Baruchi Ana Flávia de Oliveira Nalom, Schochat Eliane
Departamento de Fonoaudiologia, Fisioterapia e Terapia Ocupacional, Faculdade de Medicina, Universidade de São Paulo - USP - São Paulo (SP), Brasil.
Codas. 2025 Mar 31;37(3):e20240065. doi: 10.1590/2317-1782/e20240065pt. eCollection 2025.
To develop and verify the effectiveness of a hearing abilities (HA) stimulation program included in the regular school curriculum and applied by teachers in the classroom.
An HA stimulation program was developed and applied to preschoolers during the school year; 34 children underwent auditory stimulation (ASG) and were compared to a placebo group (PG; n = 31). The students were assessed regarding their HA and pre-reading and decoding skills before and after the intervention. They were reassessed twice after applying the program to monitor the students' performance amid the COVID-19 pandemic.
The program includes activities applied at school by teachers for 25 weeks, lasting 10-15 minutes/day, stimulating the following HA: detection, discrimination, temporal processing, figure-ground, closure, memory, and attention. The ASG and PG performances differed significantly after the program.
The program was incorporated into the curriculum, helping to develop the skills recommended by the Ministry of Education. After auditory stimulation, ASG performed better in auditory figure-ground, temporal resolution, rhyme identification and production, and word production from the phoneme given.
开发并验证一项包含在常规学校课程中、由教师在课堂上实施的听力能力（HA）刺激计划的有效性。
开发了一项HA刺激计划并在学年期间应用于学龄前儿童；34名儿童接受了听觉刺激（ASG），并与一个安慰剂组（PG；n = 31）进行比较。在干预前后，对学生的HA以及预读和解码技能进行了评估。在实施该计划后，对学生进行了两次重新评估，以监测他们在新冠疫情期间的表现。
该计划包括教师在学校开展的为期25周、每天持续10 - 15分钟的活动，刺激以下HA：检测、辨别、时间处理、图形 - 背景、闭合、记忆和注意力。该计划实施后，ASG和PG的表现存在显著差异。
该计划已纳入课程，有助于培养教育部推荐的技能。经过听觉刺激后，ASG在听觉图形 - 背景、时间分辨率、韵律识别和生成以及给定音素的单词生成方面表现更好。
