Validation and reliability analysis of the Questionnaire on the Emotional Impact of Vertigo-CIEV version translated to the Brazilian Portuguese language. / Análise de validação e confiabilidade do Questionário Emocional da Vertigem-CIEV em versão traduzida para o Português-Brasileiro.

PURPOSE: To determine the internal consistency and reliability of the "Questionário de Impacto Emocional da Vertigem (CIEV)" and to validate the instrument with respect to the Dizziness Handicap Inventory (DHI) in a sample of individuals with balance disorders. METHODS: 38 subjects participated in the study, males and females, aged from 23 to 85 years, who presented dizziness, vertigo, and/or falls complaints and attended to the Vestibular Disorders clinic at the University Hospital. Individuals with hearing complaints and/or tinnitus unrelated to dizziness, previous psychiatric comorbidities, and/or cognitive impairments were excluded. We performed an anamnesis and collected complementary data from the medical records. After that, the self-perception questionnaires, DHI, and CIEV, were applied. Statistical analysis was performed in which the Cronbach's alpha verified the internal consistency of the CIEV. Reliability and validity of the CIEV related to the DHI were calculated using Intraclass Correlation Index (ICC) and Pearson's correlation test, respectively. RESULTS: There was a statistically significant correlation between the scores obtained, for both reliability and validation analysis (p<0.001). The mean ICC showed a moderate correlation between the total scores (0.695) and a strong correlation with the physical, emotional, and functional DHI domains (0.706 to 0.869), being the emotional aspect the highest degree (0.869). Pearson's correlation showed strong correlation between the total scores (r=0.820) and varied from moderate to strong, with strongest correlations to the DHI emotional domain (r=0.788). CONCLUSION: The outcomes illustrate important contribution to validation parameters to consider clinical use of the CIEV in the Brazilian population, aiming to identify emotional aspects in patients with balance disorders.

OBJETIVO: Determinar a consistência interna e confiabilidade do "Questionário de Impacto Emocional da Vertigem-CIEV" e validar o instrumento em relação ao Dizziness Handicap Inventory (DHI), em uma amostra de pacientes com distúrbio do equilíbrio corporal. MÉTODO: Participaram 38 sujeitos, idades entre 23 e 85 anos, ambos os sexos, com queixas relacionadas à tontura, desequilíbrios e/ou quedas, atendidos em um ambulatório de Otoneurologia do Hospital Universitário. Foram excluídos sujeitos com queixas auditivas e/ou zumbido sem tontura associada, comorbidades psiquiátricas prévias e/ou comprometimento cognitivo que impedisse a compreensão dos questionários. Foi realizada anamnese, levantamento de prontuário para caracterização da amostra e aplicados os questionários de autopercepção, DHI e CIEV. O alfa de Cronbach verificou a consistência interna do CIEV e a confiabilidade e validade do CIEV em relação ao DHI foram calculadas pelo Índice de Correlação intraclasse (ICC) e teste de Correlação de Pearson, respectivamente. RESULTADOS: Houve correlação estatisticamente significante entre os escores obtidos, tanto à análise de confiabilidade quanto de validação (p<0,001). O ICC médio demonstrou moderada correlação para o escore total (0,695) e forte correlação com os domínios físico, emocional e funcional do DHI (0,706 a 0,869) sendo o maior grau para o domínio emocional (0,869). A Correlação de Pearson demonstrou grau forte para o escore total (r=0,820) e variação de moderado a forte para os domínios, com melhor resultado também para o domínio emocional do DHI (r=0,788). CONCLUSÃO: Os achados representam parâmetros importantes de contribuição para a validação do CIEV para uso clínico na população brasileira, direcionado para a identificação de aspectos emocionais em pacientes com distúrbios do equilíbrio corporal.

AudBility: an online program for central auditory processing screening in school-aged children from 6 to 8 years old.

PURPOSE: To analyze the performance of students aged between in an auditory skills screening software program, considering the influence of biological determinants and the correlation of auditory tasks with the behavioral assessment tests of central auditory processing (PAC), as well as to present the cutoff points of the battery. METHODS: In the first stage, the sample consisted of 96 students with typical development, who underwent hearing screening at school. A self-perception questionnaire and the auditory tasks of sound localization (SL), temporal resolution (TR), temporal ordering of frequency (OT-F) and duration (OT-D), auditory closure (AC), dichotic digit- binaural integration (DD) and figure-ground (FG) were applied. Of these, 66 children participated in the second stage of the study, including basic and behavioral audiological assessment from PAC. RESULTS: The gender variable influenced the DD task to the right ear. Age influenced the outcome of five auditory tasks. The right ear performed better in the DD and OT-F tasks. At the age between 6 and 7 years, there was a correlation between screening and diagnosis in the tasks of AC, TR, DD, FG, and OT-F. At the age of 8 years, there was a correlation in the DD and OT-F tasks. The pass/fail criteria varied according to the task and biological determinants. CONCLUSION: There was a correlation between screening and diagnosis in a greater number of tasks in the age group between 6 and 7 years. The cut-off points for the auditory tasks should be analyzed according to age, sex and/or ear side.

AudBility: an online program for central auditory processing screening in school-aged children from 6 to 8 years old / AudBility: programa online para triagem do processamento auditivo central em escolares de 6 a 8 anos

ABSTRACT Purpose To analyze the performance of students aged between in an auditory skills screening software program, considering the influence of biological determinants and the correlation of auditory tasks with the behavioral assessment tests of central auditory processing (PAC), as well as to present the cutoff points of the battery. Methods In the first stage, the sample consisted of 96 students with typical development, who underwent hearing screening at school. A self-perception questionnaire and the auditory tasks of sound localization (SL), temporal resolution (TR), temporal ordering of frequency (OT-F) and duration (OT-D), auditory closure (AC), dichotic digit- binaural integration (DD) and figure-ground (FG) were applied. Of these, 66 children participated in the second stage of the study, including basic and behavioral audiological assessment from PAC. Results The gender variable influenced the DD task to the right ear. Age influenced the outcome of five auditory tasks. The right ear performed better in the DD and OT-F tasks. At the age between 6 and 7 years, there was a correlation between screening and diagnosis in the tasks of AC, TR, DD, FG, and OT-F. At the age of 8 years, there was a correlation in the DD and OT-F tasks. The pass/fail criteria varied according to the task and biological determinants. Conclusion There was a correlation between screening and diagnosis in a greater number of tasks in the age group between 6 and 7 years. The cut-off points for the auditory tasks should be analyzed according to age, sex and/or ear side.

RESUMO Objetivo Analisar o desempenho de escolares em um programa de triagem das habilidades auditivas, considerando a influência de determinantes biológicos e a correlação das tarefas auditivas com os testes da avaliação comportamental do processamento auditivo central (PAC), bem como apresentar os pontos de corte da bateria. Método Na primeira etapa a amostra foi constituída por 96 escolares com desenvolvimento típico, que passaram pela triagem auditiva escolar. Foi aplicado o questionário de autopercepção e as tarefas auditivas de localização sonora (LS), resolução temporal (RT), ordenação temporal de frequência (OT-F) e duração (OT-D), fechamento auditivo (FA), dicótico de dígitos- integração binaural (DD) e figura-fundo (FF). Dessas, 66 crianças participaram da segunda etapa, incluindo avaliação audiológica básica e comportamental do PAC. Resultados A variável sexo influenciou a tarefa DD à orelha direita. A idade influenciou o resultado de cinco tarefas auditivas. A orelha direita teve melhor desempenho nas tarefas DD e OT-F. Na idade entre 6 e 7 anos houve correlação entre triagem e diagnóstico nas tarefas de FA, RT, DD, FF e OT-F. Na idade de 8 anos houve correlação nas tarefas DD e OT-F. Os critérios de passa/ falha variaram de acordo com a tarefa e determinantes biológicos. Conclusão Houve correlação entre triagem e diagnóstico em um maior número de tarefas na faixa etária entre 6 e 7 anos. Os pontos de corte das tarefas auditivas devem ser analisados de acordo com a idade, sexo e/ou lado da orelha.

Habilidades de processamento auditivo central e exame pericial de comparação de locutor / Central auditory processing skills and speaker comparison in forensic analysis

RESUMO Objetivo descrever quais são as habilidades auditivas do processamento auditivo central mais frequentes, relatadas por um grupo de especialistas para a realização do exame de Comparação de Locutor, tradicionalmente realizado por peritos forenses. Métodos estudo prospectivo, descritivo, com análise quantitativa e qualitativa. Os dados foram obtidos por meio de um consenso de especialistas. Participaram da reunião cinco fonoaudiólogos, sendo dois especialistas em audiologia, dois especialistas em voz e uma fonoaudióloga perita. A reunião foi realizada de forma virtual e síncrona, com duração de uma hora e 30 minutos. As tarefas realizadas durante o exame de Comparação de Locutor foram consideradas a partir de um protocolo disponível na literatura. As especialistas em fonoaudiologia receberam explicações a respeito de cada uma das tarefas e foram solicitadas a discutir sobre quais as habilidades do processamento auditivo central estariam envolvidas na execução de cada uma delas. Resultados sete habilidades foram consideradas na reunião dos especialistas como imprescindíveis para as tarefas realizadas no exame de Comparação de Locutor. A ordenação temporal foi a habilidade mais citada, podendo estar presente em seis tarefas, e a tarefa de transcrição do material de fala foi mencionada como sendo a que necessita de mais habilidades do processamento auditivo central. Conclusão Sete habilidades foram consideradas na reunião dos especialistas como imprescindíveis para as tarefas realizadas no exame de Comparação de Locutor. A ordenação temporal foi a habilidade mais citada, podendo estar presente em seis tarefas e a tarefa de transcrição do material de fala foi mencionada como sendo a que necessita de mais habilidades do processamento auditivo central

ABSTRACT Purpose to describe which abilities of central auditory processing are more frequently related for the group of specialists to the performance of the speaker comparison test (CL), traditionally performed by forensic experts. Methods a prospective, descriptive study with quantitative and qualitative analysis and data were obtained through a consensus of experts. Five speech therapists participated in the meeting, two specialists in audiology (EA), two specialists in voice (VS), and an expert speech therapist (FP). The meeting was held virtually and synchronously, lasting 1 hour and 30 minutes. The tasks performed during the Speaker Comparison (LC) exam were considered from a protocol available in the literature. The AEs received explanations about each of the tasks and were asked to discuss which auditory processing skills (ACP) would be involved in the performance of each of them. Results seven PAC skills were considered in the experts' meeting as essential for the tasks performed in the CL exam. Temporal ordering was the most cited skill, being present in six tasks, and the speech material transcription task is the one that requires more skills from the PAC. Conclusion Seven PAC skills were considered in the experts' meeting as essential for the tasks performed in the CL exam. Temporal ordering was the most cited skill, being present in six tasks, and the speech material transcription task is the one that requires more skills from the PAC.

Análise de validação e confiabilidade do Questionário Emocional da Vertigem-CIEV em versão traduzida para o Português-Brasileiro / Validation and reliability analysis of the Questionnaire on the Emotional Impact of Vertigo-CIEV version translated to the Brazilian Portuguese language

RESUMO Objetivo Determinar a consistência interna e confiabilidade do "Questionário de Impacto Emocional da Vertigem-CIEV" e validar o instrumento em relação ao Dizziness Handicap Inventory (DHI), em uma amostra de pacientes com distúrbio do equilíbrio corporal. Método Participaram 38 sujeitos, idades entre 23 e 85 anos, ambos os sexos, com queixas relacionadas à tontura, desequilíbrios e/ou quedas, atendidos em um ambulatório de Otoneurologia do Hospital Universitário. Foram excluídos sujeitos com queixas auditivas e/ou zumbido sem tontura associada, comorbidades psiquiátricas prévias e/ou comprometimento cognitivo que impedisse a compreensão dos questionários. Foi realizada anamnese, levantamento de prontuário para caracterização da amostra e aplicados os questionários de autopercepção, DHI e CIEV. O alfa de Cronbach verificou a consistência interna do CIEV e a confiabilidade e validade do CIEV em relação ao DHI foram calculadas pelo Índice de Correlação intraclasse (ICC) e teste de Correlação de Pearson, respectivamente. Resultados Houve correlação estatisticamente significante entre os escores obtidos, tanto à análise de confiabilidade quanto de validação (p<0,001). O ICC médio demonstrou moderada correlação para o escore total (0,695) e forte correlação com os domínios físico, emocional e funcional do DHI (0,706 a 0,869) sendo o maior grau para o domínio emocional (0,869). A Correlação de Pearson demonstrou grau forte para o escore total (r=0,820) e variação de moderado a forte para os domínios, com melhor resultado também para o domínio emocional do DHI (r=0,788). Conclusão Os achados representam parâmetros importantes de contribuição para a validação do CIEV para uso clínico na população brasileira, direcionado para a identificação de aspectos emocionais em pacientes com distúrbios do equilíbrio corporal.

ABSTRACT Purpose To determine the internal consistency and reliability of the "Questionário de Impacto Emocional da Vertigem (CIEV)" and to validate the instrument with respect to the Dizziness Handicap Inventory (DHI) in a sample of individuals with balance disorders. Methods 38 subjects participated in the study, males and females, aged from 23 to 85 years, who presented dizziness, vertigo, and/or falls complaints and attended to the Vestibular Disorders clinic at the University Hospital. Individuals with hearing complaints and/or tinnitus unrelated to dizziness, previous psychiatric comorbidities, and/or cognitive impairments were excluded. We performed an anamnesis and collected complementary data from the medical records. After that, the self-perception questionnaires, DHI, and CIEV, were applied. Statistical analysis was performed in which the Cronbach's alpha verified the internal consistency of the CIEV. Reliability and validity of the CIEV related to the DHI were calculated using Intraclass Correlation Index (ICC) and Pearson's correlation test, respectively. Results There was a statistically significant correlation between the scores obtained, for both reliability and validation analysis (p<0.001). The mean ICC showed a moderate correlation between the total scores (0.695) and a strong correlation with the physical, emotional, and functional DHI domains (0.706 to 0.869), being the emotional aspect the highest degree (0.869). Pearson's correlation showed strong correlation between the total scores (r=0.820) and varied from moderate to strong, with strongest correlations to the DHI emotional domain (r=0.788). Conclusion The outcomes illustrate important contribution to validation parameters to consider clinical use of the CIEV in the Brazilian population, aiming to identify emotional aspects in patients with balance disorders.

Temporal auditory processing in people exposed to musical instrument practice. / Processamento auditivo temporal em indivíduos expostos à prática musical instrumental.

PURPOSE: To investigate the influence of musical instrument practice on temporal auditory abilities and on the results of cortical potentials related to auditory events (P300) in a group of young musicians compared to individuals without experience in musical practice. METHODS: This is a prospective cross-sectional observational study. In total, 34 individuals between 18 and 30 years old, of both sexes, took part and were divided in two groups: Group I (GI), composed of musicians (n=16), and Group II (GII), composed of non-musicians (n=18). All participants underwent behavioral evaluation of temporal auditory processing, composed of Duration Pattern Sequence Test (DPS), Pitch Pattern Sequence Test (PPS), Random Gap Detection Test (RGDT) and electrophysiological evaluation - Long Latency Auditory Evoked Potential - P300. GI also answered a specific questionnaire to characterize musical practice. RESULTS: We observed statistically significant differences with superior performance of GI compared with GII in all behavioral tests (p<0.001*). The groups' performance was similar regarding the latency and amplitude parameters analyzed from LLAEP-300 data (p>0.05). CONCLUSION: The findings show a positive influence of musical practice toward the improvement of auditory abilities of temporal ordering and resolution. All participants presented adequate cortical functioning of the central auditory nervous system, without significant differences between musicians and non-musicians when considering P300 amplitude and latency.

OBJETIVO: Investigar a influência da prática musical instrumental nas habilidades auditivas temporais e nos resultados de potenciais corticais relacionados a eventos auditivos (P300) em um grupo de jovens músicos em comparação com indivíduos sem experiência prática musical. MÉTODO: Trata-se de um estudo prospectivo, observacional, analítico e transversal. Participaram 34 indivíduos entre 18 a 30 anos, de ambos os sexos, divididos em dois grupos: Grupo I (GI), composto por indivíduos músicos (n=16) e Grupo II (GII), composto por indivíduos não músicos (n=18). Todos os participantes realizaram avaliação comportamental do processamento auditivo temporal, composta pelos testes de Padrão de Duração (TPD), Padrão de Frequência (TPF), Random Gap Detection (RGDT) e avaliação eletrofisiológica - Potencial Evocado Auditivo de Longa Latência (PEALL) - P300. O GI respondeu também a um questionário específico para caracterização da prática musical. RESULTADOS: Foram observadas diferenças estatisticamente significantes com desempenho superior do GI em relação ao GII em todos os testes comportamentais aplicados (p<0,001*). Não foram encontradas diferenças significantes entre os grupos com relação aos parâmetros de latência e amplitude analisados a partir da obtenção do PEALL-300 (p>0,05). CONCLUSÃO: Os achados demonstraram influência positiva da prática musical em relação ao aprimoramento de habilidades auditivas de ordenação e resolução temporal. Todos os participantes apresentaram adequado funcionamento cortical do sistema nervoso auditivo central, sem diferenças significantes entre músicos e não músicos nos parâmetros de amplitude e latência do P300.

AudBility: test-retest reliability in typically developing children aged 6 to 7 years. / AudBility: confiabilidade teste-reteste em crianças com desenvolvimento típico de 6 e 7 anos.

PURPOSE: to investigate the test-retest reliability of the AudBility program in typically developing children aged six-seven years. METHODS: 29 children, male and female, right-handed, native Portuguese speakers and adequate school performance for the age group studied, underwent previous meatoscopy, immittance measurements and the AudBility program was applied, composed of a self-perception questionnaire and auditory tasks, being analyzed the abilities of sound localization, auditory closure, figure-ground, dichotic digits test, temporal resolution, and temporal ordering of frequency and duration. The program was designed and reapplied with an interval of one week under the same conditions. The performance in each task was presented from central tendency and dispersion data and was conducted using the Intraclass Correlation Coefficient (ICC), based on the 95% confidence interval (CI). RESULTS: The analyses showed a positive and significant ICC (p<0.01) for the questionnaire and auditory tasks, except for auditory closure, in the right and left ears and figure-ground in the left ear. The questionnaire mean ICC was 0.742 and ranged from -0.012 to 0.698 for the auditory tasks. CONCLUSION: Based on mean results and upper limit of the CI, the findings showed agreement between moments, classified as good for the questionnaire and moderate to good for five of the seven auditory analyzed tasks (ICC>0.05 and <0.9). The results of the reliability study represent an important parameter for validating the program for the studied age group.

OBJETIVO: investigar a confiabilidade teste-reteste do programa AudBility em crianças com desenvolvimento típico de seis a sete anos. MÉTODO: 29 crianças, sexo masculino e feminino, destros, falantes nativos do Português e desempenho escolar adequado para a faixa etária estudada de acordo com o professor foram submetidas aos procedimentos de meatoscopia, imitanciometria e foi aplicado o programa AudBility, composto por questionário de autopercepção e tarefas auditivas. As tarefas incluíram localização sonora, fechamento auditivo, figura fundo, escuta dicótica, resolução temporal e ordenação temporal de frequência e duração. O programa foi reaplicado com um intervalo de 1 semana sob as mesmas condições de avaliação. O desempenho em cada tarefa foi apresentado a partir de dados de tendência central e dispersão e a confiabilidade a partir do Cálculo do Coeficiente intra-classe (CCI), com base no intervalo de confiança (IC) de 95%. RESULTADOS: As análises demonstraram CCI positivo e significante para o questionário e tarefas auditivas, exceto fechamento auditivo, nas orelhas direita e esquerda e figura-fundo na orelha esquerda. O CCI médio do questionário foi de 0,742 e variou de -0,012 a 0,698 para as tarefas auditivas. CONCLUSÃO: Com base no resultado médio e no limite superior do IC, os achados demonstraram concordância entre os momentos de grau bom para o questionário, e de grau bom a moderado para cinco das sete variáveis auditivas analisadas (CCI>0,05 e < 0,9). Os achados do estudo de confiabilidade representam um parâmetro importante de validação do programa para a faixa etária estudada.

Processamento auditivo temporal em indivíduos expostos à prática musical instrumental / Temporal auditory processing in people exposed to musical instrument practice

RESUMO Objetivo Investigar a influência da prática musical instrumental nas habilidades auditivas temporais e nos resultados de potenciais corticais relacionados a eventos auditivos (P300) em um grupo de jovens músicos em comparação com indivíduos sem experiência prática musical. Método Trata-se de um estudo prospectivo, observacional, analítico e transversal. Participaram 34 indivíduos entre 18 a 30 anos, de ambos os sexos, divididos em dois grupos: Grupo I (GI), composto por indivíduos músicos (n=16) e Grupo II (GII), composto por indivíduos não músicos (n=18). Todos os participantes realizaram avaliação comportamental do processamento auditivo temporal, composta pelos testes de Padrão de Duração (TPD), Padrão de Frequência (TPF), Random Gap Detection (RGDT) e avaliação eletrofisiológica - Potencial Evocado Auditivo de Longa Latência (PEALL) - P300. O GI respondeu também a um questionário específico para caracterização da prática musical. Resultados Foram observadas diferenças estatisticamente significantes com desempenho superior do GI em relação ao GII em todos os testes comportamentais aplicados (p<0,001*). Não foram encontradas diferenças significantes entre os grupos com relação aos parâmetros de latência e amplitude analisados a partir da obtenção do PEALL-300 (p>0,05). Conclusão Os achados demonstraram influência positiva da prática musical em relação ao aprimoramento de habilidades auditivas de ordenação e resolução temporal. Todos os participantes apresentaram adequado funcionamento cortical do sistema nervoso auditivo central, sem diferenças significantes entre músicos e não músicos nos parâmetros de amplitude e latência do P300.

ABSTRACT Purpose To investigate the influence of musical instrument practice on temporal auditory abilities and on the results of cortical potentials related to auditory events (P300) in a group of young musicians compared to individuals without experience in musical practice. Methods This is a prospective cross-sectional observational study. In total, 34 individuals between 18 and 30 years old, of both sexes, took part and were divided in two groups: Group I (GI), composed of musicians (n=16), and Group II (GII), composed of non-musicians (n=18). All participants underwent behavioral evaluation of temporal auditory processing, composed of Duration Pattern Sequence Test (DPS), Pitch Pattern Sequence Test (PPS), Random Gap Detection Test (RGDT) and electrophysiological evaluation - Long Latency Auditory Evoked Potential - P300. GI also answered a specific questionnaire to characterize musical practice. Results We observed statistically significant differences with superior performance of GI compared with GII in all behavioral tests (p<0.001*). The groups' performance was similar regarding the latency and amplitude parameters analyzed from LLAEP-300 data (p>0.05). Conclusion The findings show a positive influence of musical practice toward the improvement of auditory abilities of temporal ordering and resolution. All participants presented adequate cortical functioning of the central auditory nervous system, without significant differences between musicians and non-musicians when considering P300 amplitude and latency.

AudBility: confiabilidade teste-reteste em crianças com desenvolvimento típico de 6 e 7 anos / AudBility: test-retest reliability in typically developing children aged 6 to 7 years

RESUMO Objetivo investigar a confiabilidade teste-reteste do programa AudBility em crianças com desenvolvimento típico de seis a sete anos. Método 29 crianças, sexo masculino e feminino, destros, falantes nativos do Português e desempenho escolar adequado para a faixa etária estudada de acordo com o professor foram submetidas aos procedimentos de meatoscopia, imitanciometria e foi aplicado o programa AudBility, composto por questionário de autopercepção e tarefas auditivas. As tarefas incluíram localização sonora, fechamento auditivo, figura fundo, escuta dicótica, resolução temporal e ordenação temporal de frequência e duração. O programa foi reaplicado com um intervalo de 1 semana sob as mesmas condições de avaliação. O desempenho em cada tarefa foi apresentado a partir de dados de tendência central e dispersão e a confiabilidade a partir do Cálculo do Coeficiente intra-classe (CCI), com base no intervalo de confiança (IC) de 95%. Resultados As análises demonstraram CCI positivo e significante para o questionário e tarefas auditivas, exceto fechamento auditivo, nas orelhas direita e esquerda e figura-fundo na orelha esquerda. O CCI médio do questionário foi de 0,742 e variou de -0,012 a 0,698 para as tarefas auditivas. Conclusão Com base no resultado médio e no limite superior do IC, os achados demonstraram concordância entre os momentos de grau bom para o questionário, e de grau bom a moderado para cinco das sete variáveis auditivas analisadas (CCI>0,05 e < 0,9). Os achados do estudo de confiabilidade representam um parâmetro importante de validação do programa para a faixa etária estudada.

ABSTRACT Purpose to investigate the test-retest reliability of the AudBility program in typically developing children aged six-seven years. Methods 29 children, male and female, right-handed, native Portuguese speakers and adequate school performance for the age group studied, underwent previous meatoscopy, immittance measurements and the AudBility program was applied, composed of a self-perception questionnaire and auditory tasks, being analyzed the abilities of sound localization, auditory closure, figure-ground, dichotic digits test, temporal resolution, and temporal ordering of frequency and duration. The program was designed and reapplied with an interval of one week under the same conditions. The performance in each task was presented from central tendency and dispersion data and was conducted using the Intraclass Correlation Coefficient (ICC), based on the 95% confidence interval (CI). Results The analyses showed a positive and significant ICC (p<0.01) for the questionnaire and auditory tasks, except for auditory closure, in the right and left ears and figure-ground in the left ear. The questionnaire mean ICC was 0.742 and ranged from −0.012 to 0.698 for the auditory tasks. Conclusion Based on mean results and upper limit of the CI, the findings showed agreement between moments, classified as good for the questionnaire and moderate to good for five of the seven auditory analyzed tasks (ICC>0.05 and <0.9). The results of the reliability study represent an important parameter for validating the program for the studied age group.

AudBility: Effectiveness of an online central auditory processing screening program.

OBJECTIVE: To contribute to the validation of AudBility, an online central auditory processing screening program, considering the tasks for age between 6 and 8 years-old, from the investigation of sensitivity and specificity, as well as to suggest a minimum central auditory processing (CAP) screening protocol in this age group. METHOD: In the first stage of the study, 154 schoolchildren were screened. Children were aged between 6 and 8 years old, native speakers of Brazilian Portuguese. The auditory tasks of AudBility analyzed in this study were: sound localization (SL), auditory closure (AC), figure-ground (FG), dichotic digits-binaural integration (DD), temporal resolution (TR) and temporal frequency ordering (TO-F). In the second stage, 112 children attended to CAP assessment in the institution's laboratory. The calculation of efficacy (sensitivity/specificity) was obtained through the construction of the ROC curve for the tests with more than five children altered in the diagnosis. RESULTS: For the 6-7-year-old age group the accuracy values were: AC (76.9%); FG (61.6%); DD 78.8% for the right ear and 84.4% for the left ear in females and 63.2% for the left ear in males; TR (77.1%) and TO-F (74.4% for the right ear and 82.4% for the left ear). For the 8-year-old age group the values were: FF (76.5%); DD (71.7% for the left ear for females and 77% for the right ear for males); TR (56.5%) and TO-F (54.1% for the right ear and 70% for the left ear). CONCLUSIONS: AudBility showed variations in sensitivity and specificity values between the auditory tasks and age groups, with better effectiveness in schoolchildren between the ages of 6 and 7 than eight-year-olds, except for the FG task. For screening purposes, the application of the protocol involving five tasks for the 6 to 7-year-olds group and with four tasks for the 8-year-olds group is suggested.

Masking Level Difference: Performance of School Children Aged 7-12 Years.

BACKGROUND AND OBJECTIVES: In masking level difference (MLD), the masked detection threshold for a signal is determined as a function of the relative interaural differences between the signal and the masker. Study 1 analyzed the results of school-aged children with good school performance in the MLD test, and study 2 compared their results with those of a group of children with poor academic performance. SUBJECTS AND METHODS: Study 1 was conducted with 47 school-aged children with good academic performance (GI) and study 2 was carried out with 32 school-aged children with poor academic performance (GII). The inclusion criteria adopted for both studies were hearing thresholds within normal limits in basic audiological evaluation. Study 1 also considered normal performance in the central auditory processing test battery and absence of auditory complaints and/or of attention, language or speech issues. The MLD test was administered with a pure pulsatile tone of 500 Hz, in a binaural mode and intensity of 50 dBSL, using a CD player and audiometer. RESULTS: In study 1, no significant correlation was observed, considering the influence of the variables age and sex in relation to the results obtained in homophase (SoNo), antiphase (SπNo) and MLD threshold conditions. The final mean MLD threshold was 13.66 dB. In study 2, the variables did not influence the test performance either. There was a significant difference between test results in SπNo conditions of the two groups, while no differences were found both in SoNo conditions and the final result of MLD. CONCLUSIONS: In study 1, the cut-off criterion of school-aged children in the MLD test was 9.3 dB. The variables (sex and age) did not interfere with the MLD results. In study 2, school performance did not differ in the MLD results. GII group showed inferior results than GI group, only in SπNo condition.

Clinical profile and implications of tinnitus in individuals with and without hearing loss. / Perfil clínico e implicações do zumbido em indivíduos com e sem perda auditiva.

PURPOSE: To compare clinical characteristics of tinnitus and interference in quality of life in individuals with and without associated hearing loss, as well as to discuss the association of quantitative measurements and qualitative instruments. METHODS: A quantitative, cross-sectional and comparative study approved by the Research Ethics Committee (No. 973.314/CAEE: 41634815.3.0000.0106) was carried out. The responses of the psychoacoustic assessment of tinnitus (intensity, frequency, minimum masking level and loudness discomfort level for pure tone and speech), as well as the Tinnitus Handicap Inventory (THI) questionnaire, and the visual analogue scale (VAS) were compared between 15 patients with tinnitus and peripheral hearing loss (group I) and 16 adults with normal hearing (group II). RESULTS: The mean VAS and THI scores obtained in GI were 5.1 (+1.5) and 42.3 (+18), and in GII, 5.7 (+2.6) and 32.7 (+25), respectively. This result suggests moderate GI annoyance and moderate/mild GII annoyance (p>0.005). There was a positive and moderate correlation between THI and VAS only in GII. In the psychoacoustic evaluation, significant differences were observed between the groups regarding the measurement of loudness (*p=0.013) and the minimum masking level (*p=0.001). CONCLUSION: There was no direct influence of the presence of hearing loss in relation to the impact of tinnitus. The differences found between the groups regarding the psychoacoustics measures can be justified by the presence of cochlear damage. The objective measurement of tinnitus, regardless of the presence or absence of peripheral hearing loss, is an important instrument to be used along with self-evaluation measures.

OBJETIVO: comparar as características clínicas do zumbido e interferência na qualidade de vida em indivíduos com e sem perda auditiva associada, bem como discutir a associação de mensurações quantitativas e instrumentos qualitativos de avaliação. MÉTODO: estudo quantitativo, descritivo e de corte transversal aprovado pelo Comitê de Ética em pesquisa (nº 973.314/2016 CAEE: 41634815.3.0000.0106). Foram comparadas as respostas da avaliação psicoacústica do zumbido (pesquisa de intensidade, frequência, nível mínimo de mascaramento e limiar de desconforto para tom puro e fala), bem como questionário Tinnitus Handicap Inventory (THI) e escala visual analógica (EVA) de 15 sujeitos portadores de zumbido e perda auditiva periférica (grupo GI) e 16 indivíduos normo-ouvintes (grupo GII). RESULTADOS: O escore médio na EVA e THI no GI foi, respectivamente, de 5,1(+1,5) e 42,3(+18) e no GII de 5,7(+2.6) e 32,7(+25), sugerindo incômodo moderado no GI e moderado/leve no GII (p>0,005). Verificou-se correlação moderada entre o THI e EVA apenas no GII. Na avaliação psicoacústica, observaram-se diferenças significantes entre os grupos referentes à medida da loudness (*p=0,013) e ao nível mínimo de mascaramento (*p=0,001). CONCLUSÃO: a perda auditiva parece não se constituir em um fator determinante para o maior ou menor impacto do zumbido na qualidade de vida do sujeito. Já as diferenças encontradas entre os grupos, referentes às medidas psicoacústicas, podem ser justificadas pela presença do dano coclear em si. A mensuração objetiva do zumbido, independentemente da presença ou não da perda auditiva periférica, caracteriza-se como um importante instrumento complementar às medidas de auto avaliação.

Procedures for central auditory processing screening in schoolchildren / Procedimentos de triagem do processamento auditivo central em escolares

Abstract Introduction: Central auditory processing screening in schoolchildren has led to debates in literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health. Defining effective screening procedures for central auditory processing is a challenge in Audiology. Objective: This study aimed to analyze the scientific research on central auditory processing screening and discuss the effectiveness of the procedures utilized. Methods: A search was performed in the SciELO and PUBMed databases by two researchers. The descriptors used in Portuguese and English were: auditory processing, screening, hearing, auditory perception, children, auditory tests and their respective terms in Portuguese. Inclusion criteria: original articles involving schoolchildren, auditory screening of central auditory skills and articles in Portuguese or English. Exclusion criteria: studies with adult and/or neonatal populations, peripheral auditory screening only, and duplicate articles. After applying the described criteria, 11 articles were included. Results: At the international level, central auditory processing screening methods used were: screening test for auditory processing disorder and its revised version, screening test for auditory processing, scale of auditory behaviors, children's auditory performance scale and Feather Squadron. In the Brazilian scenario, the procedures used were the simplified auditory processing assessment and Zaidan's battery of tests. Conclusion: At the international level, the screening test for auditory processing and Feather Squadron batteries stand out as the most comprehensive evaluation of hearing skills. At the national level, there is a paucity of studies that use methods evaluating more than four skills, and are normalized by age group. The use of simplified auditory processing assessment and questionnaires can be complementary in the search for an easy access and low-cost alternative in the auditory screening of Brazilian schoolchildren. Interactive tools should be proposed, that allow the selection of as many hearing skills as possible, validated by comparison with the battery of tests used in the diagnosis.

Resumo Introdução: A triagem do processamento auditivo central em escolares tem suscitado discussões na literatura, tanto em relação ao protocolo a ser usado quanto à importância de ações voltadas para a prevenção e promoção da saúde auditiva. Um desafio na audiologia é definir procedimentos eficazes na triagem do processamento auditivo central. Objetivo: Analisar as pesquisas científicas que aplicaram triagem do processamento auditivo central e discutir a eficácia dos procedimentos usados. Método: Foi feita busca nas bases de dados SciELO e PUBMed por duas pesquisadoras. Os descritores usados em português e inglês foram: processamento auditivo, triagem, audição, percepção auditiva, crianças, testes auditivos. Critérios de inclusão: artigos originais que envolveram escolares, triagem auditiva das habilidades auditivas centrais e artigos em português ou inglês. Critérios de exclusão: pesquisas com a população adulta e/ou neonatal, apenas triagem auditiva periférica e artigos duplicados. Após aplicação dos critérios descritos foram incluídos 11 artigos. Resultados: No âmbito internacional, os métodos de triagem do processamento auditivo central foram o uso do Screening Test for Auditory Processing Disorder e sua versão revisada, Screening Test for Auditory Processing, os checklists Scale of Auditory Behaviors e Children's Auditory Performance Scale e o Feather Squadron. No cenário brasileiro, os procedimentos foram a avaliação simplificada do processamento auditivo e a bateria de Zaidan. Conclusão: No âmbito internacional, as baterias Screening Test for Auditory Processing e Feather Squadron se destacam pela avaliação mais completa das habilidades auditivas. Em âmbito nacional, há escassez de estudos que usem métodos que avaliem mais de quatro habilidades, com normatização para a faixa etária. A aplicação da avaliação simplificada do processamento auditivo e questionários pode se complementar na busca de uma opção de fácil acesso e baixo custo na triagem auditiva escolar brasileira. Devem ser propostas ferramentas interativas, que possibilite triar o maior número possível de habilidades auditivas, validada por meio da comparação com a bateria de testes usados no diagnóstico.

Computer-based central auditory processing screening for school-age children (audBility): an initial investigation. / Programa online de triagem do processamento auditivo central em escolares (audBility): investigação inicial.

PURPOSE: To study an initial version of a new computer-based program for auditory processing screening of school-age children: "audBility." Specifically, the study aimed to analyze performance in individual tasks, level of difficulty per age group, administration time and data management and propose adjustments for a final version to be validated in future research, based on the administration of "audBility" on children with good school performance. METHODS: Forty-three school-age children with good school performance were selected. The program assesses hearing skills related to sound localization, competitive dichotic listening, binaural integration, auditory figure-ground, auditory closure, temporal resolution and temporal ordering, as well as a self-perception questionnaire answered by the children. RESULTS: The mean score obtained in the questionnaire was 44.75 ± 6.3. Based on the analysis of performance in the individual tasks, improvements were made in the auditory closure and temporal resolution tests and also the research protocol was reduced and defined to adjust to administration time. It was identified a necessity of two separate modules: one for the age groups of 6 to 8 and other for 9 to 12 years, beyond the inclusion of two new versions of the questionnaire that can be answered by teachers and/or parents. CONCLUSION: The development of audBility is an advance in the area of central auditory processing screening in school-age children. New researches for the validation of audBility are underway, with an increased sample and comparison with the diagnostic battery. The initial results enabled the development of the final version of the protocol to be used in the validation study.

OBJETIVO: estudar a versão inicial de um novo programa online de triagem do processamento auditivo em escolares: "audBility". A partir da aplicação em crianças com bom desempenho escolar, a pesquisa teve como objetivo específico analisar o desempenho em cada tarefa, nível de dificuldade por faixa etária, tempo de aplicação, gerenciamento dos dados e propor ajustes e melhorias para a versão final, a qual posteriormente deverá ser validada em pesquisas futuras. MÉTODO: participaram 43 escolares com idades entre 8 e 11 anos e bom desempenho escolar. O programa avalia as habilidades auditivas de localização sonora, escuta dicótica competitiva (dígitos e dissílabos), integração binaural, figura-fundo, fechamento auditivo, resolução e ordenação temporal, além de um questionário de autopercepção direcionado aos escolares, baseado no instrumento "Scale of Auditory Behaviors .". RESULTADOS: o escore médio obtido no questionário foi de 44,75 ± 6,3 pontos. A partir do desempenho em cada atividade, foram realizadas melhorias no teste de fechamento auditivo e temporais; redução e definição do protocolo de pesquisa para adequar o tempo de aplicação. Observou-se a necessidade de dois módulos, divididos para crianças na faixa etária de 6 a 8 anos e de 9 a 12 anos, e o acréscimo de duas versões do questionário, direcionados para os pais e professores. CONCLUSÃO: o desenvolvimento do audBility é um avanço na área do processamento auditivo e triagem escolar. A validação do audBility está sendo realizada com o aumento da amostra e comparação com a bateria diagnóstica. Os resultados iniciais possibilitaram o desenvolvimento da versão final do protocolo a ser utilizado no estudo de validação.

Procedures for central auditory processing screening in schoolchildren.

INTRODUCTION: Central auditory processing screening in schoolchildren has led to debates in literature, both regarding the protocol to be used and the importance of actions aimed at prevention and promotion of auditory health. Defining effective screening procedures for central auditory processing is a challenge in Audiology. OBJECTIVE: This study aimed to analyze the scientific research on central auditory processing screening and discuss the effectiveness of the procedures utilized. METHODS: A search was performed in the SciELO and PUBMed databases by two researchers. The descriptors used in Portuguese and English were: auditory processing, screening, hearing, auditory perception, children, auditory tests and their respective terms in Portuguese. INCLUSION CRITERIA: original articles involving schoolchildren, auditory screening of central auditory skills and articles in Portuguese or English. EXCLUSION CRITERIA: studies with adult and/or neonatal populations, peripheral auditory screening only, and duplicate articles. After applying the described criteria, 11 articles were included. RESULTS: At the international level, central auditory processing screening methods used were: screening test for auditory processing disorder and its revised version, screening test for auditory processing, scale of auditory behaviors, children's auditory performance scale and Feather Squadron. In the Brazilian scenario, the procedures used were the simplified auditory processing assessment and Zaidan's battery of tests. CONCLUSION: At the international level, the screening test for auditory processing and Feather Squadron batteries stand out as the most comprehensive evaluation of hearing skills. At the national level, there is a paucity of studies that use methods evaluating more than four skills, and are normalized by age group. The use of simplified auditory processing assessment and questionnaires can be complementary in the search for an easy access and low-cost alternative in the auditory screening of Brazilian schoolchildren. Interactive tools should be proposed, that allow the selection of as many hearing skills as possible, validated by comparison with the battery of tests used in the diagnosis.

Triagem do processamento auditivo central: contribuições do uso combinado de questionário e tarefas auditivas / Auditory processing screening: contributions of the combined use of questionnaire and auditory tasks

RESUMO Objetivo Analisar o desempenho de escolares em uma bateria de triagem do processamento auditivo e comparar com um questionário de autopercepção. Além disso, comparar as respostas das crianças com questionário respondido pelos pais. Métodos Participaram 67 escolares com média de idade de 9,58 anos (±1,06), divididos em Grupo I (GI), composto por 40 crianças com desenvolvimento normal e bom desempenho escolar (23 meninas), e Grupo II (GII), composto por 27 crianças com dificuldades escolares (12 meninas). Foram realizados meatoscopia, imitanciometria, avaliação simplificada do processamento auditivo (ASPA) e questionário baseado no Scale of Auditory Behaviors. Resultados No total, 2 crianças do GI (5%) e 14 do GII (51,9%) tiveram desempenho alterado na ASPA. A tarefa de ordenação temporal para sons verbais demonstrou desempenho estatisticamente inferior do GII, em relação ao GI (p=0,001). No questionário, 14 crianças (35%) do GI e 23 (85,2%) do GII foram identificadas como risco para o TPAC (p<0,001). Houve correlação positiva de grau moderado entre desempenho na ASPA e o questionário (p<0,05). Na comparação das respostas das crianças e dos pais, considerando cada grupo separadamente, não houve diferença para o GI (p=0,894) e GII (p=0,239) e na amostra completa (p=0,363). Conclusão Ambos os instrumentos foram capazes de diferenciar os grupos estudados e identificar escolares que necessitam de encaminhamento para realizar o diagnóstico. A partir da análise de correlação, concluiu-se que a ASPA e o questionário devem ser utilizados de forma complementar, independentemente de serem aplicados com a criança ou os pais.

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.

Comparison of auditory event-related potentials between children with benign childhood epilepsy with centrotemporal spikes and children with temporal lobe epilepsy.

The abnormal brain discharges observed in benign childhood epilepsy with centrotemporal spikes (BECTS) and temporal lobe epilepsy (TLE) are located close to areas responsible for auditory and language processing. This study aimed to analyze the results of auditory event-related potentials (P300) in children with BECTS and TLE in order to assess whether the epileptic activity in centrotemporal and temporal regions may compromise the integrity and physiology of auditory system structures. This was a prospective, comparative, and cross-sectional study. Group I (GI) consisted of 13 children diagnosed with BECTS, group II (GII), 7 children diagnosed with TLE, and control group (GIII), 16 healthy children, with no hearing or academic complaints. After neurological and basic audiological assessments, P300 was applied. The P300 latency and amplitude were compared between groups. Regarding latency, GI showed 324.1 (+31.5) ms, GII 336.3 (+23.5) ms, and GIII 318 (+27.7) ms. Amplitudes were 4.80 (+3.2) µV in GI, 4.7 (+2.5) µV in GII, and 5.8 (+2.4) µV in GIII. Although children with BECTS showed prolonged latencies and reduced amplitudes, these differences were not considered statistically significant. Children with TLE showed statistically significant prolonged P300 latency compared with the control group (P=0.037). We speculate that abnormal electrical discharges in centrotemporal and temporal regions led to the slowing of auditory processing in our sample.

Temporal resolution: assessment procedures and parameters for school-aged children.

UNLABELLED: Temporal resolution enables the identification of fine differences in speech segmental aspects. Random Gap Detection Test (RGDT) and Gaps-In-Noise Test (GIN) evaluate such skills, by using different acoustic parameters. OBJECTIVE: To compare the performance of normal school aged children without learning disabilities and/or hearing complaints in the GIN and RGDT, and analyze potential performance differences in these two procedures. METHOD: Cross sectional contemporary cohort study. 28 children, aged 8-10 years were evaluated. After peripheral audiological evaluation, RGDT and GIN were performed. RESULTS: There were no statistical differences in performance between gender and age on the RGDT and GIN tests, between the right and left ears on the GIN test, and between frequencies on the RGDT test. The mean detection threshold gap for RGDT was 9.25 ± 3.67 ms, and for GIN was 4.32 ± 0.61 ms (right ear) and 4.43 ± 0.79 ms (left ear). The results of the GIN Test were statistically lower than those from the RGDT (p < 0.001). CONCLUSION: Both tests indicated normal temporal resolution for all 28 children. GIN test presents advantages regarding the ease of application, task variable, stimuli and presentations form. However, the RGDT has advantages concerning the time required for administration and scoring.

Resolução temporal: procedimentos e parâmetros de avaliação em escolares / Temporal resolution: assessment procedures and parameters for school-aged children

A resolução temporal permite identificação de pequenas diferenças acústicas nos aspectos segmentais da fala e pode ser avaliada por meio do Random Gap Detection Test (RGDT) e Gaps-In-Noise Test (GIN), os quais possuem diferentes parâmetros acústicos. OBJETIVO: Comparar o desempenho de escolares sem dificuldades de aprendizagem e/ou queixas auditivas, na aplicação do GIN e RGDT, e analisar diferenças de desempenho entre os procedimentos. MÉTODO: Estudo de coorte contemporânea com corte transversal. Avaliaram-se 28 crianças, de 8 a 10 anos, as quais foram submetidas ao RGDT e GIN após avaliação audiológica periférica prévia. RESULTADOS: Não foram encontradas diferenças estatísticas em relação ao gênero e faixa etária, frequências no RGDT e orelhas no GIN. A média do limiar de detecção de gap do RGDT foi de 9,25 ms ± 3,67, e no GIN foi de 4,32 ms ± 0,61 (orelha direita) e 4,43 ms ± 0,79 (orelha esquerda). Os resultados do GIN foram estatisticamente menores do que no RGDT (p < 0,001). CONCLUSÃO: Ambos os testes demonstraram resolução temporal normal nas 28 crianças. O GIN apresenta vantagens em relação à facilidade de aplicação, natureza da tarefa solicitada, estímulo empregado e forma de apresentação. Porém, o RGDT apresenta vantagens no tempo necessário para a aplicação e registro de pontuação.

Temporal resolution enables the identification of fine differences in speech segmental aspects. Random Gap Detection Test (RGDT) and Gaps-In-Noise Test (GIN) evaluate such skills, by using different acoustic parameters. OBJECTIVE: To compare the performance of normal school aged children without learning disabilities and/or hearing complaints in the GIN and RGDT, and analyze potential performance differences in these two procedures. METHOD: Cross sectional contemporary cohort study. 28 children, aged 8-10 years were evaluated. After peripheral audiological evaluation, RGDT and GIN were performed. RESULTS: There were no statistical differences in performance between gender and age on the RGDT and GIN tests, between the right and left ears on the GIN test, and between frequencies on the RGDT test. The mean detection threshold gap for RGDT was 9.25 ± 3.67 ms, and for GIN was 4.32 ± 0.61 ms (right ear) and 4.43 ± 0.79 ms (left ear). The results of the GIN Test were statistically lower than those from the RGDT (p < 0.001). CONCLUSION: Both tests indicated normal temporal resolution for all 28 children. GIN test presents advantages regarding the ease of application, task variable, stimuli and presentations form. However, the RGDT has advantages concerning the time required for administration and scoring.