No description available.

No description available.

Currently a need for auditory processing test material for the identification of auditory processing disorders in children exists in the South African context. The purpose of this study was the Afrikaans translation and cultural adaptation of the SCAN-C: Test for Auditory Processing Disorders in Children-Revised (Keith, 2000a) and to determine the appropriateness thereof for preschool children. To achieve the objective of this study the research was performed in three phases and quantitative-descriptive research was utilized, with different methods for each of the phases. In Phase I the SCAN-C (Keith, 2000a) was translated and culturally adapted into Afrikaans for learners in Grade R. In Phase II the Siftingstoets vir Ouditiewe Prosesseringsafwykings (STOPA) was reviewed by speech-language therapists and/or audiologists as well as Grade R teachers (n = 11) by means of a customized questionnaire to determine appropriateness of the STOPA. A pilot study was conducted on Grade R learners (n = 10) before the STOPA was finalized and recorded. In Phase III the STOPA was performed on Grade R learners identified with normal auditory processing (n = 16) as well as Grade R learners identified with an auditory processing disorder (n = 14) to determine the validity and accuracy of the STOPA. The results indicated that the STOPA is age and culturally appropriate but that the validity and accuracy of the STOPA could not yet be proved. Clinical implications for identification, diagnosis and intervention for children with auditory processing disorders were discussed in order to provide the audiologist and speech-language therapist with evidence-based principles for clinical practice. Implications for further research include refining the STOPA during which normative data should be obtained. This study can therefore be viewed as the first step to standardize the STOPA, as well as to develop test material for other language and culture groups for the early identification of auditory processing disorders in children. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / Unrestricted

Auditory processing is the ability of the brain to manipulate and utilise the neural output of the ear based on the frequency, intensity, and temporal features of the incoming acoustic signal. An auditory processing disorder (APD) is a deficiency in this ability. One category of tests that examine auditory processing ability are the various versions of the "filtered words test" (FWT), whereby a monaural, low-redundancy speech sample is distorted by using filtering to modify its frequency content. Due to the richness of the neural pathways in the auditory system and the redundancy of acoustic information in spoken language, a normal listener is able to recognize speech even when parts of the signal are missing, whereas this ability is often impaired in listeners with APD. One limitation of the various versions of the FWT is that they are carried out using a constant level of low-pass filtering (e.g. a corner frequency of 1000 Hz), which is prone to ceiling and floor effects. The purpose of this study was to counter these effects by modifying the FWT to use a computer-based adaptive procedure, to improve the sensitivity of the test over its constant-level counterparts. The University of Canterbury Monosyllabic Adaptive Speech Test (UC MAST) was performed on 23 normal adults, and 32 normal children (7 to 11 years of age). The child participants also underwent the SCAN-C test for APD in Children (Revised). Findings indicated a significant maturational effect on the UC MAST. Adult participants performed significantly better on the UC MAST in comparison to the child participants. In addition, adult participants performed the UC MAST more reliably than their younger counterparts. No correlation was found between performance on the UC MAST and SCAN-C test. The development of the UC MAST is discussed and the clinical implications of the findings are explored.

No description available.

Children with central auditory processing disorders (CAPD) have a normal pure-tone audiogram, however, they have difficulty understanding speech in the presence of background noise. The present study examined binaural hearing in normal children and those with possible CAPD. Each subject was administered the SCAN or SCAN-A, screening tests for CAPD, to determine whether they were at risk for CAPD. Participants were then subjected to several monaural and binaural speech tasks, in quiet and noise. Spondee words were utilized in each task, under headphone and soundfield conditions.

INTRODUÇÃO: A misofonia é caracterizada pela aversão a sons bem seletivos, que provocam uma forte reação emocional. Foi proposto que a misofonia, assim como o zumbido, esteja associada à hiperconectividade entre os sistemas auditivo e límbico. Indivíduos com zumbido de incômodo significativo podem apresentar comprometimento da atenção seletiva, o que ainda não foi demonstrado no caso da misofonia. OBJETIVO: caracterizar uma amostra de indivíduos com misofonia e compará-la com dois grupos controle, um com zumbido (sem misofonia) e outro assintomático (sem zumbido e sem misofonia). METODOLOGIA: Foram avaliados 40 sujeitos normo-ouvintes, sendo 10 com misofonia (grupo misofonia - GM), 10 com zumbido (sem misofonia) (grupo controle zumbido - GCZ) e 20 sem zumbido e sem misofonia (grupo controle assintomático - GCA). Foi realizada anamnese geral em todos os grupos e anamnese específica apenas para o GM. Nos três grupos, foi aplicado o Teste de Identificação de Sentenças Dicóticas em três situações. Na primeira, foi realizado o exame padrão. Em seguida, foi aplicado incluindo mensagem competitiva, uma com som de mastigação (exame mastigação), e outra com white noise (exame white noise). RESULTADOS: A amostra do GM apontou que os primeiros sintomas da misofonia foram percebidos ainda na infância ou adolescência (média 11,5 anos). O grau de incômodo variou de 6 a 10 na escala visual analógica e, dentre os 10 participantes do GM, nove (90%) responderam que a misofonia atrapalha, sempre ou às vezes, a vida social e profissional. No teste de Identificação de Sentenças Dicóticas, foi observado que no exame mastigação, as médias da porcentagem de acertos diferem entre os grupos GM e GCA (valor-p = 0,027) e entre os grupos GM e GCZ (valor-p = 0,002), sendo menor em ambos os casos no GM. Para os exames padrão e white noise, não há diferença entre as médias da porcentagem de acertos nos três grupos (valores-p >= 0,452). CONCLUSÃO: os participantes do GM apresentaram menor porcentagem de acertos no Teste de Identificação de Sentenças Dicóticas na situação de apresentação de um ruído distraidor (exame mastigação) em relação ao mesmo teste aplicado em situação padrão ou white noise, sugerindo que indivíduos com misofonia podem apresentar alteração da atenção seletiva quando expostos a sons que desencadeiam esta condição / INTRODUCTION: Misophonia is characterized by the aversion to very selective sounds, which evoke a strong emotional reaction. It has been proposed that misophonia, as well as tinnitus, is associated with hyperconnectivity between the auditory and limbic systems. Individuals with bothersome tinnitus may have selective attention impairment, but it has not been demonstrated in case of misophonia yet. OBJECTIVE: to characterize a sample of misophonic subjects and compare it to two control groups, one with tinnitus individuals (without misophonia) and the other one with asymptomatic individuals (without misophonia and without tinnitus), regarding self-perception of the condition and selective attention. METHODOLOGY: we had evaluated 40 normal hearing participants: 10 with misophonia (GM), 10 with tinnitus (without misophonia) (GCZ) and 20 without tinnitus and without misophonia (GCA). General questionnare was applied in all of three groups and specific misophonia questionnaire was applied only in GM. In order to evaluate the selective attention, it was applied the Dichotic Sentence Identification (DSI) Test in three situations: In the first one, it was applied the original test. Then, the test was applied in two other situations including two competitive sounds, one with chewing sound (chewing test), and the other one with white noise sound (white noise test). RESULTS: The GM sample indicated that the onset of misophonia occurred in childhood or adolescence (mean 11.5 years). According to the visual analog scale, the discomfort with misophonia ranged from 5 to 10, and nine (90%) participants answered that misophonia always or sometimes limits their social and professional interactions. In the chewing test, it was observed that the average of correct responses differed between GM and GCA groups (pvalue = 0.027) and between GM and GCZ groups (p-value = 0.002), in both cases it was lower in GM. In the original and white noise tests, no difference was observed between the averages of correct responses in the three groups (p-values >= 0.452). CONCLUSION: The GM participants had a lower percentage of correct responses in the chewing test, suggesting that individuals with misophonia may have selective attention impairment when they are exposed to sounds that trigger the condition

Introdução: Diversos estudos têm avaliado as vantagens e desvantagens do bilinguismo em uma gama de habilidades humanas. Para se compreender uma língua estrangeira é necessário o desenvolvimento de habilidades específicas que se inicia a partir de uma informação ouvida. Dessa forma, o estudo das habilidades auditivas e fonológicas em bilíngues tem despertado o interesse de diversos pesquisadores nos últimos anos. Objetivo: avaliar habilidades do Processamento Auditivo Central (PAC) de discriminação e ordenação temporal e habilidades do Processamento Fonológico (PF) em bilíngues. Metodologia: 100 estudantes universitários de (graduação e pós-graduação) foram divididos em dois grupos: Grupo Bilíngue (GB n=50) e Grupo Monolíngue (GM n=50), de acordo com classificação do Quadro Europeu Comum de Referência para as Línguas. Foram considerados bilíngues os participantes classificados como: Independente ou proficiente (B1, B2, C1, C2) e que tivessem certificado em curso formal de língua inglesa ou permanência por dois anos em países deste idioma. Foram considerados monolíngues, participantes inseridos nos níveis A1 e A2 ou que não possuíssem competências previstas nestes itens. As habilidades do PF (consciência fonológica - CF, memória de trabalho fonológica - MTF e acesso rápido ao léxico - RAN) tanto do português quanto em idioma inglês e habilidades do PAC (discriminação e ordenação temporal de duração - TPD e frequência TPF) dos dois grupos foram avaliadas. Os resultados dos desempenhos dos grupos nas diferentes tarefas foram comparados estatisticamente por meio do Mann-Whitney U test (P<0,05) e um teste de regressão logística foi aplicado visando-se observar quais fatores poderiam predizer o bilinguismo. Resultados: Observou-se melhor desempenho do GB em tarefas de CF (português/inglês) e MTF - repetição de nãopalavras (português/inglês). Observou-se, também melhor desempenho do GB em tarefas RAN (português) exceto para nomeação de cores, e melhor desempenho do GB em todas as tarefas RAN em inglês. Observou-se melhor desempenho do GB nos testes de avaliação das habilidades auditivas tanto em TPD quanto TPF. As variáveis com mais forte associação ao bilinguismo foram as tarefas de CF do inglês e tarefas de RAN em inglês. Conclusão: Indivíduos bilíngues apresentam melhores desempenhos em testes fonológicos e auditivos, já que essas habilidades favorecem a identificação e discriminação de variações na fonologia de ambos os idiomas influenciando seu desempenho / Introduction: Several studies have evaluated the advantages and disadvantages of bilingualism in a range of human skills. In order to understand a foreign language, it is necessary to develop specific skills that start from an information heard. Thus, the study of auditory and phonological abilities in bilinguals has aroused the interest of several researchers in recent years. Objective: To evaluate Central Auditory Processing (CAP) skills of discrimination and temporal ordering and Phonological Processing (PP) skills in bilinguals. Methodology: 100 undergraduate and graduate students were divided into two groups: Bilingual Group (BG n = 50) and Monolingual Group (MG n = 50), according to the classification of the \"Common European Framework of Reference For Languages\". Participants with a formal English course certificate or stay of two years in countries of this language were considered bilingual and were classified as: Independent or proficient (B1, B2, C1, C2). Participants inserted in levels A1 and A2 or who did not possess competences foreseen in these items were considered monolingual. The skills of PP (phonological awareness PA , phonological work memory PWM and fast access to the lexicon FAL) of both Portuguese and English language and CAP skills (discrimination and temporal ordering of duration TOD and frequency TOF) of the two groups were evaluated. The results of the groups\' performances in the different tasks were compared statistically using the Mann-Whitney U test (P <0.05) and a logistic regression test was applied aiming to observe which factors could predict bilingualism. Results: Better performance of BG was observed in PA tasks (Portuguese/English) and PWM repetition of non-words (Portuguese/English). We also observed better performance of BG in FAL tasks (Portuguese), except for color naming, and better BG performance in all FAL tasks in English. There was a better performance of BG in the auditory skills evaluation tests in both TOD and TOF. The variables with the strongest association with bilingualism were English PA tasks and English FAL tasks. Conclusion: Bilingual individuals present better performances in phonological and auditory tests, since these abilities favor the identification and discrimination of phonological variations in both languages, influencing their performance

Made available in DSpace on 2016-04-04T18:27:21Z (GMT). No. of bitstreams: 1 THELMA.pdf: 270370 bytes, checksum: 9cd2a547727992e82456ccd2619f85fa (MD5) Previous issue date: 2006-03-06 / The evaluation of the Auditory Processing is a profit in diagnosis of the communication human being and in the identification of children of risk for learning disabilities. The individuals with clutter of the Auditory Processing tend to present mannering manifestations occurring of isolated or associated form: verbal communication and writing, social behavior, pertaining to school performance and hearing. The research was carried through in a Educational Nucleus in a city of the S?o Paulo interior and the citizens had been 43 pertaining to school registered the First Series of Basic School, in 2006. The joined data had evidenced prop up generalities below of waited for the age and the school level, taking us it a reflection on the limits between the learning difficulties and a development of the language, or either, it concluded that the found alterations in that it says respect to the Auditory Processing of the children do not cause language alterations, but the inverse one is not true. / A avalia??o do Processamento Auditivo ? um ganho no diagn?stico dos dist?rbios da comunica??o humana e na identifica??o de crian?as de risco para dist?rbios de aprendizagem. Os indiv?duos com desordem do Processamento Auditivo tendem a apresentar manifesta??es comportamentais caracter?sticas ocorrendo de forma isolada ou associada quanto: comunica??o oral e escrita, comportamento social, desempenho escolar e audi??o. A pesquisa foi realizada em um N?cleo Educacional localizado numa cidade do interior paulista e os sujeitos foram 43 escolares matriculados na Primeira S?rie do Ensino Fundamental no ano letivo de 2006. Os dados encontrados evidenciaram escores gerais abaixo do esperado para a idade e escolaridade, levando-nos a uma reflex?o sobre os limites entre as dificuldades de aprendizagem e o desenvolvimento da linguagem, ou seja, concluiu-se que as altera??es encontradas no que diz respeito ao Processamento Auditivo das crian?as n?o ocasiona altera??es de linguagem, mas o inverso n?o ? verdadeiro.

Introdução: Diversos estudos têm avaliado as vantagens e desvantagens do bilinguismo em uma gama de habilidades humanas. Para se compreender uma língua estrangeira é necessário o desenvolvimento de habilidades específicas que se inicia a partir de uma informação ouvida. Dessa forma, o estudo das habilidades auditivas e fonológicas em bilíngues tem despertado o interesse de diversos pesquisadores nos últimos anos. Objetivo: avaliar habilidades do Processamento Auditivo Central (PAC) de discriminação e ordenação temporal e habilidades do Processamento Fonológico (PF) em bilíngues. Metodologia: 100 estudantes universitários de (graduação e pós-graduação) foram divididos em dois grupos: Grupo Bilíngue (GB n=50) e Grupo Monolíngue (GM n=50), de acordo com classificação do Quadro Europeu Comum de Referência para as Línguas. Foram considerados bilíngues os participantes classificados como: Independente ou proficiente (B1, B2, C1, C2) e que tivessem certificado em curso formal de língua inglesa ou permanência por dois anos em países deste idioma. Foram considerados monolíngues, participantes inseridos nos níveis A1 e A2 ou que não possuíssem competências previstas nestes itens. As habilidades do PF (consciência fonológica - CF, memória de trabalho fonológica - MTF e acesso rápido ao léxico - RAN) tanto do português quanto em idioma inglês e habilidades do PAC (discriminação e ordenação temporal de duração - TPD e frequência TPF) dos dois grupos foram avaliadas. Os resultados dos desempenhos dos grupos nas diferentes tarefas foram comparados estatisticamente por meio do Mann-Whitney U test (P<0,05) e um teste de regressão logística foi aplicado visando-se observar quais fatores poderiam predizer o bilinguismo. Resultados: Observou-se melhor desempenho do GB em tarefas de CF (português/inglês) e MTF - repetição de nãopalavras (português/inglês). Observou-se, também melhor desempenho do GB em tarefas RAN (português) exceto para nomeação de cores, e melhor desempenho do GB em todas as tarefas RAN em inglês. Observou-se melhor desempenho do GB nos testes de avaliação das habilidades auditivas tanto em TPD quanto TPF. As variáveis com mais forte associação ao bilinguismo foram as tarefas de CF do inglês e tarefas de RAN em inglês. Conclusão: Indivíduos bilíngues apresentam melhores desempenhos em testes fonológicos e auditivos, já que essas habilidades favorecem a identificação e discriminação de variações na fonologia de ambos os idiomas influenciando seu desempenho / Introduction: Several studies have evaluated the advantages and disadvantages of bilingualism in a range of human skills. In order to understand a foreign language, it is necessary to develop specific skills that start from an information heard. Thus, the study of auditory and phonological abilities in bilinguals has aroused the interest of several researchers in recent years. Objective: To evaluate Central Auditory Processing (CAP) skills of discrimination and temporal ordering and Phonological Processing (PP) skills in bilinguals. Methodology: 100 undergraduate and graduate students were divided into two groups: Bilingual Group (BG n = 50) and Monolingual Group (MG n = 50), according to the classification of the \"Common European Framework of Reference For Languages\". Participants with a formal English course certificate or stay of two years in countries of this language were considered bilingual and were classified as: Independent or proficient (B1, B2, C1, C2). Participants inserted in levels A1 and A2 or who did not possess competences foreseen in these items were considered monolingual. The skills of PP (phonological awareness PA , phonological work memory PWM and fast access to the lexicon FAL) of both Portuguese and English language and CAP skills (discrimination and temporal ordering of duration TOD and frequency TOF) of the two groups were evaluated. The results of the groups\' performances in the different tasks were compared statistically using the Mann-Whitney U test (P <0.05) and a logistic regression test was applied aiming to observe which factors could predict bilingualism. Results: Better performance of BG was observed in PA tasks (Portuguese/English) and PWM repetition of non-words (Portuguese/English). We also observed better performance of BG in FAL tasks (Portuguese), except for color naming, and better BG performance in all FAL tasks in English. There was a better performance of BG in the auditory skills evaluation tests in both TOD and TOF. The variables with the strongest association with bilingualism were English PA tasks and English FAL tasks. Conclusion: Bilingual individuals present better performances in phonological and auditory tests, since these abilities favor the identification and discrimination of phonological variations in both languages, influencing their performance