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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.

Please read the abstract in the section 00front of this document / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / DPhil / Unrestricted

Made available in DSpace on 2016-04-27T18:12:35Z (GMT). No. of bitstreams: 1 Fernanda Camargo Geribola.pdf: 1547941 bytes, checksum: 063b4de26b3cbb4c88109ec3946d7674 (MD5) Previous issue date: 2008-04-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Objective: to investigate sound localization, motor-acoustic organization and auditory discrimination performance in 7 to 11 year-old children and to describe results according to gender and to answers of teachers and parents to a questionnaire. Method: 60 children were evaluated: 30 2nd or 3rd grade students and 30 4th or 5th grade. The distribution of the students according to age was: 26,7% were 7, 21,7% were 8, 15% were 9, 35% were 10 and 1,6% were 11 years old. They were submitted to visual inspection of external acoustic meatus, pure tone audiometry, timpanometry (as an inclusion criteria). The study had three phases: screening questionnaire answered by parents, learning difficulties questionnaire answered by teachers and sound localization, motor-acoustic organization and auditory discrimination performance. Results: there was no statistically significant difference between level of scholarship and tests performance; teachers answers for the learning difficulties questionnaire and tests performance. Students who performed poorly in the tests were oral respirators, presented more ear ache and throat infection episodes, frequently asked repetition of what was said, loud speakers and had familiar history of hearing loss, according to the comparison of parents answers to a questionnaire and tests performance. Conclusions: 1. it was not possible to establish a relationship between age and tests performance; 2. learning difficulties questions for the teachers did not allow detecting students who needed auditory processing evaluation; 3. the questionnaire answered by parents allowed identifying students at risk for poor performance in the applied auditory abilities tests / Objetivo: O objetivo deste trabalho foi investigar o desempenho de crianças entre 7 e 11 anos para os testes de localização da fonte sonora, organização acústico motor e discriminação auditiva, descrevendo os resultados do desempenho das crianças nos diferentes testes em função do sexo e das respostas dos pais ao questionário. Método: Foram avaliadas 60 crianças, sendo 30 matriculadas na 2 ªou 3 ª e 30 na 4 ª ou 5 ª série, distribuídas segundo a faixa etária em : 7 anos (26,7%), 8 anos (21,7%), 9 anos (15%), 10 anos (35%) e 11 anos (1.6%). As crianças foram submetidas a inspeção visual do meato acústico externo, audiometria tonal liminar, timpanometria (como critério de inclusão). A coleta foi realizada em três fases: questionário de triagem auditiva com os pais, questionário com os professores sobre a presença de dificuldade de aprendizagem e desempenho das crianças nos testes: Teste de Localização da Fonte Sonora, de Teste de Organização Acústico-Motora e Teste de Discriminação Auditiva com as crianças. Resultados: a análise da relação entre nível de escolaridade e desempenho nos testes de não mostrou diferença estatisticamente significante. Para a questão desempenho das crianças nos diferentes testes segundo a resposta do professor para a questão ter ou não queixa de dificuldade de aprendizagem, os resultados não foram estatisticamente significantes. A análise descritiva em valores de porcentagem do desempenho das crianças nos testes aplicados em relação com às respostas dos pais ao questionário aplicado e a análise por agrupamento, mostraram que as crianças que não apresentaram desempenho adequado eram as que os pais informaram que: eram respiradores bucais, tiveram muitos episódios de dor de ouvido e infecção de garganta , falam muito Hãm e o quê; fala muito alto e devagar e que tem antecedentes familiares de perda auditiva. Conclusões: os dados obtidos nessa pesquisa permitem concluir: 1. que não foi possível estabelecer relação entre faixa etária e desempenho nos testes; 2. que a pergunta sobre dificuldade de aprendizagem feita ao professor não permite detectar crianças que necessitariam de avaliação diagnóstica de transtorno de processamento auditivo; 3. que o questionário aplicado aos pais permitiu identificar os riscos para bom desempenho nos testes de habilidades auditivas aplicados

The aim of this action research was to investigate how auditory perceptual deficits affect reading in learners with disabilities. The sub-questions were: What auditory perceptual deficits learners’ experience? How do educators assist learners with auditory perceptual deficits? What instructional strategies and classroom management can educators apply to assist learners with auditory perceptual skills? The data collections comprised of an informal oral assessment, observation and anecdotal notes with fifteen participants with barriers to learning, from the English first year class, within a special needs educational setting. Data analysis and validity were supported by triangulation through informal assessment, observation, my critical friend and my own critical reflection. The support of phonologic, memory, and cohesion skills, auditory skills were the reading educational construct and strategies used as intervention in order to identify the efficacy of said interventions. Both bottom-up and top-down support strategies were used in relation to the participants’ individualised educational needs. The research results and discussion included methods to improve reading and listening skills in the classroom environment. / Inclusive Education / M. Ed. (Inclusive Education)