Hearing problems in preschool children according to audiologic examination and teachers perception. Metropolitan Region, 2005

Abstract

Background: The relationship between hearing and neuropsychological development has been widely demostrated. Mild or unilateral hearing lost are linked to language development delay and learning difficulties. Chile does not have a universal audition screening program for preschool and school children. The school health programs sponsored by the JUNAEB relay on teachers suspicion for early detection of hearing problems.

Objective: To determine the prevalence of hearing lost in preschool children and correlate these findings with teachers perception in relation to audition and language development.

Method: Children 4 and 5 years-old attending school in the northern area of Santiago during December 2005 were scheduled for an audiological evaluation, consisting in otoscopy, audiometry and tympanometry performed at the School of Medical Technology and Otoneurology Laboratory, University of Chile. Previously and without training, teachers gave their perception on hearing lost and language problems in the evaluated children.

Results: 87 children were evaluated, with mean age 4,4 years-old. 15% presented audition problems and 8,7% did not pass the hearing evaluation, corresponding to conductive hearing lost. Detection of hearing problems by teachers presented a 50% sensibility. There was no correlation between language problems and hearing lost.

Conclusions: The frequency of audition problems is remarkable high. The teachers suspicion alone is not enough as a screening method, because it only detects 50% of children with hearing problems. These findings point out the need to implement a universal audition screening for children beginning their formal education.