Auditory Attention in Primary School-Aged Child

Abstract

Introduction: Auditory attention is a complex multimodal process which is essential for children’s cognitive, academic, and socio-educational development. Deficits in this ability can compromise communication and learning. Neuroscientific evidence indicates that the thalamus, as well as the prefrontal, parietal, and auditory cortices, play key roles in its regulation. Auditory attention is categorized into selective, sustained, alternating, and divided types, all of which are crucial for everyday functioning. Objective: To evaluate auditory attention performance in children between 1st and 4th grades of elementary school. Materials and Methods: The study included 35 children (aged 6–9 years) of both sexes, all with normal hearing and enrolled in regular elementary education. Assessment involved two instruments: an objective measure—the Sustained Auditory Attention Ability Test (P-THAAS)—administered to the children, and a subjective measure—the auditory attention subscale of the Paediatric Children’s Auditory Performance Scale (P-CHAPPS)—completed by their teachers. Results: Progression in grade level was associated with fewer errors and greater stability in auditory vigilance on the P-THAAS. In contrast, results from the P-CHAPPS subscale demonstrated greater variability across grade levels. Conclusions: The findings indicate a gradual maturation of auditory attention during the early school years. The combined use of objective (P-THAAS) and subjective (P-CHAPPS) assessment tools provide a more comprehensive and ecologically valid evaluation of auditory attention within the educational context.