HABILIDADES AUDITIVAS EN ESCOLARES Y SU IMPACTO EN EL APRENDIZAJE
DOI:
https://doi.org/10.56238/arev8n3-052Palabras clave:
Potenciales Evocados Auditivos, Procesamiento Espacial Visual, Percepción Auditiva, Estimulación Acústica, RehabilitaciónResumen
Considerando la importancia de evaluar intervenciones auditivas para mejorar el aprendizaje, se objetivó investigar la eficacia de dos procedimientos terapéuticos, el Entrenamiento Auditivo Acústicamente Controlado (TAAC) y el Sistema de Estimulación NeuroAuditiva (SENA), analizados individualmente y en combinación, con el fin de verificar la influencia del orden de aplicación en los efectos de la estimulación. Para ello, se procedió a evaluar a 30 niños de 8 a 11 años, igualmente distribuidos por sexo y edad, mediante audiometría tonal, pruebas conductuales de procesamiento auditivo (escucha dicótica TDD, escucha monótica PSI, resolución temporal GIN y ordenación temporal TPD), potenciales evocados auditivos de corta (FFR) y larga latencia (P300), así como la Evaluación de la Percepción Visual (DTVP-2) y la Escala SAB, antes y después de las intervenciones. De este modo, se observó que, en la intervención aislada, el TAAC resultó eficaz en los procedimientos electrofisiológicos (FFR y P300), en las pruebas conductuales auditivas (PSI y TPD) y en la Escala SAB; mientras que el SENA mostró un efecto positivo en el FFR, en la prueba PSI y en el ítem 4 de la Escala SAB. Las intervenciones combinadas evidenciaron una mayor eficacia, especialmente cuando el TAAC se aplicó antes que el SENA, lo que sugiere que el SENA potencia los efectos del TAAC. Lo que permitió concluir que el uso combinado de ambos protocolos constituye un abordaje prometedor para la rehabilitación auditiva y cognitiva, al promover avances conductuales y neurofisiológicos, y ampliar la comprensión sobre los mecanismos de plasticidad neural y sus implicaciones en el proceso de aprendizaje.
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Referencias
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