Auditory processing: time markers for hearing ability

Abstract

Model of study: descriptive study and cross. Purpose: to characterize the acquisition time of each hearing ability worked with children diagnosed with Disturbance of Central Auditory Processing, school age, from a speech therapy program pre-established, which lasted 20 sessions. Methods: participated in speech therapy 8 patients aged seven to nine years, school age, in a public school. For the analysis of the data set as a criterion for participation, the individual who completed at least 16 sessions of therapy, or one that reached the proposed objectives (adequacy of skills) in fewer sessions. For each session, which occurred weekly, lasting 40 minutes each, was conducted cursive record the child’s performance for each of the skills worked (location, discrimination, recognition, figure-ground/closing, comprehension e memory). Subsequently, we performed a descriptive content analysis of similarity between the skills. In the record was marked session considered the end of the activity, that is, the acquisition of skill. Results: the number of sessions held by the study subjects ranged from 10 to 20 sessions and the average length of sessions for each skill acquisition of auditory worked varied from three to 16 sessions. Conclusion: it was possible to observe adequacy in auditory skills in all subjects of the group, with a range of time worked for each skill. Studies with larger samples are essential to achieve time markers for the acquisition of auditory skills in this population segment.