Temporal auditory aspects in children with poor school performance and associated factors

Area of Science:

• Neuroscience
• Developmental Psychology
• Audiology

Background:

• Poor school performance in children can stem from various factors, including sensory processing deficits.
• Auditory temporal processing is crucial for language acquisition and academic success.

Purpose of the Study:

• To investigate auditory temporal aspects in underperforming students aged 7-12.
• To explore associations between auditory temporal skills and behavioral, health, and sociodemographic factors.

Main Methods:

• Observational, analytical, transversal study of 89 children with poor school performance.
• Data collection included parent questionnaires (sociodemographics, health, Strengths and Difficulties Questionnaire) and child assessments (health self-perception, auditory tests).
• Auditory assessment involved meatoscopy, Transient Otoacoustic Emissions, and tests of auditory temporal ordering and resolution, analyzed via logistic regression.

Main Results:

• Significant correlations were found between auditory temporal aspects and age, gender, school repetition, and health self-perception.
• Children with poor school performance exhibited changes in auditory temporal processing.

Conclusions:

• Auditory temporal abilities in underperforming children are associated with developmental, health, and academic factors.
• Findings suggest that auditory temporal processing deficits may contribute to poor school performance.