Abstract：
OBJECTIVE: to investigate auditory and language skills in children with repaired cleft lip and palate.
METHODS: The sample was composed of 22 children registered at the hospital where the study was conducted, seven to nine years old, 50% being female, with repaired unilateral cleft lip and palate (right or left), without associated malformations. Auditory skills were assessed using four central auditory processing tests: Random Gap Detection Test, Dichotic Digit Test, Dichotic Non-Verbal Test, Sustained Auditory Attention Ability Test. Language performance was evaluated by four standardized instruments: Illinois Psycholinguistic Skills Test, Peabody Picture Vocabulary Test, Token Test and Phonological Skills Profile. The association between auditory and language skills was evaluated by the Fisher exact test at a significance level of 5% (p<.05).
RESULTS: The central auditory processing tests evidenced that only one child presented adequate performance in all skills analysed, five children presented impaired performance in all skills, and 16 exhibited deteriorations in one to three auditory skills, highlighting that temporal resolution was the most impaired skill (81%). Concerning language, three children presented adequate performance in all tests applied, and Visual Association and Auditory Association were the most impaired skills (40%). No association was observed between deteriorations in auditory and language skills.
CONCLUSIONS: There was high occurrence of impairment of auditory skills, which compose the central auditory processing, as well as of language skills, with greatest impairment of receptive language.
METHODS: The sample was composed of 22 children registered at the hospital where the study was conducted, seven to nine years old, 50% being female, with repaired unilateral cleft lip and palate (right or left), without associated malformations. Auditory skills were assessed using four central auditory processing tests: Random Gap Detection Test, Dichotic Digit Test, Dichotic Non-Verbal Test, Sustained Auditory Attention Ability Test. Language performance was evaluated by four standardized instruments: Illinois Psycholinguistic Skills Test, Peabody Picture Vocabulary Test, Token Test and Phonological Skills Profile. The association between auditory and language skills was evaluated by the Fisher exact test at a significance level of 5% (p<.05).
RESULTS: The central auditory processing tests evidenced that only one child presented adequate performance in all skills analysed, five children presented impaired performance in all skills, and 16 exhibited deteriorations in one to three auditory skills, highlighting that temporal resolution was the most impaired skill (81%). Concerning language, three children presented adequate performance in all tests applied, and Visual Association and Auditory Association were the most impaired skills (40%). No association was observed between deteriorations in auditory and language skills.
CONCLUSIONS: There was high occurrence of impairment of auditory skills, which compose the central auditory processing, as well as of language skills, with greatest impairment of receptive language.
摘要：
目的：探讨唇腭裂修复患儿的听觉和语言能力。
方法：样本由在进行研究的医院注册的22名儿童组成，七到九岁，50%是女性,修复单侧唇腭裂（右或左），没有相关的畸形。使用四个中枢听觉处理测试评估听觉技能：随机间隙检测测试，二叉数字测试，Dichoticnon-verbaltest,持续听觉注意能力测试。语言表现通过四种标准化工具进行评估：伊利诺伊州心理语言学技能测试，皮博迪图片词汇测试，令牌测试和语音技能简介。通过Fisher精确检验在5%的显著性水平下评估听觉和语言技能之间的关联(p<.05)。
结果：中枢听觉处理测试证明，只有一个孩子在分析的所有技能中表现出足够的表现，五个孩子在所有技能方面表现受损，16人表现出一到三个听觉技能的下降，强调时间分辨率是最受损的技能（81％）。关于语言，三个孩子在所有应用的测试中表现良好，视觉协会和听觉协会是最受损的技能(40%)。在听觉和语言技能的恶化之间没有观察到关联。
结论：听觉能力损害发生率高，组成中枢听觉处理，以及语言技能，对接受性语言的损害最大。
方法：样本由在进行研究的医院注册的22名儿童组成，七到九岁，50%是女性,修复单侧唇腭裂（右或左），没有相关的畸形。使用四个中枢听觉处理测试评估听觉技能：随机间隙检测测试，二叉数字测试，Dichoticnon-verbaltest,持续听觉注意能力测试。语言表现通过四种标准化工具进行评估：伊利诺伊州心理语言学技能测试，皮博迪图片词汇测试，令牌测试和语音技能简介。通过Fisher精确检验在5%的显著性水平下评估听觉和语言技能之间的关联(p<.05)。
结果：中枢听觉处理测试证明，只有一个孩子在分析的所有技能中表现出足够的表现，五个孩子在所有技能方面表现受损，16人表现出一到三个听觉技能的下降，强调时间分辨率是最受损的技能（81％）。关于语言，三个孩子在所有应用的测试中表现良好，视觉协会和听觉协会是最受损的技能(40%)。在听觉和语言技能的恶化之间没有观察到关联。
结论：听觉能力损害发生率高，组成中枢听觉处理，以及语言技能，对接受性语言的损害最大。
