Influência das desordens de processamento auditivo na avaliação neuropsicológica de pessoas com dificuldade de aprendizagem

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The complaints of learning disability (LD) in school age children and preschoolers have increased significantly in the past few years on the services of clinical neuro-pediatricians requiring more careful diagnostic procedures from part of the multidisciplinary team. This paper has the objective to investigate the influence of auditory processing disorders (APD) in LD and its relationship with cognitive, perceptual, sensory and neurological variables. The relevance of this object of study is that assessments for APD dont make part of the diagnostic protocol in the services of clinical neuro-pediatricians. The international literature shows that 7 to 10% of school age children present impairments in such assessments, with important implications to learning processes and social-emotional adaptations. In this study, participated 32 subjects that were sent from a neuro-pediatrician service at the Universitys Hospital of Brasilia (HUB) or from the universitys psychology school clinic (CAEP) at the University of Brasilia (UNB) that presented the complaint of LD. The age range was from three years and six months up to 36 years old, including all levels of education from preschoolers up to graduation students. The subjects or their legal responsibles were interviewed for information about their level of education and the history of LD. The subjects were also submitted to neuropsychological assessments by a verbal battery (Wechsler: WPPSI-III, WISC-III and WAIS-III), and a non-verbal (SON-R 2-7/SON-R 5-17), phonological evaluations (audiometry, tympanometry, otoacustic emissions and auditory processing) and neurophysiologic evoked potentials examinations (P-300 and auditory evoked potentials). The hypothesis proposed in this study were partially confirmed because the Dyslexia group didnt present different results between the verbal and nonverbal tests and the Bender results for this group was the best among groups. Nevertheless, the results showed tendencies towards specific neuropsychological and auditory processing profiles for the groups studied (LD, ADHD and Dyslexia). The Dyslexia group presented the best overall results and was the most homogeneous group. The ADHD group didnt present the ACID pattern for individual cases, but the group showed that tendency and also the worst verbal result among groups. The LD group had the worst total result and the most heterogeneous group in the results of subtests. Among the findings of this work it was possible to conclude that neuropsychological assessment is sensitive to different types of learning disabilities, implicating the necessity to include that assessment for the better understanding of the perceptual and cognitive abilities and environmental factors to help in the prevention or in a more assertive intervention.

ASSUNTO(S)

neuropsychological assessment adhd psicologia processamento auditivo avaliação neuropsicológica dyslexia tdah learning disability auditory processing dificuldade de aprendizagem dislexia

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