Abstracts
Purpose
To investigate the simple temporal ordering and sonorous localization of children and the association with family environment resources and language development.
Methods
Ninety-six children, 42 aged 4 years and 54 aged 5 years and 11 months, were assessed using the Inventory of Resources of the Family Environment, phonological and vocabulary tests, Child Language Test and Simplified Evaluation of Auditory Processing.
Results
When age was associated to auditory processing skills, it was observed adequacy in both ages, being that male children showed better performance. Individuals who showed poor results in auditory processing skills also showed inadequacy in the areas of Family Environment Resources. Most children who showed adequate auditory processing skills, also showed adequate phonology, but inadequate vocabulary. Children with auditory processing disorders have three times more chance to show changes in vocabulary.
Conclusion
Most children who had adequate skills in a simple temporal ordering and sound localization also demonstrated adequate phonology.
Speech, language and hearing sciences; Auditory perception; Language development; Family relations; Schools
Objetivo
Investigar ordenação temporal simples e localização sonora de crianças, associação com recursos do ambiente familiar e desenvolvimento da linguagem.
Métodos
Foram avaliadas 96 crianças, sendo 42 com 4 anos e 54 com 5 anos, utilizando-se como instrumentos o Inventário de Recursos do Ambiente Familiar, provas de fonologia e vocabulário do Teste de Linguagem Infantil e Avaliação Simplificada do Processamento Auditivo.
Resultados
Ao associar idade ao processamento auditivo e suas habilidades, observou-se adequação em ambas as idades, sendo que crianças do gênero masculino apresentaram melhor desempenho. Os indivíduos com resultados inadequados nas habilidades do processamento auditivo apresentaram, também, inadequação nos domínios do Recurso do Ambiente Familiar. Na maior parte das crianças que apresentaram as habilidades de processamento auditivo adequadas, a fonologia também estava adequada, mas o vocabulário era inadequado. Crianças com processamento auditivo alterado tem três vezes mais chances de apresentarem alteração no vocabulário.
Conclusão
A maior parte das crianças que apresentou adequação das habilidades de ordenação temporal simples e localização sonora demonstrou também fonologia adequada.
Fonoaudiologia; Percepção auditiva; Desenvolvimento da linguagem; Relações familiares; Instituições acadêmicas
INTRODUCTION
Auditory processing is the ability of the Central Nervous System to efficiently
and effectively use auditory information(11 American Speech-Language-Hearing Association. (Central) Auditory
processing disorders and the role of the SLP. Rockville: American
Speech-Language-Hearing Association; 2005 [acesso em 3 abr 2013]. (Technical
report). Disponível em:
http://www.asha.org/policy/tr2005-00043-htm
http://www.asha.org/policy/tr2005-00043-...
) and covers skills to locate the
sound source, focus, understand, discriminate and recognize sound
stimuli(22 Attoni TM, Quintas VG, Mota HB. Processamento auditivo, reflexo
acústico e expressão fonológica. Braz J Otorhinolaryngol. 2010;76(6):753-61.
http://dx.doi.org/10.1590/S1808-86942010000600014
https://doi.org/10.1590/S1808-8694201000...
). The reception, analysis and interpretation
of sounds depend on this skill set and not just on normal
hearing(33 Moore DR, Ferguson MA, Edmondson-Jones AM, Ratib S, Riley A. Nature
of auditory processing disorder in children. Pediatrics. 2010;126(2):e382-90.
http://dx.doi.org/10.1542/peds.2009-2826
https://doi.org/10.1542/peds.2009-2826...
). The proper functioning of the central and
peripheral auditory structures is necessary, otherwise, difficulties will be
detected in the receipt, analysis and organization of auditory
information(11 American Speech-Language-Hearing Association. (Central) Auditory
processing disorders and the role of the SLP. Rockville: American
Speech-Language-Hearing Association; 2005 [acesso em 3 abr 2013]. (Technical
report). Disponível em:
http://www.asha.org/policy/tr2005-00043-htm
http://www.asha.org/policy/tr2005-00043-...
).
The auditory experiences play an important role in the ability of human
communication and understanding, socialization and learning processes. In
addition, other cognitive functions, such as attention, perception and memory,
even if not directly integrated with auditory processing, have great influence
on it, as well as language development(44 Luz DM, Costa-Ferreira MID. Identificação dos fatores de risco para
o transtorno do processamento auditivo (central) em pré-escolares. Rev CEFAC.
2011;13(4):657-67.
http://dx.doi.org/10.1590/S1516-18462011005000004
https://doi.org/10.1590/S1516-1846201100...
) and family environment(55 Alonso R, Schochat E. A eficácia do treinamento auditivo formal em
crianças com transtorno de processamento auditivo (central): avaliação
comportamental e eletrofisiológica. Braz J Otorhinolaryngol.
2009;75(5):726-32.). Regarding language
development, two of its levels are related to auditory processing: phonology –
acquisition of phonemes(66 Vieira MG, Mota HB, Keske-Soares M. Relação entre idade, grau de
severidade do desvio fonológico e consciência fonológica. Rev Soc Bras
Fonoaudiol. 2004;9(3):144-50.) – and vocabulary – acquisition of semantic
system(77 Pedromônico MRM, Affonso LA, Sañudo A. Vocabulário expressivo de
crianças entre 22 e 36 meses: estudo exploratório. Rev Bras Cresc Desenv Hum.
2002;12(2):13-22.). The importance of the family environment
consists in the exposition of the children to auditory experiences that
influence their development(55 Alonso R, Schochat E. A eficácia do treinamento auditivo formal em
crianças com transtorno de processamento auditivo (central): avaliação
comportamental e eletrofisiológica. Braz J Otorhinolaryngol.
2009;75(5):726-32.).
The development of language involves complex processes, with neural networks that
connect different brain regions related to speech perception. This ability
closely depends of the integrity of the peripheral and central auditory
pathways(88 Machado CSS, Valle HLBS, Paula KM, Lima SS. Caracterização do
processamento auditivo das crianças com distúrbio de leitura e escrita de 8 a 12
anos em tratamento no Centro Clínico de Fonoaudiologia da Pontifícia
Universidade Católica de Minas Gerais. Rev CEFAC. 2011;13(3):504-12.
http://dx.doi.org/10.1590/S1516-18462010005000119
https://doi.org/10.1590/S1516-1846201000...
). Language disorders may be related to low
performance in auditory processing skills, as it can interfere with the
discrimination of speech sounds. Thus, less stable neural representations would
be constructed, affecting speech perception and production(99 Fortunato-Tavares T, Rocha CN, Andrade CRF, Befi-Lopes DM, Schochat
E, Hestwvik A et al. Processamento linguístico e processamento auditivo temporal
em crianças com distúrbio específico de linguagem. Pró Fono.
2009;12(4):279-84.).
The interaction between biological and environmental factors is necessary for the
full development of the children. Social, emotional and sensory stimulation will
influence the cognitive development that occurs during the development of
language and maturation of the auditory pathways. If these environmental stimuli
do not occur effectively, the child is subject to disorders of auditory
processing and language(1010 Chonchaiya W, Tardif T, Mai X, Xu L, Li M, Kaciroti N et al.
Developmental trends in auditory processing can provide early predictions of
language acquisition in young infants. Dev Sci. 2013;16(2):159-172.
http://dx.doi.org/10.1111/desc.12012
https://doi.org/10.1111/desc.12012...
).
The auditory processing can be divided into the following skills: location and
lateralization of the sound; auditory discrimination; recognition of auditory
pattern; temporal aspects of hearing, including the temporal ordering; auditory
performance under competing acoustic signals (including dichotic listening) and
auditory performance with degradation of acoustic signals(1111 Prando ML, Pawlowski J, Fachel JMG, Misorelli MIL, Fonseca RP.
Relação entre habilidades de processamento auditivo e funções neuropsicológicas
em adolescentes. Rev CEFAC. 2010;12(4):646-61.
http://dx.doi.org/10.1590/S1516-18462010005000027
https://doi.org/10.1590/S1516-1846201000...
).
This article highlights the simple, verbal and non-verbal temporal ordering, and
the sound localization. The temporal ordering is related to the processing of
various auditory stimuli, according to their order of occurrence. Thus, the
individual can discriminate the correct sequence of sounds that can be: from
speech (verbal), or from nature (non-verbal)(1212 Nishihata R, Vieira MR, Pereira LD, Chiari BM. Processamento
temporal, localização e fechamento auditivo em portadores de perda auditiva
unilateral. Rev Soc Bras Fonoaudiol. 2012;17(3):266-73.
http://dx.doi.org/10.1590/S1516-80342012000300006
https://doi.org/10.1590/S1516-8034201200...
). The sound location is used to
determine the position of a sound source in the space and, for that, the
individual uses monaural and binaural cues. It is realized through the
structures of the Central Nervous System pathways, especially at the level of
the brainstem and auditory cortex. As both ears receive the sound
simultaneously, the first stimulated one indicates the direction of the sound
source(1313 Lima-Gregio AM, Calais LL, Feniman MR. Otite média recorrente e
habilidade de localização sonora em pré-escolares. Rev CEFAC.
2010;12(6):1033-40.
http://dx.doi.org/10.1590/S1516-18462010005000025
https://doi.org/10.1590/S1516-1846201000...
).
In this work, the emphasis on auditory processing in the age between 4 and 5 years and 11 months old is intended to highlight its association with the development of language and family environment, and the importance of the diagnosis of changes in this capacity of the Central Nervous System and consequent intervention. The neuronal plasticity is more active to hearing training in the ages surveyed, i.e., at this point the stimulus should be given in order to minimize deviations and avoid future impairment(55 Alonso R, Schochat E. A eficácia do treinamento auditivo formal em crianças com transtorno de processamento auditivo (central): avaliação comportamental e eletrofisiológica. Braz J Otorhinolaryngol. 2009;75(5):726-32.).
Therefore, the purpose of this study was to investigate simple temporal ordering and sound localization of children aged between 4 years and 5 years and 11 months, students of early childhood education units, and the association with the family environment resources and language development.
METHODS
This is an observational analytic cross-sectional study with non-probability sample conducted with 96 children, 42 aged 4 years and 54 aged 5 years and 11 months. The study was approved by the Research Ethics Committee of the Universidade Federal de Minas Gerais (UFMG), under the opinion ETIC 288/10, and all those responsible signed the Free and Cleared Term of Consent.
The criteria for inclusion of children in this study were: to have the proposed
age and signature of the Free and Cleared Term of Consent by those responsible.
Children whose guardians answered less than 70% of the questionnaire Resources
of the Family Environment (RAF)(1414 Marturano EM. O inventário de recursos do ambiente familiar. Psicol
Reflex Crít. 2006;19(3):498-506.
http://dx.doi.org/10.1590/S0102-79722006000300019
https://doi.org/10.1590/S0102-7972200600...
), who did not go to the educational
institution, who did not have cochleopalpebral reflex or evidence of neurogenic
or cognitive changes, who were under evaluation or speech therapy, or who had a
previous diagnosis of hearing impairment were excluded.
The scenario of the study was composed of three child education institutions in the northeast region of the city of Belo Horizonte, Minas Gerais, being two of public funding and one of private funding. The evaluation of the children was held in a room provided by the management of each child education institution, in two individual sessions of approximately 40 minutes in different days.
Initially, the parents answered the RAF questionnaire, which considers the
routine of the children and their family environment –, through ten topics, with
open questions and multiple choice items. Each topic consisted of open questions
with items to be selected by the interviewee and, if the answers were not in the
list, the item “other” was selected. To calculate the raw score, the items
selected in each topic were added except those with specific scores (8, 9 and
10). In the relative score, it is suggested to use the formula raw
score/maximum score of the topic x 10, where the maximum score is
the number of items. Thus, the recommendations of the RAF
author(1414 Marturano EM. O inventário de recursos do ambiente familiar. Psicol
Reflex Crít. 2006;19(3):498-506.
http://dx.doi.org/10.1590/S0102-79722006000300019
https://doi.org/10.1590/S0102-7972200600...
) were used for the analysis of the
instrument.
The phonology test of ABFW(1515 Wertzner HF. Fonologia (parte A). In: Andrade CR, Befi-Lopes DM, Fernandes FD, Wertzner HF. Teste de linguagem infantil nas áreas de fonologia, vocabulário, fluência e pragmática. Barueri: Pró-Fono; 2000. p. 5-40.), used for the assessment of phonological skills of the subjects, was applied and tested in accordance with the recommendations of the authors of this paper.
The vocabulary test of ABFW(1616 Befi-Lopes DM. Vocabulário (parte B). In: Andrade CRF, Befi-Lopes DM, Fernandes FDM, Wertzner HF. ABFW: teste de linguagem infantil e nas áreas de fonologia, vocabulário, fluência e pragmática. Barueri: Pró-Fono; 2000. p. 41-59.) was used in the lexical evaluation, which consists in the appointment, by the child, of 118 figures distributed in nine conceptual fields (clothing, animals, food, transportation, furniture and fixtures, professions, places, shapes and colors, toys and musical instruments). The responses were recorded, transcribed in the protocol of records and performed in different days of the phonology test in order to eliminate the influence of fatigue. The reference criteria of the instrument were used for the test analysis.
The auditory processing was assessed by tasks of simple temporal ordering and sound localization. The tests used were: memory test of verbal sounds in sequence, memory test of non-verbal sounds in sequence and sound localization test in five directions(1717 Pereira LD. Processamento auditivo central: uma revisão crítica [tese de livre-docência]. São Paulo: Universidade Federal de São Paulo; 2005.).
The verbal sound sequencing test was applied using three syllables (pa, ta, ka). Initially, the individuals should repeat each syllable independently. Then they were instructed to verbally repeat three different sequences, composed of three syllables each, keeping the exact order of presentation, without visual cues. Three musical instruments (rattle, coconut and bell) were used for the non-verbal sound sequencing test, presented in three different sequences. The children were asked to point to musical instruments in the order in which they were played. The sound localization test was performed by issuing the percussion of a bell in the five plans of the head: right, left, up, back and forth. The students were instructed by demonstration, to point to the direction of the sound, with no visual cues(1717 Pereira LD. Processamento auditivo central: uma revisão crítica [tese de livre-docência]. São Paulo: Universidade Federal de São Paulo; 2005.).
The data were stored in electronic format and consolidated into a database in Excel®. The descriptive results were obtained by frequencies and percentages for the characteristics of the various categorical variables and attainment of measures of central tendency (mean) and measure of dispersion (standard deviation) for quantitative variables. To verify the relationship between the variables, the Mann-Whitney test, Fisher’s Exact test and Pearson Chi-Square test were used. The magnitude of this association was calculated using the odds ratio with 95% confidence intervals. For comparisons whose p-value was less than 0.05, it was considered association with statistical significance. For processing and data analysis, the SPSS statistical software version 18.0 was used.
RESULTS
In this study, the sample consisted mostly of male children aged 5 years. With regard to the types of research institutions, most students (59.4%) were from public institutions (schools A and B). It is important to highlight that, regarding the parental education, the majority has completed high school followed by those who reported to have completed higher education and, finally, primary education (Figure 1).
Characterization of the sample in terms of age, gender, educational institution and parental education
When age was associated to auditory processing skills, it was observed that, in all of them, most of the children got adequate results according to the criteria proposed in the literature(1717 Pereira LD. Processamento auditivo central: uma revisão crítica [tese de livre-docência]. São Paulo: Universidade Federal de São Paulo; 2005.), in the sound localization of four to five hits, two hits in sequence of three sounds in three attempts in the nonverbal sequential memory and two to three hits in the verbal sequential memory (Table 1).
When auditory processing was associated to gender, it was observed that the male children showed more adequate results. Regarding the skills of nonverbal sequential memory, verbal sequential memory and location memory, the male subjects showed better results when compared to females. There was not a result with statistical significance between the evaluated skills and gender (Table 2).
The relationship between auditory processing, parental education and type of educational institution showed a statistical significance in the private funding institution and most of the children with parents with higher education showed adequate auditory processing. In public funding institutions, the adequacy of children with parents with high school was higher.
In general, most children with adequate auditory processing had parents with higher education, a significant result (Table 3).
Of the 96 children evaluated, those who had inadequate results in the skills of auditory processing also showed inadequacy in the RAF areas. It is noteworthy that the sound localization test, compared to verbal and non-verbal sequential memory tests revealed more children with inadequate results. The results of the study showed that family environment is related with the hearing process, a fact that showed statistical significance. This relationship reflects the interaction between the domain “Family Connection” of the RAF and the verbal and non-verbal sequential memory skills and sound localization memory (Table 4).
When auditory processing, phonology and vocabulary area were associated, it was observed that, most children with appropriate auditory processing skills also showed adequate phonology. There was a statistically significant association between auditory processing disorders and change in vocabulary.
The data analysis revealed that, in the present study, children with auditory processing disorders had 3.10 times more chance to show changes in the vocabulary when compared to children without auditory processing disorders (Table 5).
DISCUSSION
This study was based on non-probabilistic sample, in which the participants were
mostly students from public institutions and most of the parents completed high
school, which did not confirm the Census 2010(1818 Instituto Brasileiro de Geografia e Estatística – IBGE. Indicadores
sociais municipais: uma análise dos resultados do universo do censo demográfico.
Rio de Janeiro: Instituto Brasileiro de Geografia e Estatística; 2012 [acesso em
31 ago 2012]. Disponível em: http://www.ibge.gov.br/home/presidencia
/noticias/noticia_visualiza.php?id_noticia=2125&id_pagina=1
http://www.ibge.gov.br/home/presidencia
...
). This shows that there was a
reduction in the percentage of people without education or with incomplete
primary education, which still represent the majority. It should be borne in
mind that the Census is a nationwide survey, and, in the municipality of
collection, such data was not found.
The relationship between age and performance of the children in the auditory
processing showed that children aged 5 years showed more adequacy, result
justified by the fact that the hearing abilities improve over time, associated
with the time of exposition to sound stimulus(1919 Mourão AM, Esteves CC, Labanca L, Lemos SMA. Desempenho de crianças
e adolescentes em tarefas envolvendo habilidade auditiva de ordenação temporal
simples. Rev CEFAC. 2012;14(4):659-68.
http://dx.doi.org/10.1590/S1516-18462011005000141
https://doi.org/10.1590/S1516-1846201100...
,2020 Wild-Wall N, Falkenstein M. Age dependent impairment auditory
processing under spatially focused and divided attention: an
electrophysiological study. Biol Psychol. 2010;83(1):27-36.
http://dx.doi.org/10.1016/j.biopsycho.2009.09.011
https://doi.org/10.1016/j.biopsycho.2009...
).
In this study, the comparison between gender and auditory processing revealed no
statistical significance. However, the boys showed the greatest number of
results according to the reference standards for abnormality. This fact showed
variation in the researched literature, as studies have suggested that the
maturation process of the central auditory system of both
genders(2121 Ventura LMP, Costa Filho OA, Alvarenga KF. Maturação do sistema
auditivo central em crianças ouvintes normais. Pró Fono. 2009;21(2):101-6.
http://dx.doi.org/10.1590/S0104-56872009000200003
https://doi.org/10.1590/S0104-5687200900...
,2222 Marculino CF, Rabelo CM, Schochat E. O teste
Gaps-in-Nose: limiares de detecção de gap em crianças de 9
anos com audição normal. J Soc Bras Fonoaudiol. 2011;23(4):364-67.
http://dx.doi.org/10.1590/S2179-64912011000400012
https://doi.org/10.1590/S2179-6491201100...
) is similar. There is still prevalence
of hearing impairment in males(2323 Pelitero TM, Manfredi AKS, Schneck APC. Avaliação das habilidades
auditivas em crianças com alterações de aprendizagem. Rev CEFAC.
2010;12(4):662-70.
http://dx.doi.org/10.1590/S1516-18462010005000062
https://doi.org/10.1590/S1516-1846201000...
), a finding that does not agree with
the result obtained in that article.
When auditory processing, parental education and type of educational institution
were associated, a greater number of children with adequacy was found in private
institutions (Figure 1). This result
confirms the researched literature(2424 Prando ML, Jacobsen GM, Moraes AL, Gonçalves HA, Fonseca RP.
Avaliação da linguagem e do processamento auditivo na caracterização
neuropsicológica do TDAH: revisão sistemática. Psicol Pesq. 2013;7(1):23-36.
http://dx.doi.org/10.5327/Z1982-1247201300010004
https://doi.org/10.5327/Z1982-1247201300...
), which states that the lack of
teaching resources and professionals available by public educational
institutions can contribute to the delay in cognitive development of students,
compared to those belonging to private institutions. Among the children of
private institutions, those with parents with higher education had better
results, since those of the public institutions which showed more adequacy had
parents with high school. The higher level of parental education can influence
the quantity and quality of linguistic and auditory stimuli provided and allows
for greater listening experience of the children. The relationship established
between the adequacy of hearing abilities and the type of institution is
unprecedented in the literature. However, according to the researched
literature(2525 Andrade AS, Santos DN, Bastos AC, Padromônico MRM, Almeida-Filho N,
Barreto ML. Ambiente familiar e desenvolvimento cognitivo infantil: uma
abordagem epidemiológica. Rev Saúde Pública. 2005;39(4):606-11.
http://dx.doi.org/10.1590/S0034-89102005000400014
https://doi.org/10.1590/S0034-8910200500...
), the education of the mothers is critical
for the cognitive development of the children, since it determines factors such
as environmental organization, cognitive stimulation and variation of daily
stimulus.
In the analysis of the relationship between auditory processing and resources of
the family environment, it was observed that children with abnormal results in
auditory processing skills have also showed inadequacy in RAF areas. This test
evaluates the stimuli provided in the family environment and, when they are
limited, there is a loss in the development of listening skills. In the present
study, the children did not show good results in the RAF, which may be related
to socioeconomic variables of the families surveyed. This finding is confirmed
by the literature, which states that the acoustic experience provided by the
family environment has a direct influence on the child’s auditory
behavior(2626 Etges CL, Reis MCP, Menegotto IH, Sleifer P, Soldera CLC. Achados na
triagem imitanciométrica e de processamento auditivo em escolares. Rev CEFAC.
2012;14(6):1098-107.
http://dx.doi.org/10.1590/S1516-18462012005000028
https://doi.org/10.1590/S1516-1846201200...
).
The influence of the family environment in auditory processing skills validated
the findings in the literature, by showing that the plasticity of the central
nervous system is closely related to resources to which they are
exposed(55 Alonso R, Schochat E. A eficácia do treinamento auditivo formal em
crianças com transtorno de processamento auditivo (central): avaliação
comportamental e eletrofisiológica. Braz J Otorhinolaryngol.
2009;75(5):726-32.,2626 Etges CL, Reis MCP, Menegotto IH, Sleifer P, Soldera CLC. Achados na
triagem imitanciométrica e de processamento auditivo em escolares. Rev CEFAC.
2012;14(6):1098-107.
http://dx.doi.org/10.1590/S1516-18462012005000028
https://doi.org/10.1590/S1516-1846201200...
).
The largest number of errors found in the sound localization test is related to
the demand for greater maturation of auditory skills, which can be difficult due
to the age of the children. According to the literature(2727 Neves IF, Schochat E. Maturação do processamento auditivo em
crianças com e sem dificuldades escolares. Pró Fono. 2005;17(3):311-20.
http://dx.doi.org/10.1590/S0104-56872005000300005
https://doi.org/10.1590/S0104-5687200500...
), hearing tests
depend on neural function and therefore consider the neural maturation process,
which is closely related to the age of the children. On the other side, the
largest amount of hits of the verbal sequential memory test occurs by the
constant exposure of the children to the spoken language, independent of any
other variable mentioned in the study.
In the analysis of the relationship between auditory processing, phonology and
vocabulary, it was found that children with appropriate auditory processing
skills also showed adequacy in phonology, a fact that was not observed in the
vocabulary. A possible explanation is the chronic nature of the development. The
literature shows that, in language development, the phonological inventory is
acquired prior to the expansion of vocabulary(2828 Scopel RR, Souza VC, Lemos SMA. A influência do ambiente familiar e
escolar na aquisição e no desenvolvimento da linguagem: revisão de literatura.
Rev CEFAC. 2012;14(4):1516-846.
http://dx.doi.org/10.1590/S1516-18462011005000139
https://doi.org/10.1590/S1516-1846201100...
).
In the analysis of the relationship between performance in the auditory
processing tests and vocabulary, the results showed that children with auditory
processing disorder have higher chances to also present inappropriate
vocabulary, compared to those without auditory processing disorders. This
happens because language difficulties, such as phonological and lexical
inventory disorders are closely related to auditory processing disorders, since
hearing is an important entry point for language acquisition(2929 Quintas VG. A relação das habilidades do processamento auditivo com
a consciência fonológica e com o desenvolvimento da fala. Rev Soc Bras
Fonoaudiol. 2010;15(2):310-10.
http://dx.doi.org/10.1590/S1516-80342010000200028
https://doi.org/10.1590/S1516-8034201000...
).
According to the findings, the discussion of the relationship between phonological and lexical development, the auditory processing and the family environment of the children show to be relevant, as this theme can add advances to the area of speech therapy and health promotion. The importance of the parental education and of the resources of the family and school environment is highlighted since they determine not only the language development as also the overall development of the child. It should be also emphasized, that the association between auditory processing tests, phonology and vocabulary used are extremely important instruments in the clinical assessment of the child development.
Advances were provided by the present study, however, some limitations were detected. The size and design of the sample can be mentioned, since only two public educational institutions and one private institution were used, fact that prevents the generalization of the findings. Another limitation was the lack of evaluation of peripheral hearing, which limits the discussion of the findings. In addition, activities involving the teaching methodology of the institutions were not conducted during the study. Therefore, it becomes necessary to conduct future research with population studies, in order to obtain more consistent results to be incorporated into professional practice.
CONCLUSION
The association between auditory processing and language development in the age from 4 years to 5 years and 11 months revealed that most of the children that showed adequacy of the skills of simple temporal ordering and sound localization also demonstrated adequate phonology.
The data revealed that children with auditory processing disorders were more likely to show change in vocabulary compared to children without auditory processing disorders.
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29Quintas VG. A relação das habilidades do processamento auditivo com a consciência fonológica e com o desenvolvimento da fala. Rev Soc Bras Fonoaudiol. 2010;15(2):310-10. http://dx.doi.org/10.1590/S1516-80342010000200028
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Funding: Scientific Initiation, Programa Institucional de Bolsas de Iniciação Científica (PIBIC), Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Universidade Federal de Minas Gerais (UFMG).
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Study conducted at the Department of Speech Therapy, Universidade Federal de Minas Gerais – UFMG – Belo Horizonte (MG), Brazil.
Publication Dates
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Publication in this collection
Mar 2015
History
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Received
7 July 2014 -
Accepted
23 Feb 2015