Purpose
to characterize the auditory processing of students who failed in the simplified evaluation of the auditory processing and compare these found results with the results in the behavioral auditory processing evaluation.
Methods
it was performed the basic audiological evaluation (vocal and tonal audiometry and acoustic immitance measurements), the behavioral battery of the auditory processing, composed by the PSI (Pediatric Speech Intelligibility) portuguese version, PPS (Pitch Pattern Sequence), MLD (Masking Level Difference), SSW (Stagged Spondaic Words) portuguese version and GIN (Gap in Noise), and the retest of the simplified evaluation of the auditory processing with students from nine to fourteen years old registered between 4th to 8th grade of a public school in Porto Alegre.
Results
ten (90,9%) out of the eleven evaluated students that failed in the simplified evaluation showed alterations in the behavioral battery of auditory processing tests. The subprofiles which had the major number of alterations were the ones of decoding and integration, the most impaired auditory abilities were binaural interaction and separation and binaural integration concomitantly. There was no relevant association between the tasks of the simplified evaluation and the tests of the behavioral battery when comparing the same neuralphisiological report or similar task.
Conclusion
it was possible to characterize the auditory processing of the analyzed students. From the comparison between the simplified evaluation and the behavioral battery it was noted that the simplified evaluation can be a sensible predictor to the alterations of the auditory processing, in spite of not identifying the specific association between the compared abilities.
Auditory Perception; Child; Hearing Disorders
