Executive Function and Sensory Processing in Dichotic Listening of Young Adults with Listening Difficulties.

Previous studies have suggested that varying attention demands in dichotic listening (DL) tasks might be a clinically feasible method to distinguish 'bottom-up' from 'top-down' deficits in listening. This study aims to investigate DL processing in adults with listening difficulties (LD). We assessed the performance of a listening difficulties group (LDG) ( = 24, mean age = 24, backward digit span = 4.

The Role of Phonological, Auditory Sensory and Cognitive Skills on Word Reading Acquisition: A Cross-Linguistic Study.

Despite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear. In addition, it also remains unknown the role of the orthography in the influence of auditory temporal processing and attention skills on word reading skills. The current study investigates the word reading predictors in a group of British and Brazilian children with typical development considering phonological, auditory sensory, short-term memory, and sustained attention skills.

Auditory Processing after Early Left Hemisphere Injury: A Case Report.

Few studies have addressed the long-term outcomes of early brain injury, especially after hemorrhagic stroke. This is the first study to report a case of acquired auditory processing disorder in a 10-year-old child who had a severe left hemorrhagic cerebral infarction at 13 months of age, compromising nearly all of the left temporal lobe. This case, therefore, is an excellent and rare opportunity to investigate the presence of neural plasticity of central auditory system in a developing brain followed severe brain damage.

Can speech-evoked Auditory Brainstem Response become a useful tool in clinical practice?

Purpose: To discuss the clinical applicability of the speech-evoked Auditory Brainstem Response (speech-evoked ABR) to help identifying auditory processing disorders.

Methods: We analyzed the records of 27 children and adolescents, aged between seven and 15, who presented abnormal speech-evoked ABR. Then, the data from the behavioral auditory processing evaluation of these individuals were surveyed.

Influence of memory, attention, IQ and age on auditory temporal processing tests: preliminary study.

Purpose: To investigate the existence of correlations between the performance of children in auditory temporal tests (Frequency Pattern and Gaps in Noise--GIN) and IQ, attention, memory and age measurements.

Method: Fifteen typically developing individuals between the ages of 7 to 12 years and normal hearing participated in the study. Auditory temporal processing tests (GIN and Frequency Pattern), as well as a Memory test (Digit Span), Attention tests (auditory and visual modality) and intelligence tests (RAVEN test of Progressive Matrices) were applied.

Association between top-down skills and auditory processing tests.

Unlabelled: Today, we are questioning how top-down skills may interfere with performance on auditory processing tests.

Objective: To investigate the existence of a possible association between memory, attention and language skills in auditory processing tests in "normal" development children.

Method: Twenty children (ages 7 to 9 years), without complaints related to verbal and/or written language skills; without overt neurological or psychological involvement or delayed psychomotor development.

Auditory processing in children with dyslexia: electrophysiological and behavior evaluation.

Purpose: To compare the performances of children with dyslexia and a control group in behavioral tests of (Central) Auditory Processing and Long Latency Auditory Evoked Potentials (P300).

Methods: Participants were 22 individuals with dyslexia (study group) and 16 individuals with typical development (control group). All individuals underwent behavioral and electrophysiological assessment of (Central) Auditory Processing (Frequency Pattern Test, Dichotic Digit Test, Speech-in-Noise Test, and P300).

Effects of different types of auditory temporal training on language skills: a systematic review.

Unlabelled: Previous studies have investigated the effects of auditory temporal training on language disorders. Recently, the effects of new approaches, such as musical training and the use of software, have also been considered. To investigate the effects of different auditory temporal training approaches on language skills, we reviewed the available literature on musical training, the use of software and formal auditory training by searching the SciELO, MEDLINE, LILACS-BIREME and EMBASE databases.

Auditory processing in children and adolescents in situations of risk and vulnerability.

Context And Objective: Children and adolescents who live in situations of social vulnerability present a series of health problems. Nonetheless, affirmations that sensory and cognitive abnormalities are present are a matter of controversy. The aim of this study was to investigate aspects to auditory processing, through applying the brainstem auditory evoked potential (BAEP) and behavioral auditory processing tests to children living on the streets, and comparison with a control group.

Hearing abilities in children with dyslexia and attention deficit hyperactivity disorder.

Background: auditory processing and co-occurrence of pathologies.

Aim: to investigate the performance of children with Dyslexia and attention deficit hyperactivity disorder (ADHD) in behavioral and auditory processing tests, comparing the results to a control group.

Method: participants of the study were 30 children, with ages between 7 and 12 years, divided into three groups: a control group of 10 children, a study group of 10 children with dyslexia and a study group of 10 children with ADHD.

Correlations between reading, phonological awareness and auditory temporal processing.

Background: Auditory temporal processing and reading.

Aim: To analyse the potential correlations between reading acquisition, phonological awareness, and auditory temporal processing in Brazilian children with dyslexia.

Method: This study evaluated sixty children, nine to twelve years of age, divided into two groups: a control group of twenty seven children without dyslexia and a study group of thirty three children with dyslexia.

[Influence of temporal aspects in auditory temporal processing tests].

Background: Auditory temporal processing.

Aim: To compare the performance of children in auditory temporal processing tests according to different temporal variables such as inter-stimulus interval, stimuli duration and type of task (discrimination or ordering).

Method: 27 children, with ages between 9 to 12 years, were evaluated.