P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | CoDAS |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S2317-17822013000600500 |
Resumo: | Purpose: To verify the effectiveness of the Cognitive Auditory Evoked Potential-P300 (CAEP-P300) for monitoring the therapeutical evolution of students with developmental dyslexia. Methods: Twenty students diagnosed with developmental dyslexia, of both genders, aged between 8 and 14 years, divided into two randomized groups, one of them submitted to a phonological remediation program associated with reading and writing (GI), and the other one representing the control group (GII), participated in the study. The groups were paired up, and the individuals were submitted to two evaluations of the CAEP-P300 and the same interval was kept for both. Paired Student's t-test, ANOVA test, and Pearson's correlation coefficient were used, adopting 5% significance level. Results: The statistical comparison of the pre and post evaluations of each group demonstrated difference in the Phonological Awareness Test (p=0.000) and in the P300 latency (p=0.005) only for GI. Conclusion: CAEP-P300 use for monitoring the therapeutical evolution of children with developmental dyslexia is possible and represents a viable option for intervention programs. |
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P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexiaEvoked potentials, auditoryHearingEvent-related potentials, P300DyslexiaReadingLearning Purpose: To verify the effectiveness of the Cognitive Auditory Evoked Potential-P300 (CAEP-P300) for monitoring the therapeutical evolution of students with developmental dyslexia. Methods: Twenty students diagnosed with developmental dyslexia, of both genders, aged between 8 and 14 years, divided into two randomized groups, one of them submitted to a phonological remediation program associated with reading and writing (GI), and the other one representing the control group (GII), participated in the study. The groups were paired up, and the individuals were submitted to two evaluations of the CAEP-P300 and the same interval was kept for both. Paired Student's t-test, ANOVA test, and Pearson's correlation coefficient were used, adopting 5% significance level. Results: The statistical comparison of the pre and post evaluations of each group demonstrated difference in the Phonological Awareness Test (p=0.000) and in the P300 latency (p=0.005) only for GI. Conclusion: CAEP-P300 use for monitoring the therapeutical evolution of children with developmental dyslexia is possible and represents a viable option for intervention programs. Sociedade Brasileira de Fonoaudiologia2013-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S2317-17822013000600500CoDAS v.25 n.6 2013reponame:CoDASinstname:Sociedade Brasileira de Fonoaudiologia (SBFA)instacron:SBFA10.1590/S2317-17822014000100002info:eu-repo/semantics/openAccessAlvarenga,Kátia de FreitasAraújo,Eliene SilvaFerraz,ÉrikaCrenitte,Patrícia Abreu Pinheiroeng2014-08-01T00:00:00Zoai:scielo:S2317-17822013000600500Revistahttps://www.codas.org.br/ONGhttps://old.scielo.br/oai/scielo-oai.phpcodas@editoracubo.com.br||revista@codas.org.br2317-17822317-1782opendoar:2014-08-01T00:00CoDAS - Sociedade Brasileira de Fonoaudiologia (SBFA)false |
dc.title.none.fl_str_mv |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
title |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
spellingShingle |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia Alvarenga,Kátia de Freitas Evoked potentials, auditory Hearing Event-related potentials, P300 Dyslexia Reading Learning |
title_short |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
title_full |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
title_fullStr |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
title_full_unstemmed |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
title_sort |
P300 auditory cognitive evoked potential as an indicator of therapeutical evolution in students with developmental dyslexia |
author |
Alvarenga,Kátia de Freitas |
author_facet |
Alvarenga,Kátia de Freitas Araújo,Eliene Silva Ferraz,Érika Crenitte,Patrícia Abreu Pinheiro |
author_role |
author |
author2 |
Araújo,Eliene Silva Ferraz,Érika Crenitte,Patrícia Abreu Pinheiro |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Alvarenga,Kátia de Freitas Araújo,Eliene Silva Ferraz,Érika Crenitte,Patrícia Abreu Pinheiro |
dc.subject.por.fl_str_mv |
Evoked potentials, auditory Hearing Event-related potentials, P300 Dyslexia Reading Learning |
topic |
Evoked potentials, auditory Hearing Event-related potentials, P300 Dyslexia Reading Learning |
description |
Purpose: To verify the effectiveness of the Cognitive Auditory Evoked Potential-P300 (CAEP-P300) for monitoring the therapeutical evolution of students with developmental dyslexia. Methods: Twenty students diagnosed with developmental dyslexia, of both genders, aged between 8 and 14 years, divided into two randomized groups, one of them submitted to a phonological remediation program associated with reading and writing (GI), and the other one representing the control group (GII), participated in the study. The groups were paired up, and the individuals were submitted to two evaluations of the CAEP-P300 and the same interval was kept for both. Paired Student's t-test, ANOVA test, and Pearson's correlation coefficient were used, adopting 5% significance level. Results: The statistical comparison of the pre and post evaluations of each group demonstrated difference in the Phonological Awareness Test (p=0.000) and in the P300 latency (p=0.005) only for GI. Conclusion: CAEP-P300 use for monitoring the therapeutical evolution of children with developmental dyslexia is possible and represents a viable option for intervention programs. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S2317-17822013000600500 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S2317-17822013000600500 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/S2317-17822014000100002 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Fonoaudiologia |
publisher.none.fl_str_mv |
Sociedade Brasileira de Fonoaudiologia |
dc.source.none.fl_str_mv |
CoDAS v.25 n.6 2013 reponame:CoDAS instname:Sociedade Brasileira de Fonoaudiologia (SBFA) instacron:SBFA |
instname_str |
Sociedade Brasileira de Fonoaudiologia (SBFA) |
instacron_str |
SBFA |
institution |
SBFA |
reponame_str |
CoDAS |
collection |
CoDAS |
repository.name.fl_str_mv |
CoDAS - Sociedade Brasileira de Fonoaudiologia (SBFA) |
repository.mail.fl_str_mv |
codas@editoracubo.com.br||revista@codas.org.br |
_version_ |
1752122440008335360 |