Análise do perfil sensorial auditivo e visual de escolares

Abstract

Introduction: Central Auditory Processing (CAP) and visual perception are essential for the development of skills such as reading and writing. Alterations in these abilities can compromise school performance, especially in the early years of elementary education, reinforcing the importance of early assessment.Objective: To analyze the auditory and visual sensory profile of children in the early years of elementary school. Methods: Observational, cross-sectional, and quantitative study, approved by the Research Ethics Committee (approval nº 6.196.854), conducted at the Speech-Language Pathology School Clinic of UFPB. A total of 51 children aged 7 to 10 years, with and without learning complaints, participated in the study, selected by convenience sampling. Data collection included a CAP anamnesis, basic audiological assessment, behavioral assessment of CAP, and visual perception evaluation. Data were organized in Excel and analyzed using SPSS (version 26.0), with descriptive analysis and normality tests (Kolmogorov-Smirnov and Shapiro-Wilk), which indicated non-normal distribution. Results: Among the children evaluated, 84.3% were diagnosed with Central Auditory Processing Disorder. The main difficulties were found in auditory closure, temporal ordering (naming), and binaural integration and separation, with better performance in temporal resolution, temporal ordering (imitation), figure-ground, and binaural interaction. In visual perception, the highest scores were in copying, speed, and visual-motor coordination; the lowest were in spatial position, figure-ground, and spatial relations. The Visual-Motor Integration Quotient was the highest, and the Reduced Motor Quotient was the lowest. Conclusion: The analysis revealed relevant alterations in most children, highlighting the importance of perceptual assessment for early identification of difficulties and targeted interventions.