). Results: the average of the gap thresholds was 5.05ms, and the average percentage of correct answers was 71.70 percent. There was no significant statistical difference between the responses by age (eleven and twelve years), by ear (right and left), by gender (male and female). However, when comparing the tests, it was observed that the 1st test showed a higher percentage of identifications of gap, statistically significant than the 2nd test. Conclusion: in 78.27 percent of the population of this study, the gap thresholds were up to 5ms, response recommended as normality reference for the age group searched.

Tema: a detecção de gap em crianças de 11 e 12 anos. Objetivo: verificar o comportamento da resolução temporal, através do teste gap in noise, em crianças de onze e doze anos, a fim de subsidiar o estabelecimento de critérios de referência de normalidade. Método: participaram 92 crianças, com idades de 11 e 12 anos, matriculadas no ensino fundamental, sem evidências de doenças otológicas e/ou neurológicas e/ou cognitivas, assim como dificuldades de aprendizagem e histórico de repetência escolar. Ainda, apresentavam limiares audiométricos dentro da normalidade e reconhecimento verbal no teste dicótico de dígitos igual ou superior a 95 por cento de acertos. Todos foram submetidos ao teste gap in noise. A análise estatística foi realizada por meio de testes não paramétricos com nível de significância de 0,05. Resultados: a média dos limiares de gap foi de 5,05ms e a média da porcentagem de acertos foi de 71,70 por cento. Não houve diferença estatisticamente significante entre as respostas por faixa etária (onze e doze anos), por orelha (direita e esquerda) e por gênero (masculino e feminino). No entanto, ao se comparar as faixas-testes, observa-se que a primeira faixa-teste apresentou porcentagem maior de identificações de gap, estatisticamente significante em relação à segunda faixa-teste. Conclusão: em 78,27 por cento da população deste estudo, os limiares de gap obtidos foram de até 5ms, resposta recomendada como referência de normalidade para a faixa etária pesquisada.