Auditory training methods in children with psychiatric diagnosis: an integrative literature review
Métodos de treinamento auditivo em crianças com diagnóstico psiquiátrico: revisão integrativa da literatura
Humberto de Oliveira Simões; Sthella Zanchetta; Erikson Felipe Furtado
Abstract
Purpose: to identify auditory training approaches used in the pediatric population with psychiatric diagnoses and to characterize the contexts in which the intervention took place, as well as protocols and discernment of the results.
Methods: a search was carried out in four databases, using the fixed terms “auditory training” OR “auditory rehabilitation”. Regarding the sampling, there was a considerable range of diagnoses, signs and symptoms, including the most common ones. Articles published until August 2018 whose population did not present hearing loss were selected; articles whose subjects had made use of any personal sound amplification products, presented otitis or had any isolated diagnosis of auditory processing disorder, were excluded.
Results: 16 articles out of the 103 references found, met the inclusion criteria. The samplings studied were children and adolescents with learning, language or reading disorders, dyslexia, attention deficit hyperactivity disorder, autism spectrum disorder and schizophrenia. The bottom-up intervention and the combined approach (bottom- -up and top-down), in the formal context, were the most frequent approaches, whose results led to the improvement in linguistic, metalinguistic and auditory skills. The amount and frequency of sessions, as well as their duration varied.
Conclusion: the heterogeneity of auditory training techniques diversified the results. However, it seems there is a potential for recommending auditory training in the reviewed population.
Keywords
Resumo
Objetivo: identificar as abordagens de treinamento auditivo utilizadas na população infantil com diagnósticos psiquiátricos, caracterizar os contextos de intervenção, protocolos e discernimento dos desfechos.
Métodos: busca realizada em quatro bases de dados, utilizando as expressões fixas “auditory training” OR “auditory rehabilitation” e, quanto à amostragem, variaram-se aos mais comuns diagnósticos, sinais e sintomas. Foram selecionados artigos publicados até agosto de 2018, com população sem perda auditiva e excluídos artigos com amostra com uso de dispositivos de amplificação sonora, otites ou diagnóstico isolado de Transtorno do Processamento Auditivo.
Resultados: foram identificadas 103 referências, dentre as quais 16 preencheram os critérios de inclusão. As amostragens estudadas foram de crianças e adolescentes com distúrbios de aprendizagem, linguagem e leitura, dislexia, transtorno do déficit de atenção e hiperatividade, transtorno do espectro autista e esquizofrenia. As intervenções com a abordagem bottom-up e combinada (bottom-up e top-down), no contexto formal, foram as mais frequentes, cujos resultados direcionaram a melhora em habilidades auditivas, linguísticas e metalinguísticas. O número e frequência de sessões, assim como, a duração (tempo) foram diversificadas.
Conclusão: a heterogeneidade das técnicas de treinamento auditivo diversificou os resultados, entretanto, parece existir um potencial para recomendação do treinamento auditivo na população abordada.
Palavras-chave
Referencias
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Submitted date:
08/01/2019
Accepted date:
24/06/2019
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