Estimulação musical e potencial evocado auditivo cortical no acompanhamento de crianças com deficiência auditiva
Data
2023-10-30
Autores
Miguel, Juliana Habiro de Souza 
Orientadores
Gil, Daniela
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: A perda auditiva ocasiona a falha na recepção da informação auditiva e pode comprometer as habilidades comunicativas das crianças. O uso de dispositivos auditivos é essencial para que a criança tenha acesso aos sons de fala e para que possa desenvolver habilidades auditivas e de linguagem, cuja aquisição pode ser mensurada por meio de protocolos estruturados. A avaliação eletrofisiológica da audição, por meio dos Potenciais Evocados Auditivos Corticais, surge como uma maneira de complementar a avaliação comportamental. Fala e música apresentam características em comum, sejam acústicas ou uso de recursos cognitivos. Sendo assim, neste estudo, utilizou-se uma proposta de estimulação musical em crianças com deficiência auditiva na primeira etapa de desenvolvimento, após adaptação do dispositivo auditivo. Objetivo: Analisar os resultados do Potencial Evocado Auditivo Cortical e da Escala de Integração Auditiva antes e após um programa de estimulação musical em crianças com deficiência auditiva. Método: Participaram da pesquisa seis crianças com idades entre 20 e 43 meses e usuárias de dispositivos auditivos. Foi realizada a pesquisa do Potencial Evocado Auditivo e Cortical antes e após a estimulação musical proposta durante a reabilitação auditiva, a qual ocorreu em um período de 12 semanas. As crianças e famílias foram avaliadas quanto ao grau de envolvimento familiar, categorias de audição e de linguagem e resposta à Escala de Integração Auditiva. Resultados: Observou-se que as crianças, quando analisadas individualmente antes e após a realização da estimulação musical, apresentaram diminuição da latência do componente P1 para o estímulo tonal - tone burst com exceção do caso C5. Houve aumento da amplitude do componente P1 com o estímulo tonal - tone burst nos casos C1, C2 e C4 e para o estímulo complexo - fala nos casos C1, C4, C5 e C6. As respostas para Escala de Integração Auditiva variaram de 17,5% a 80% no antes e de 37,5% a 87,5% após a estimulação musical. Conclusão: Não houve diferenças para amplitude e latência do componente P1 ao comparar a captação antes e após a estimulação musical tanto para o estímulo tonal - tone burst como para estímulo complexo - fala, quando analisado o grupo amostral. A Escala de Integração Auditiva apresentou melhores respostas na aplicação após o programa de estimulação musical.
Introduction: Hearing loss causes failure to receive auditory information and can compromise children's communicative skills. The use of hearing devices is essential for children to have access to speech sounds and to develop hearing and language skills, which may be evaluated using specific protocols. The electrophysiological assessment of hearing, using Cortical Auditory Evoked Potentials, appears as a way to complement the behavioral assessment. Speech and music share common characteristics, whether acoustic or the use of cognitive resources. Therefore, in this study, a proposal for musical stimulation was used in children with hearing impairment in the first stage of development after the adaptation of the hearing device. Objective: To analyze the results of the Cortical Auditory Evoked Potentials and the Auditory Integration Scale before and after a musical stimulation program in children with hearing impairment. Method: Six children with aged between 20 and 43 months and using hearing devices, participated in the research. Cortical Auditory Evoked Potential was carried out before and after the musical stimulation proposed during auditory rehabilitation, which took place over a period of 12 weeks. Children and families were assessed regarding the degree of family involvement, hearing and language categories and responses to the Auditory Integration Scale. Results: It was observed that children, when analyzed individually before and after performing musical stimulation, showed a decrease in the latency of the P1 component elicited by tone bursts, with the exception of case C5. There was an increase in the amplitude of the P1 component with tonal stimulation in cases C1, C2 and C4 and for the speech stimulus in cases C1, C4, C5 and C6. Responses to the Auditory Integration Scale ranged from 17.5% to 80% before and 37.5% to 87.5% after musical stimulation. Conclusion: There were no differences in the amplitude and latency of the P1 component when comparing the recording before and after musical stimulation either for tone burst stimulus or speech stimulus, when evaluated as a group. Auditory Integration Scale showed better responses after the musical stimulation program.
Introduction: Hearing loss causes failure to receive auditory information and can compromise children's communicative skills. The use of hearing devices is essential for children to have access to speech sounds and to develop hearing and language skills, which may be evaluated using specific protocols. The electrophysiological assessment of hearing, using Cortical Auditory Evoked Potentials, appears as a way to complement the behavioral assessment. Speech and music share common characteristics, whether acoustic or the use of cognitive resources. Therefore, in this study, a proposal for musical stimulation was used in children with hearing impairment in the first stage of development after the adaptation of the hearing device. Objective: To analyze the results of the Cortical Auditory Evoked Potentials and the Auditory Integration Scale before and after a musical stimulation program in children with hearing impairment. Method: Six children with aged between 20 and 43 months and using hearing devices, participated in the research. Cortical Auditory Evoked Potential was carried out before and after the musical stimulation proposed during auditory rehabilitation, which took place over a period of 12 weeks. Children and families were assessed regarding the degree of family involvement, hearing and language categories and responses to the Auditory Integration Scale. Results: It was observed that children, when analyzed individually before and after performing musical stimulation, showed a decrease in the latency of the P1 component elicited by tone bursts, with the exception of case C5. There was an increase in the amplitude of the P1 component with tonal stimulation in cases C1, C2 and C4 and for the speech stimulus in cases C1, C4, C5 and C6. Responses to the Auditory Integration Scale ranged from 17.5% to 80% before and 37.5% to 87.5% after musical stimulation. Conclusion: There were no differences in the amplitude and latency of the P1 component when comparing the recording before and after musical stimulation either for tone burst stimulus or speech stimulus, when evaluated as a group. Auditory Integration Scale showed better responses after the musical stimulation program.
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Citação
MIGUEL, Juliana Habiro de Souza. Estimulação musical e potencial evocado auditivo cortical no acompanhamento de crianças com deficiência auditiva. Tese] (Doutorado em Distúrbios da Comunicação Humana) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP). São Paulo, 2023