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

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.

摘要
研究目的：对比听觉与运动训练前后，受试者在《中枢听觉处理简化评估量表（Avaliação Simplificada do Processamento Auditivo Central）》及《听觉行为量表（Scale of Auditory Behaviors）》中的得分表现。
研究方法：本研究样本为巴西圣保罗市公立学校的162名9至11岁儿童；其中122名儿童被分配至3个实验组之一：多感官组、听觉/运动组及运动/听觉组。实验组在8周周期内接受总计8小时的听觉、视觉空间及运动刺激训练。剩余40名儿童构成对照组，未接受任何刺激干预。
研究结果：学校教师感知的儿童行为与听觉测试结果存在关联，具体表现为听觉处理评估得分越高，听觉行为量表得分亦越高。
研究结论：听觉与运动训练可改善受试者经上述两量表评定的听觉处理能力；该干预模式被证实为适用于校园场景的有效干预工具。