Melo Ândrea de, Mezzomo Carolina Lisbôa, Garcia Michele Vargas, Biaggio Eliara Pinto Vieira
Audiologist, Master Student in Human Communication Disorders, Universidade Federal de Santa Maria, UFSM, Santa Maria, RS, Brazil.
Department of Speech Pathology/Audiology, Graduate Program in Human Communication Disorders, Universidade Federal de Santa Maria, UFSM, Santa Maria, RS, Brazil.
Int Arch Otorhinolaryngol. 2018 Jan;22(1):23-32. doi: 10.1055/s-0037-1600121. Epub 2017 Apr 28.
Computerized auditory training (CAT) has been building a good reputation in the stimulation of auditory abilities in cases of auditory processing disorder (APD). To measure the effects of CAT in students with APD, with typical or atypical phonological acquisition, through electrophysiological and subjective measures, correlating them pre- and post-therapy. The sample for this study includes14 children with APD, subdivided into children with APD and typical phonological acquisition (G1), and children with APD and atypical phonological acquisition (G2). Phonological evaluation of children (PEC), long latency auditory evoked potential (LLAEP) and scale of auditory behaviors (SAB) were conducted to help with the composition of the groups and with the therapeutic intervention. The therapeutic intervention was performed using the software Escuta Ativa (CTS Informática, Pato Branco, Brazil) in 12 sessions of 30 minutes, twice a week. For data analysis, the appropriate statistical tests were used. A decrease in the latency of negative wave N2 and the positive wave P3 in the left ear in G1, and a decrease of P2 in the right ear in G2 were observed. In the analysis comparing the pre- and post-CAT groups, there was a significant difference in P1 latency in the left ear and P2 latency in the right ear, pre-intervention. Furthermore, eight children had an absence of the P3 wave, pre-CAT, but after the intervention, all of them presented the P3 wave. There were changes in the SAB score pre- and post-CAT in both groups. The presence of correlation between the scale and some LLAEP components was observed. The CAT produced an electrophysiological modification, which became evident in the effects of the effects of neural plasticity after CAT. The SAB proved to be useful in measuring the therapeutic effects of the intervention. Moreover, there were behavioral changes in the SAB (higher scores) and correlation with LLAEP.
计算机化听觉训练（CAT）在听觉处理障碍（APD）病例的听觉能力刺激方面一直享有良好声誉。为了通过电生理和主观测量方法，测量CAT对具有典型或非典型语音习得的APD学生的影响，并在治疗前后进行相关性分析。本研究的样本包括14名APD儿童，分为具有典型语音习得的APD儿童（G1组）和具有非典型语音习得的APD儿童（G2组）。对儿童进行语音评估（PEC）、长潜伏期听觉诱发电位（LLAEP）和听觉行为量表（SAB），以辅助分组和治疗干预。治疗干预使用Escuta Ativa软件（CTS Informática，巴西帕托布兰科），每周两次，每次30分钟，共进行12次。数据分析采用了适当的统计检验。观察到G1组左耳负波N2和正波P3潜伏期缩短，G2组右耳P2潜伏期缩短。在比较CAT治疗前后组的分析中，干预前左耳P1潜伏期和右耳P2潜伏期存在显著差异。此外，8名儿童在CAT治疗前无P3波，但干预后均出现了P3波。两组CAT治疗前后SAB评分均有变化。观察到量表与一些LLAEP成分之间存在相关性。CAT产生了电生理改变，这在CAT后的神经可塑性效应中变得明显。SAB被证明有助于测量干预的治疗效果。此外，SAB存在行为变化（得分更高）且与LLAEP相关。
