ELIANE SCHOCHAT
Projetos de Pesquisa
Unidades Organizacionais
Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina - Docente
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
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- Auditory processing in children and adolescents in situations of risk and vulnerability(2012) MURPHY, Cristina Ferraz Borges; PONTES, Fernanda; STIVANIN, Luciene; PICOLI, Erica; SCHOCHAT, ElianeCONTEXT AND OBJECTIVE: Children and adolescents who live in situations of social vulnerability present a series of health problems. Nonetheless, affirmations that sensory and cognitive abnormalities are present are a matter of controversy. The aim of this study was to investigate aspects to auditory processing, through applying the brainstem auditory evoked potential (BAEP) and behavioral auditory processing tests to children living on the streets, and comparison with a control group. DESIGN AND SETTING: Cross-sectional study in the Laboratory of Auditory Processing, School of Medicine, Universidade de Sao Paulo. METHODS: The auditory processing tests were applied to a group of 27 individuals, subdivided into 11 children (7 to 10 years old) and 16 adolescents (11 to 16 years old), of both sexes, in situations of social vulnerability, compared with an age-matched control group of 10 children and 11 adolescents without complaints. The BAEP test was also applied to investigate the integrity of the auditory pathway. RESULTS: For both children and adolescents, there were significant differences between the study and control groups in most of the tests applied, with significantly worse performance in the study group, except in the pediatric speech intelligibility test. Only one child had an abnormal result in the BAEP test. CONCLUSIONS: The results showed that the study group (children and adolescents) presented poor performance in the behavioral auditory processing tests, despite their unaltered auditory brainstem pathways, as shown by their normal results in the BAEP test.
- Executive Function and Sensory Processing in Dichotic Listening of Young Adults with Listening Difficulties(2021) PASCOINELLI, Aline Tocchini; SCHOCHAT, Eliane; MURPHY, Cristina Ferraz BorgesPrevious studies have suggested that varying attention demands in dichotic listening (DL) tasks might be a clinically feasible method to distinguish 'bottom-up' from 'top-down' deficits in listening. This study aims to investigate DL processing in adults with listening difficulties (LD). We assessed the performance of a listening difficulties group (LDG) (n = 24, mean age = 24, backward digit span = 4.0) and a control group (CG) (n = 25, mean age = 29.2, backward digit span = 6.4) in DL tests involving non-forced and both right and left-forced attention. The results indicated an overall significantly worse performance of LDG compared to the CG, which was greater for forced-left condition. This same result was observed when controlling for working memory (WM) variance. Both groups presented an overall right ear advantage with no difference in terms of the magnitude of advantage. These results indicate that LD presented by the LDG might be due to a combination of sensory and cognitive deficits, with emphasis on the cognitive component. However, the WM, although impaired in the LDG group, was not the main factor in segregating both groups. The role of the additional cognitive processes such as inhibitory control in LD is discussed.
- Associacao entre habilidades top-down e testes de processamento auditivo(2013) MURPHY, Cristina Ferraz Borges; LA TORRE, Renata; SCHOCHAT, ElianeToday, we are questioning how top-down skills may interfere with performance on auditory processing tests. OBJECTIVE: To investigate the existence of a possible association between memory, attention and language skills in auditory processing tests in ""normal"" development children. METHOD: Twenty children (ages 7 to 9 years), without complaints related to verbal and/or written language skills; without overt neurological or psychological involvement or delayed psychomotor development. We employed Hearing and auditory Processing Assessment tests in addition to psychophysical tests (visual and auditory attention tests; memory tests for digits and syllables and phonological awareness tests). RESULTS: there was a ""very strong"" correlation between Frequency Pattern and Memory for Digits Tests; a ""strong"" correlations between SSW (LE) test and Memory for Syllables, and SSW (LE) test and phonemic tasks. CONCLUSION: the Frequency Pattern Test showed a strong correlation with the phonological working memory skill; just as the SSW had with language and memory skills for syllables. It is noteworthy the difficult to clinically interpret the results of each auditory processing test alone, since these may be dependent on skills not necessarily related to the auditory modality, such as memory and language.
- Efeitos do treinamento auditivo em idosos com Comprometimento Cognitivo Leve(2014) AVILA, Renata Rezende de Almeida; MURPHY, Cristina Ferraz Borges; SCHOCHAT, ElianeIntroduction: Studies have shown the presence of an Auditory Processing Disorder in individuals with mild cognitive impairment. Objective: To investigate the effect of an auditory training in individuals with mild cognitive impairment. Methods: Twenty-five individuals with mild cognitive impairment and ages between 69 and 91 participated in the study. They were divided into three groups: a study group (10 subjects) who underwent an auditory training; an alternative group (10 subjects) who underwent to visual training and a control group (5 subjects) who did not receive any intervention. Results: After training, only the study group demonstrated better performance regarding all auditory abilities, but worse performance regarding cognitive abilities. Conclusion: Auditory training was effective regarding auditory abilities but not for cognitive abilities.
- Processamento auditivo (central) em crianças com dislexia: avaliação comportamental e eletrofisiológica(2013) OLIVEIRA, Juliana Casseb; MURPHY, Cristina Ferraz Borges; SCHOCHAT, ElianePURPOSE: To compare the performances of children with dyslexia and a control group in behavioral tests of (Central) Auditory Processing and Long Latency Auditory Evoked Potentials (P300). METHODS: Participants were 22 individuals with dyslexia (study group) and 16 individuals with typical development (control group). All individuals underwent behavioral and electrophysiological assessment of (Central) Auditory Processing (Frequency Pattern Test, Dichotic Digit Test, Speech-in-Noise Test, and P300). RESULTS: Concerning the behavioral tests, there was difference between groups for the Frequency Pattern Test and for the left ear in the Dichotic Digit Test, with worse performance observed in the study group. Considering the P300, there was difference between groups regarding amplitude and latency absolute values, but this finding was not statistically significant. CONCLUSION: The findings suggest that individuals with dyslexia present temporal auditory processing and figure-ground alterations, which was evidenced by behavioral auditory processing tests. There was no difference between the performance of both groups for the P300 test.
- Influence of memory, attention, IQ and age on auditory temporal processing tests: preliminary study(2014) MURPHY, Cristina Ferraz Borges; ZACHI, Elaine Cristina; ROQUE, Daniela Tsubota; VENTURA, Dora Selma Fix; SCHOCHAT, ElianePURPOSE: To investigate the existence of correlations between the performance of children in auditory temporal tests (Frequency Pattern and Gaps in Noise - GIN) and IQ, attention, memory and age measurements. METHOD: Fifteen typically developing individuals between the ages of 7 to 12 years and normal hearing participated in the study. Auditory temporal processing tests (GIN and Frequency Pattern), as well as a Memory test (Digit Span), Attention tests (auditory and visual modality) and intelligence tests (RAVEN test of Progressive Matrices) were applied. RESULTS: Significant and positive correlation between the Frequency Pattern test and age variable were found, which was considered good (p<0.01, 75.6%). There were no significant correlations between the GIN test and the variables tested. CONCLUSIONS: Auditory temporal skills seem to be influenced by different factors: while the performance in temporal ordering skill seems to be influenced by maturational processes, the performance in temporal resolution was not influenced by any of the aspects investigated.
- Effects of different types of auditory temporal training on language skills: a systematic review(2013) MURPHY, Cristina Ferraz Borges; SCHOCHAT, ElianePrevious studies have investigated the effects of auditory temporal training on language disorders. Recently, the effects of new approaches, such as musical training and the use of software, have also been considered. To investigate the effects of different auditory temporal training approaches on language skills, we reviewed the available literature on musical training, the use of software and formal auditory training by searching the SciELO, MEDLINE, LILACS-BIREME and EMBASE databases. Study Design: Systematic review. Results: Using evidence levels I and II as the criteria, 29 of the 523 papers found were deemed relevant to one of the topics (use of software - 13 papers; formal auditory training - six papers; and musical training - 10 papers). Of the three approaches, studies that investigated the use of software and musical training had the highest levels of evidence; however, these studies also raised concerns about the hypothesized relationship between auditory temporal processing and language. Future studies are necessary to investigate the actual contribution of these three types of auditory temporal training to language skills.
- The Role of Phonological, Auditory Sensory and Cognitive Skills on Word Reading Acquisition: A Cross-Linguistic Study(2020) MURPHY, Cristina Ferraz Borges; SCHOCHAT, Eliane; BAMIOU, Doris-EvaDespite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear. In addition, it also remains unknown the role of the orthography in the influence of auditory temporal processing and attention skills on word reading skills. The current study investigates the word reading predictors in a group of British and Brazilian children with typical development considering phonological, auditory sensory, short-term memory, and sustained attention skills. Rhyme and Alliteration skills predicted word reading in both groups; however, the correlation in the British group was more robust. Short-term memory was also correlated with reading in both groups; however, it was a significant word reading predictor only in the British group. The auditory sensory was not directly correlated with word reading in either group; however, it was involved with Rhyme and Alliteration performance only in the British group. Those results were discussed considering the complexity of the phonological structure and opaque orthography in English when compared to Portuguese, which indicates that the less transparent the orthography, the higher the importance of factors such as phonological awareness, short-term memory, and to some extent, auditory sensory processing skills on word reading acquisition. Those results emphasize the need to consider orthography and phonological features of a particular language when developing a reading assessment and treatments.
- O Potencial Evocado Auditivo com estímulo de fala pode ser uma ferramenta útil na prática clínica?(2016) ROCHA-MUNIZ, Caroline Nunes; FILIPPINI, Renata; NEVES-LOBO, Ivone Ferreira; RABELO, Camila Maia; MORAIS, Aline Albuquerque; MURPHY, Cristina Ferraz Borges; CALARGA, Karenina Santos; LEITE, Libia Camargo Ribeiro; PIRES, Mayra Monteiro; SENA-YOSHINAGA, Taise Argolo; SCHOCHAT, ElianeABSTRACT Purpose : To discuss the clinical applicability of the speech-evoked Auditory Brainstem Response (speech-evoked ABR) to help identifying auditory processing disorders. Methods : We analyzed the records of 27 children and adolescents, aged between seven and 15, who presented abnormal speech-evoked ABR. Then, the data from the behavioral auditory processing evaluation of these individuals were surveyed. Results : It was observed that, among the 27 children with abnormal speech-evoked ABR, 23 also had auditory processing disorders. Therefore, from this sample, an 85.15% probability of observing abnormal behavioral assessment of auditory processing in a child who presented abnormal speech-evoked ABR was obtained. Conclusion : It is argued that the speech-evoked ABR can be used in clinical practice as an important aid tool in the diagnosis of auditory processing disorder, because, in this study, an abnormal speech-evoked ABR usually represented a deficit in the results of behavioral assessment of auditory processing. Thus, it can be used to obtain information about the perception of speech sounds in children under seven years or with challenging behavioral assessment.
- Auditory training and cognitive functioning in adult with traumatic brain injury(2011) MURPHY, Cristina Ferraz Borges; FILLIPPINI, Renata; PALMA, Debora; ZALCMAN, Tatiane Eisencraft; LIMA, Janaina Patricio; SCHOCHAT, Eliane