Uso do potencial evocado auditivo de média latência em populações infantis: uma revisão integrativa

• Autor(a) principal: Romero, Ana Carla Leite
• Data de Publicação: 2016
• Outros Autores: Oliveira, Anna Caroline Silva De, Regaçone, Simone Fiuza, Frizzo, Ana Cláudia Figueiredo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1590/1982-021620161818315; http://hdl.handle.net/11449/157759
• topic: Child; Child Development; Evoked Potentials, Auditory; Hearing; Hearing Tests; Criança; Desenvolvimento Infantil; Potenciais Evocados Auditivos; Audição; Testes auditivos

ABSTRACT This study aimed to investigate, in the literature, the use of middle latency auditory evoked potentials in children to study the auditory system in its normal and deviant processes. The integrative scientific literature review consisted of searching studies using PubMed, Scopus and Scielo databases. The search terms descriptors were: auditory middle latency response , auditory middle latency potential, children, child, childhood, maturation and development. The selected studies were full papers whose participants were children who underwent middle latency auditory evoked potentials exams. The analysis of the studies, individually, verified aspects related to the aim of the research, the methodology used and the conclusion of each study. A total of 11 studies retrieved from PubMed, eight from Scpus and two studies from Scielo were selected and read in full. Out of the 21 articles, six investigations had been carried out with healthy children, four of them examined the components of this potential in children with language disorders or specific language disorders, four studies assessed children with cochlear implants and seven investigations with children with other changes. This integrative review showed the importance of research of Middle Latency Auditory Evoked Potentials in children. Such an assessment has allowed earlier and accurate diagnosis of patients with language, speech or learning disorders as well as auditory processing disorders, in addition to monitoring therapeutic evolution.