Effect of auditory-motor training on auditory processing of school children

1Citations
Citations of this article
14Readers
Mendeley users who have this article in their library.

Abstract

OBJECTIVE: To compare performance in Avaliação Simplificada do Processamento Auditivo Central and Scale of Auditory Behaviors scores before and after auditory and motor training. METHODS: Sample comprising 162 children aged 9 to 11 years and attending public schools in the city of São Paulo (SP), Brazil; 122 out of 162 children were allocated to one of three experimental groups: Multisensory; Auditory/Motor and Motor/Auditory. Experimental groups were submitted to 8 hours of auditory, visuospatial and motor stimulation over the course of 8 weeks. The remaining 40 children formed the Control Group and received no stimulation. RESULTS: Relation between child behavior as perceived by school teachers and auditory test responses revealed that the better the performance in auditory processing assessment, the higher the Scale of Auditory Behaviors scores. CONCLUSION: Auditory and motor training led to improvements in auditory processing skills as rated by Avaliação Simplificada do Processamento Auditivo Central and Scale of Auditory Behaviors; this intervention model proved to be a good tool for use in school settings.

Cite

CITATION STYLE

APA

Gonçalves, F. A., Vieira, M. R., & Pereira, L. D. (2018). Effect of auditory-motor training on auditory processing of school children. Einstein (Sao Paulo, Brazil), 16(4), eAO4359. https://doi.org/10.31744/einstein_journal/2018AO4359

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free