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Arquivos Internacionais de Otorrinolaringologia 2010; 14(02): 174-179
DOI: 10.7162/S1809-48722010000200005
Original Article
Thieme Publicações Ltda Rio de Janeiro, Brazil

Auditory Attention: Time of Day and Type of School

Atenção Auditiva: Período do Dia e Tipo de Escola
Mirela Machado Picolini
*   Speech therapist. Pupil Graduate School of Dentistry of Bauru, University of São Paulo.
,
Damiane Stivanin
**   Speech. Specializing in Human Communication Disorders at the Federal University of São Paulo, UNIFESP.
,
Ariane Risatto Sampaio
***   Master of Speech Pathology, Faculty of Dentistry of Bauru, University of São Paulo, FOB / USP. Speech.
,
Karina Krahembuhl Salvador
*   Speech therapist. Pupil Graduate School of Dentistry of Bauru, University of São Paulo.
,
José Roberto Pereira Lauris
****   Doctor. Tenured Professor, Department of Pediatric Dentistry, Orthodontics and Public Health, Faculty of Dentistry of Bauru, University of São Paulo, FOB / USP.
,
Mariza Ribeiro Feniman
*****   PhD. Tenured Professor, Department of Speech Pathology, Faculty of Dentistry of Bauru, University of São Paulo, FOB / USP.
› Author Affiliations
Further Information

Publication History

03 January 2010

21 March 2010

Publication Date:
13 February 2014 (online)

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Summary

Introduction: The sustained auditory attention is crucial for the development of some communication skills and learning.

Objective: To evaluate the effect of time of day and type of school attended by children in their ability to sustained auditory attention.

Method: We performed a prospective study of 50 volunteer children of both sexes, aged 7 years, with normal hearing, no learning or behavioral problems and no complaints of attention. These participants underwent Ability Test of Sustained Auditory Attention (SAAAT). The performance was evaluated by total score and the decrease of vigilance. Statistical analysis was used to analysis of variance (ANOVA) with significance level of 5% (p ≤ 0.05).

Results: The result set by the normative test for the age group evaluated showed a statistically significant difference for the errors of inattention (p = 0.041, p = 0.027) and total error score (p = 0.033, p = 0.024), in different periods assessment and school types, respectively.

Conclusion: Children evaluated in the afternoon and the children studying in public schools had a poorer performance on auditory attention sustained.

Resumo

Introdução: A atenção auditiva sustentada é fundamental para o desenvolvimento de algumas habilidades comunicativas e aprendizagem.

Objetivo: Verificar o efeito do período do dia e o tipo de escola frequentada pela criança, em sua habilidade de atenção auditiva sustentada.

Método: Foi realizado um estudo prospectivo com 50 crianças voluntárias de ambos os gêneros, na faixa etária de 7 anos, com audição normal, sem queixas escolares e/ou comportamentais e sem queixas de dificuldades de atenção. Estes participantes foram submetidos ao Teste da Habilidade de Atenção Auditiva Sustentada (THAAS). O desempenho foi avaliado pela pontuação total e pelo decréscimo de vigilância. Para a análise estatística foi utilizada a análise de variância (ANOVA), com nível de significância de 5% (p ≤ 0,05).

Resultados: O resultado normativo estabelecido pelo teste para a faixa etária avaliada demonstrou haver diferença estatisticamente significante para os erros de desatenção (p = 0,041; p = 0,027) e pontuação total de erros (p = 0,033; p = 0,024), nos diferentes períodos de avaliação e tipos de escola, respectivamente.

Conclusão: As crianças avaliadas no período da tarde e as crianças que estudavam em escolas públicas apresentaram pior desempenho na habilidade de atenção auditiva sustentada.

Keywords

attention - hearing - child - rating

Palavras-chave

atenção - audição - criança - avaliação
 

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