Study of auditory evoked potential P300 before and after na acoustically controlled auditory training
DOI:
https://doi.org/10.33448/rsd-v9i10.8102Keywords:
Evoked Potentials Auditory; Hearing Stimulation; Electrophysiology; Audible Perception; Hearing.Abstract
Objective: evaluate the results of the P300 potential in individuals diagnosed with Central Auditory Processing Disorder, before and after the Acoustically Controlled Auditory Training. Methods: Observational, descriptive and longitudinal study. Five children from eight to 14 years old participated in the study. The evaluation and reassessment of the central auditory processing and P300 was performed before and after the application of the Acoustic Controlled Auditory Training program. Results: A descriptive analysis of data on preand post therapeutic measures was performed. There was na improvement in the auditory mechanisms, mainly monoaurals with low redundancy and dichotic. It was observed that of the Five patients evaluated, four had increased amplitude and in three there were changes in P3 latency, with a reduction in the values obtained before and after auditory training. Conclusion: It is possible to observe changes in the P300 potential parameters resulting from neural plasticity after Acoustically Controlled Auditory Training, demonstrating the importance of using objective and behavioral measures to monitor the therapeutic process.
References
Alonso, R., & Schochat, E. (2009). The efficacyof formal auditory training in childrenwith (central) auditory processing disorder: behavioral and electrophysiological evaluation. Braz J Otorhinolaryngol. 75(5), 726-32. https://doi.org/10.1590/S1808-86942009000500019.
Alvarenga, K. F., Araújo, E. S., Ferraz, E., &Crenitte, P. A. P. (2013). P300 auditory cognitive evoked potential as na indicator of therapeutical evolution in students with developmental dyslexia. CoDAS 25(6), 500-05. https://doi.org/10.1590/S2317-17822014000100002.
Carvalho, N. G., Novelli, C. V. L., & Colella-Santos, M. F. (2015). Fatores na infância e adolescência que podem influenciar o processamento auditivo: revisão sistemática. Revista CEFAC, 17(5), 1590-1603. https://doi.org/10.1590/1982-0216201517519014
Chermak, G. D., & Musiek, F. E. (1992). Managing central auditory processing disorders in children and youth. Am J Audiol. 1(3), 61-5.
Chermak, G. D., & Musiek, F. E. (1995). Three commonly asked questions about central auditory processing disorders management. Am J Audiol. 4(1):15-8.
Crippa, B. L., Aita, A. D. C., & Ferreira, M. I. D. C. (2011). Padronização das respostas eletrofisiológicas para o P300 em adultos normouvintes. Distúrb Comum. 23(3), 325-33.
Farias, L. S., Toniolo, I. F., & Cóser, P. L. (2004). P300: electrophysiological avaliation of hearing in children who haven ever repeated and who have repeated at school. Rev Bras Otorrinolaringol. 70(2), 194-199. https://doi.org/10.1590/S0034-72992004000200009.
Fillipini, R., Brito, N. F. S., Neves-Lobo, I. F., & Schochat, E. (2014). Maintenance of auditory abilities after auditory training. Audiol Commun Res. 19 (2), 112-116. https://doi.org/10.1590/S2317-64312014000200003.
Jasper, H. A. (1958). The ten-twenty system of the International Federation. Electroencephalogr Clin Neurophysiol. 10, 371-75.
Leite, R. A., Wertzner, H. F., & Matas, C. G. (2010). Potenciais evocados auditivos de longa latência em crianças com transtorno fonológico. Pró-Fono R. Atual. Cient. 22(4), 561-566. https://doi.org/10.1590/S0104-56872010000400034.
Lopes, A. C. (2013). Determinação dos limiares pelas conduções aérea e óssea. Audiometria tonal liminar. São Paulo: Santos.
Ma, X., Mc Pherson, B., & Ma, L. (2016). Electrophysiological assessment of auditory processing disorder in children with non-syndromic cleft lip and/or palate. Peer J. 4, e2383. DOI: 10.7717/peerj.2383.
Matas, C. G., Silva, F. B. L., Carrico, B., Leite, R. A., & Magliaro, F. C. L. (2015). Long-latency auditory evoked potentials with sound field in normal-hearing children. Audiol Commun Res. 20(4), 305-12. https://doi.org/10.1590/2317-6431-2014-1525.
McPherson, D. L. (1996). Long latency auditory evoked potentials. In:Late potentials of the auditory system. Singular Publishing Group, Inc, San Diego.
Melo, Â., Mezzomo, C. L., Garcia, M. V., & Biaggio, E.P.V. (2018). Computerized auditory training in students: electrophysiological and subjective analysis of therapeutic effectiveness. International Archives of Otorhinolaryngology. 22(1),23-32. https://doi.org/10.1055/s-0037-1600121.
Musiek, F. E., & Schochat, E. (1998). Auditory training and central auditory processing disorders: a case study. Semin Hear. 19(4),357-66.
Papagiannopoulou, E.A., & Lagopoulos, J. (2017). P300 event-related potentials in children with dyslexia . J. Ann. of Dyslexia 67, 99.
Pereira A. S., Shitsuka, D. M., Parreira, F. J., Shitsuka, R. (2018). Metodologia da pesquisa científica. [e-book]. Santa Maria. Ed. UAB/NTE/UFSM. Recuperado de https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1.
Pereira, L. D. (2013). Distúrbio da audição. Características do indivíduo com distúrbio do processamento auditivo. Manifestações de um DPA(C). Quais as causas? São Paulo: Santos.
Regaçone, S. F., Gução, A. C. B., & Frizzo, A. C. F. (2013). Eletrofisiologia: Perspectivas atuais de sua aplicação clínica em Fonoaudiologia. Verba Volant, 4(1), 1-20. Recuperado de <http://hdl.handle.net/11449/115281>.
Regaçone, S. F., Gução, A. C. B., Giacheti, C. M., Romero, A. C. L., &Frizzo, A. C. F. (2014). Long latency auditory evoked potentials in students with specific learning disorders. Audiol Commun Res. 19(1),13-8.
Samelli, A. G., & Mecca, F. F. D. N. (2010). Treinamento auditivo para transtorno do processamento auditivo: uma proposta de intervenção terapêutica. Rev. CEFAC Apr; 12( 2 ), 235-241. https://doi.org/10.1590/S1516-18462010005000006.
Souza, J., Rocha, V.O., Berticelli, A. Z., Didoné, D. D., & Sleifer P. (2017). Potencial Evocado Auditivo de Longa Latência – P3 em crianças com e sem queixas de dificuldade de aprendizagem. Audiol Commun Res.: 22, e1690. https://doi.org/10.1590/2317-6431-2016-1690.
Stroiek, S., Quevedo, L. S., Kieling, C. H., & Battezini A. C. L. (2015). Treinamento auditivo nas alterações do processamento auditivo: estudo de caso. Revista Cefac, [s.l.], 17(2), 604-614. https://doi.org/10.1590/1982-021620157914.
Soares, A. J. C. S., Sanches, S. G. G., Neves-Lobo, I. F., Carvalho, R. M. M., Matas, C. G., & Cárnio, M. S. (2011). Potenciais evocados auditivos de longa latência e processamento auditivo central em crianças com alterações de leitura e escrita: Dados preliminares. Arq. Int. Otorrinolaringol. / Intl. Arch. Otorhinolaryngol., São Paulo - Brasil, 15(4), 486-491. https://doi.org/10.1590/S1809-48722011000400013.
Ubiali, T., Sanfins, M. D., Borges, L. R., & Colella-Santos, M. F. (2016). Contralateral noise stimulation delays P300 latency in school-aged children. PLoS ONE. 11(2),e0148360. https://doi.org/10.1371/journal.pone.0148360.
Zygouris, N. C., Avramidis, E., Karapetsas, A. V., & Stamoulis, G. I. (2017). Differences in dyslexic students before and after a remediation program: A clinical neuropsychological and eventrelated potential study. Applied Neuropsychology: Child. 1-10.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Gabriela Martins de Medeiros ; Daniela Polo Camargo da Silva ; Maria Madalena Canina Pinheiro
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
