Abstract
Introduction. The article is devoted to identifying the features of auditory perception using neuropsychological and instrumental methods in children 8–10 years of age with mental retardation. The relevance of the work lies in the need to develop approaches to improve the learning ability of children with mental retardation. The novelty of the study lies in the evaluation of the effectiveness of psycho-corrective measures carried out using the methods of integrated impact on sensory perception in children with mental retardation. Methods. The study included 8–10-year-olds with no history of hearing impairment: control group (n = 34) and children with intellectual disability (n = 36). Children with mental retardation were divided into 2 subgroups, in one of which corrective work was carried out for 6 months using methods of integrated impact on sensory perception. All children were examined twice using tonal audiometry methods, recording long-latency auditory evoked potentials, neuropsychological testing. Results. During repeated examination (after corrective measures) in children with mental retardation, a decrease in the thresholds of tonal audiometry, as well as latency of individual peaks of long-latency auditory evoked potentials was established, which correlated with an increase in the efficiency of neuropsychological tests. In the subgroup of children with mental retardation with whom no corrective work was carried out, as well as in the control group, no changes in the studied indicators were detected. Discussion. In conclusion, it is concluded that the use of techniques aimed at the development of polysensory perception in children with mental retardation contributes to the improvement of auditory gnosis.
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