Karakteristike auditivnog ponašanja kod dece sa razvojnim jezičkim poremećajima

Abstract

Auditory behavior is a system of dependent actions dedicated to certain functions (speech, communication, consciousness about environment, independent functioning), demanding interaction of a subject with the environment. Auditory behavior is a social skill representing specific response to stimulation by sound, speech or other. Specific language impairment (SLI) now often referred to as Developmental Language Disorder (DLD) is diagnosed when a child’s language does not develop normally and the difficulties cannot be accounted for by generally slow development, physical abnormality of the speech apparatus, autism spectrum disorder, apraxia, acquired brain damage or hearing loss. The subject of the research was to examine the auditory behavior and reactions of children with Developmental Language Disorder (DLD) from the perspective of parents. Auditory behavior was estimated in a noisy environment and in quiet surroundings using P.E.A.C.H. questionnaire. We investigated whether the chronological age of the child, age of diagnosis, length and intensity of rehabilitation influence the frequency of auditory behavior. The sample consisted of 35 subjects aged 3.3 to 9.11 years, average intellectual abilities, with DLD, of which 23 were boys and 12 girls. Our results have shown that there is no statistically significant difference in the frequency of auditory behavior between boys and girls. We did not get a statistically significant difference in the frequency of auditory behavior in silence and in noise environment in relation to chronological age, age of diagnosis, the length and intensity of rehabilitation. We compared the answers on P.E.A.C.H. questionnaire for children with different speech and language disorders and did not get a significant difference. There is a significant effect of noisy environment on auditory behavior in the overall sample.

Auditivno ponašanje se definiše kao sistem međusobno povezanih radnji, koje se vrše radi obavljanja neke funkcije (govor, komunikacija, svest o okruženju, funkcionalna nezavisnost) a zahtevaju interak- ciju subjekta sa okruženjem. Auditivno ponašanje podrazumeva speci- fičan odgovor na stimulaciju zvukom, govorom ili nekim drugim zvuč- nim stimulusom i predstavlja socijalnu veštinu. Specifičan jezički poremećaj, u savremenoj literaturi nazvan razvojni jezički poremećaj, predstavlja stanje u kome se detetov govor ne razvija u skladu sa hrono- loškim uzrastom, a teškoće se ne mogu objasniti usporenim razvojem, fizičkom abnormalnošću govornog aparata, poremećajem iz spektra autizma, apraksijom, oštećenjem mozga ili smetnjama i poremećajima sluha. Predmet istraživanja je bio da se ispitaju karakteristike au- ditivnog ponašanja kod dece sa razvojnim jezičkim poremećajima iz perspektive roditelja. Jedan od ciljeva istraživanja bio je ispitati validnosti primenjenog instrumenta na uzorku ispitanika sa razvoj- nim jezičkim poremećajem ali bez sniženog praga sluha. Auditivno po- našanje se procenjivalo u tihom i bučnom okruženju korišćenjem Parents Evaluation of Aural/oral performance of Children ( P.E.A.C.H.) upitnika. Uzorak je činilo 35 ispitanika, uzrasta 3 godine do 10 godina, proseč- nih intelektualnih sposobnosti sa razvojnim jezičkim poremećajima. Naši rezultati pokazuju da ne postoji statistički značajna razlika u nivou auditivnog ponašanja između dečaka i devojčica, između mlađih i starijih ispitanika u odnosu na hronološki uzrast, u odnosu na uz- rast dijagnostike, u odnosu na dužinu i intenzitet rehabilitacije. Prisustvo buke značajno utiče na auditivno ponašanje dece u ukupnom uzorku.