COMPETÊNCIAS AUDITIVAS EM ESCOLARES E SEU IMPACTO NA APRENDIZAGEM
DOI:
https://doi.org/10.56238/arev8n3-052Palavras-chave:
Potenciais Evocados Auditivos, Processamento Espacial Visual, Percepção Auditiva, Estimulação Acústica, ReabilitaçãoResumo
Considerando a importância de avaliar intervenções auditivas para a melhoria da aprendizagem, objetivou-se investigar a eficácia de dois procedimentos terapêuticos, o Treinamento Auditivo Acusticamente Controlado (TAAC) e o Sistema de Estimulação NeuroAuditiva (SENA), analisados individualmente e combinados, a fim de verificar a influência da ordem de aplicação sobre os efeitos da estimulação. Para tanto, procedeu-se à avaliação de 30 crianças de 8 a 11 anos, igualmente distribuídas por sexo e idade, por meio de audiometria tonal, testes comportamentais de processamento auditivo (escuta dicótica TDD, escuta monótica PSI, resolução temporal GIN e ordenação temporal TPD), potenciais evocados auditivos de curta (FFR) e longa latência (P300), além da Avaliação da Percepção Visual (DTVP-2) e da Escala SAB, antes e após as intervenções. Desse modo, observou-se que, na intervenção isolada, o TAAC foi eficaz nos procedimentos eletrofisiológicos (FFR e P300), nos testes comportamentais auditivos (PSI e TPD) e na Escala SAB; enquanto o SENA apresentou efeito positivo no FFR, no teste PSI e no item 4 da Escala SAB. As intervenções combinadas evidenciaram maior eficácia, especialmente quando o TAAC foi aplicado antes do SENA, sugerindo que o SENA potencializa os efeitos do TAAC. Foi possível concluir que o uso combinado de ambos os protocolos constitui uma abordagem promissora para a reabilitação auditiva e cognitiva, ao promover avanços comportamentais e neurofisiológicos e ampliar a compreensão sobre os mecanismos de plasticidade neural e suas implicações no processo de aprendizagem.
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