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PURPOSE: The purpose of this study was to investigate the effectiveness of using computerized auditory training in the auditory perception of speech in children who use electronic devices through a systematic review of the literature. METHOD: This is a systematic review based on the elaboration of the following guiding question: In hearing-impaired children who use electronic devices, how effective is the use of computerized auditory training in the auditory perception of speech? The Cochrane Library, Embase, LILACS, PubMed, Web of Science, and Scopus databases and gray literature (Google Scholar and ProQuest) were consulted. RESULTS: Nine hundred and eighteen records were identified, with additional two studies in the citation search, totaling 920 studies. After excluding the 184 duplicate references, using the Rayyan platform, the titles and abstracts were screened (n = 736), with 20 studies selected and considered for full reading. Six of the 20 studies were included in the systematic review of the literature. CONCLUSIONS: Positive and beneficial results regarding computerized auditory training are evidenced, which describe and discuss the proof of the effectiveness of the positive effects on the auditory perception of speech in children using hearing aids and cochlear implants with regard to auditory detection skills, discrimination, recognition, and auditory memory. The positive results are inspiring for the continuity and expansion of studies that further investigate the use of computerized auditory training with contemporary technologies and have an impact on the improvement of access to specialized intervention.

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ABSTRACT Purpose: to map, through a scoping review, the contributions of musical approaches to developing auditory, speech, and language skills in children and adolescents using cochlear implants (CIs). Methods: a review conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Extension for Scoping Reviews (PRISMA-ScR) and registered in PROSPERO, under the review registration number CRD42020205581. A bibliographic search was carried out in databases in 2020 and updated in August 2023. No date or language limits were applied. Literature Review: altogether, 1,351 studies were found through the search strategy. After the eligibility assessment based on the PCC strategy, 11 studies were selected and analyzed in full text. Conclusion: the studies have demonstrated that musical approaches contribute to developing auditory, speech, and language skills in children and adolescents using CIs.

RESUMO Objetivo: mapear, por meio de uma revisão de escopo, os contributos das abordagens musicais para o desenvolvimento das habilidades auditivas, de fala e linguagem de crianças e adolescentes usuários de implante coclear (IC). Métodos: esta revisão foi conduzida de acordo com o Preferred Reporting Items for Systematic Reviews and the Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) e registrada no PROSPERO com o número de registro da revisão: CRD42020205581. Foi realizada uma busca bibliográfica nas bases de dados em 2020 e atualizada em agosto de 2023. Não foram aplicados limites de data e idioma. Revisão da Literatura: foram encontrados 1.351 estudos por meio da estratégia de busca e após a avaliação de elegibilidade baseada pela estratégia PCC, 11 estudos foram selecionados e analisados na íntegra. Conclusão: os estudos demonstraram que as abordagens musicais contribuem para o desenvolvimento das habilidades auditivas, de fala e linguagem de crianças e adolescentes usuários de IC.

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PURPOSE: To translate and cross-culturally adapt to Brazilian Portuguese four instruments for assessing self-advocacy skills of users of electronic hearing devices: the "I can" Self-Advocacy Checklist and three versions of the Audiology Self-Advocacy Checklist (ELEMENTARY SCHOOL, MIDDLE SCHOOL and HIGH SCHOOL). METHODS: The translation process was adapted from the guidelines of Beaton et al. (2000). The prefinal version was pre-tested in two groups. Group 1 (G1) was composed of 14 teachers of adolescents with hearing loss. Group 2 (G2) was composed of 15 adolescent patients with hearing loss, electronic assistive device users, who use oral language as their primary form of communication. RESULTS: The instruments were translated as Checklist de autoadvocacia "Eu consigo" e Checklists de Autoadvocacia em Audiologia - Ensino Fundamental I, Ensino Fundamental II and Ensino Médio. G1 did not report difficulties regarding the terms used in the checklists; however, they reported difficulties completing the student's progress. The audiologists who used the checklists to interview G2 did not report difficulties regarding the use of the instrument. Therefore, after pre-testing the prefinal version, there was no need to make changes to the instruments, which were then presented as the final version. CONCLUSION: All Self-Advocacy Checklists were translated and cross-culturally adapted into Brazilian Portuguese and are valid instruments to measure the self-advocacy skills of students with hearing loss in a clinical context.

OBJETIVO: Traduzir e adaptar culturalmente para o português brasileiro os questionários Self-Advocacy Checklist "I can", Audiology Self-Advocacy Checklist - ELEMENTARY SCHOOL (ASAC-ES), Audiology Self-Advocacy Checklist - MIDDLE SCHOOL (ASAC-MS) e Audiology Self-Advocacy Checklist - HIGH SCHOOL (ASAC-HS), para avaliar os habilidades de autoadvocacia de usuários de dispositivos eletrônicos auditivos. MÉTODO: A tradução foi realizada por meio de uma adaptação das diretrizes de Beaton et al. (2000). A versão pré-teste foi aplicada em dois grupos. O Grupo 1 (G1) foi composto por 14 professores de adolescentes com deficiência auditiva. O Grupo 2 (G2) foi composto por 15 pacientes adolescentes com deficiência auditiva, usuários de dispositivos eletrônicos auditivos, que fazem uso da linguagem oral como forma primária de comunicação. RESULTADOS: Os instrumentos foram traduzidos como Checklist de autoadvocacia "Eu consigo" e Checklists de Autoadvocacia em Audiologia - Ensino Fundamental I, Ensino Fundamental II e Ensino Médio. Para o G1, não houve relato de dificuldade em relação aos termos utilizados nos protocolos, porém, relataram dificuldades em relação ao preenchimento do progresso do estudante. Para o G2, as fonoaudiólogas que aplicaram os instrumentos em forma de entrevista não relataram dificuldade quanto ao uso do instrumento e sua aplicação. Após a aplicação da versão pré-teste, não houve necessidade de fazer alterações nos instrumentos, os quais foram apresentados como versão final. CONCLUSÃO: As Checklist de autoadvocacia foram traduzidas e adaptadas culturalmente para o português brasileiro e são instrumentos válidos para a mensuração das habilidades de autoadvocacia de estudantes com deficiência auditiva em contexto clínico.

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RESUMO Objetivo Traduzir e adaptar culturalmente para o português brasileiro os questionários Self-Advocacy Checklist "I can", Audiology Self-Advocacy Checklist - ELEMENTARY SCHOOL (ASAC-ES), Audiology Self-Advocacy Checklist - MIDDLE SCHOOL (ASAC-MS) e Audiology Self-Advocacy Checklist - HIGH SCHOOL (ASAC-HS), para avaliar os habilidades de autoadvocacia de usuários de dispositivos eletrônicos auditivos. Método A tradução foi realizada por meio de uma adaptação das diretrizes de Beaton et al. (2000). A versão pré-teste foi aplicada em dois grupos. O Grupo 1 (G1) foi composto por 14 professores de adolescentes com deficiência auditiva. O Grupo 2 (G2) foi composto por 15 pacientes adolescentes com deficiência auditiva, usuários de dispositivos eletrônicos auditivos, que fazem uso da linguagem oral como forma primária de comunicação. Resultados Os instrumentos foram traduzidos como Checklist de autoadvocacia "Eu consigo" e Checklists de Autoadvocacia em Audiologia - Ensino Fundamental I, Ensino Fundamental II e Ensino Médio. Para o G1, não houve relato de dificuldade em relação aos termos utilizados nos protocolos, porém, relataram dificuldades em relação ao preenchimento do progresso do estudante. Para o G2, as fonoaudiólogas que aplicaram os instrumentos em forma de entrevista não relataram dificuldade quanto ao uso do instrumento e sua aplicação. Após a aplicação da versão pré-teste, não houve necessidade de fazer alterações nos instrumentos, os quais foram apresentados como versão final. Conclusão As Checklist de autoadvocacia foram traduzidas e adaptadas culturalmente para o português brasileiro e são instrumentos válidos para a mensuração das habilidades de autoadvocacia de estudantes com deficiência auditiva em contexto clínico.

ABSTRACT Purpose To translate and cross-culturally adapt to Brazilian Portuguese four instruments for assessing self-advocacy skills of users of electronic hearing devices: the "I can" Self-Advocacy Checklist and three versions of the Audiology Self-Advocacy Checklist (ELEMENTARY SCHOOL, MIDDLE SCHOOL and HIGH SCHOOL). Methods The translation process was adapted from the guidelines of Beaton et al. (2000). The prefinal version was pre-tested in two groups. Group 1 (G1) was composed of 14 teachers of adolescents with hearing loss. Group 2 (G2) was composed of 15 adolescent patients with hearing loss, electronic assistive device users, who use oral language as their primary form of communication. Results The instruments were translated as Checklist de autoadvocacia "Eu consigo" e Checklists de Autoadvocacia em Audiologia - Ensino Fundamental I, Ensino Fundamental II and Ensino Médio. G1 did not report difficulties regarding the terms used in the checklists; however, they reported difficulties completing the student's progress. The audiologists who used the checklists to interview G2 did not report difficulties regarding the use of the instrument. Therefore, after pre-testing the prefinal version, there was no need to make changes to the instruments, which were then presented as the final version. Conclusion All Self-Advocacy Checklists were translated and cross-culturally adapted into Brazilian Portuguese and are valid instruments to measure the self-advocacy skills of students with hearing loss in a clinical context.

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Abstract Introduction: The increase in the spectral information offered by the sound processing strategy HiRes 120 has led to great expectations for the pediatric population. Due to a shorter duration of auditory deprivation and higher neural plasticity, children could benefit more substantially from the spectral information of this sound processing strategy. Objective: To compare auditory and language skills in Brazilian children with cochlear implants using the HiRes and HiRes 120 sound processing strategies. Methods: Thirty children, aged 1-3 years, with congenital hearing loss, were divided into two groups, according to the signal processing strategy adjusted at the time of the cochlear implant activation. The assessed children were matched according to chronological age and the time of the cochlear implant use. The auditory and language skills were evaluated longitudinally through the Infant-Toddler Meaningful Auditory Integration Scale and Production Infant Scale Evaluation, carried out before surgery, and 3, 6 and 12 months after device implantation. The Mann-Whitney test was applied for the comparison between the two groups with a 5% significance level. Results: The findings indicated development of hearing and language skills in the first year of cochlear implant use; however, there was no statistically significant difference in the evolution of such skills due to the adjusted processing strategy in the activation of the cochlear implant electrodes. Conclusion: The development of auditory and language skills in the assessed children was similar during the entire study period, regardless of which signal processing strategy was used.

Resumo Introdução: O aumento das informações espectrais proporcionado pela estratégia de processamento de sinal HiRes 120 gera expectativas em relação à população pediátrica, uma vez que, devido ao curto período de privação sensorial e da maior plasticidade neural, as crianças poderiam se beneficiar de forma mais substancial das informações espectrais dessa estratégia de processamento de sinal. Objetivo: Comparar as habilidades auditivas e de linguagem em crianças usuárias de implante coclear, com a estratégia de processamento de sinal HiRes e HiRes 120. Método: Trinta crianças de um a três anos e com perda auditiva congênita foram divididas em dois grupos, de acordo com a estratégia de processamento de sinal ajustada no momento da ativação do implante coclear. As crianças avaliadas foram pareadas de acordo com a idade cronológica e o tempo de uso do implante coclear. As habilidades auditivas e de linguagem foram avaliadas, longitudinalmente, por meio do Infant-Toddler Meaningful Auditory Integration Scale e Production Infant Scale Evaluation, antes do implante coclear e com 3, 6 e 12 meses de uso do dispositivo. O teste estatístico de Mann-Whitney foi aplicado para comparar os resultados dos grupos, com nível de significância de 5%. Resultados: Os achados indicaram desenvolvimento das habilidades auditivas e de linguagem no primeiro ano de uso do implante coclear, porém sem diferença estatisticamente significante na evolução de tais habilidades, em função da estratégia de processamento ajustada na ativação dos eletrodos do implante coclear. Conclusão: O desenvolvimento das habilidades auditivas e de linguagem das crianças avaliadas foi semelhante durante o período do presente estudo, independentemente da estratégia de processamento de sinal usada.

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INTRODUCTION: The increase in the spectral information offered by the sound processing strategy HiRes 120 has led to great expectations for the pediatric population. Due to a shorter duration of auditory deprivation and higher neural plasticity, children could benefit more substantially from the spectral information of this sound processing strategy. OBJECTIVE: To compare auditory and language skills in Brazilian children with cochlear implants using the HiRes and HiRes 120 sound processing strategies. METHODS: Thirty children, aged 1-3 years, with congenital hearing loss, were divided into two groups, according to the signal processing strategy adjusted at the time of the cochlear implant activation. The assessed children were matched according to chronological age and the time of the cochlear implant use. The auditory and language skills were evaluated longitudinally through the Infant-Toddler Meaningful Auditory Integration Scale and Production Infant Scale Evaluation, carried out before surgery, and 3, 6 and 12 months after device implantation. The Mann-Whitney test was applied for the comparison between the two groups with a 5% significance level. RESULTS: The findings indicated development of hearing and language skills in the first year of cochlear implant use; however, there was no statistically significant difference in the evolution of such skills due to the adjusted processing strategy in the activation of the cochlear implant electrodes. CONCLUSION: The development of auditory and language skills in the assessed children was similar during the entire study period, regardless of which signal processing strategy was used.

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RESUMO Objetivo verificar a efetividade da intervenção com atividades lúdicas grupais que visam desenvolver a autoadvocacia e a autocidadania como prática de empoderamento de adolescentes com deficiência auditiva. Métodos trata-se de um estudo experimental pré e pós-intervenção, de abordagem quantitativa e qualitativa. Participaram quatro adolescentes com idades entre 12 e 17 anos, usuários de aparelho de amplificação sonora individual e/ou implante coclear, oralizados. Foram realizados cinco encontros presenciais, nos quais foram abordados temas relacionados à autoadvocacia, por meio de atividades lúdicas. Os instrumentos Checklist de Autoadvocacia "Eu consigo" e o Questionário de participação em sala de aula foram aplicados na pré e pós- intervenção. Foram aplicados o Inventário de Habilidades Sociais para Aadolescentes (IHS-Adolescente) e a Escala Wechsler Abreviada de Inteligência. Os dados foram analisados de forma qualitativa e quantitativa. Resultados No Inventário de Habilidades Sociais para Adolescentes, para frequência, todos os participantes foram classificados como abaixo da média ou média inferior. No teste de Escala Wechsler Abreviada de Inteligência, observando o dado de quociente de inteligência de execução, todos ficaram na média. Houve diferenças na comparação dos resultados pré e pós-intervenção do Checklist de Autoadvocacia "Eu consigo", principalmente no domínio compreensão da audição e da perda auditiva e uso dos dispositivos auditivos. No Questionário de participação em sala de aula, foi observada piora em alguns domínios, como compreensão dos professores e aspectos negativos. Conclusão O programa de intervenção com a estruturação proposta neste estudo foi eficiente para desenvolver as habilidades de autoadvocacia e autocidadania para o empoderamento de adolescentes com deficiência auditiva.

ABSTRACT Purpose To verify the effectiveness of an intervention with recreational activities that aim to develop self-advocacy and citizenship as a practice of empowerment for adolescents with hearing impairment. Methods This is a pre- and post-intervention experimental study with a quantitative and qualitative approach. Four oral hard-of-hearing adolescents aged between 12 and 17 years, users of hearing aids and/or cochlear implants, participated in this study. Five face-to-face meetings were held, in which topics related to self-advocacy were addressed through recreational activities. The Self-advocacy Checklist "I can" and the Classroom Participation Questionnaire (CPQ) were applied pre- and post-intervention. The Social Skills Inventory for Adolescents (IHSA-Del-Prette) and the Wechsler Abbreviated Scale of Intelligence (WASI) were also used. The data were analyzed utilizing qualitative and quantitative methods. Results In the Frequency Indicator of the IHSA-Del-Prette, all participants were classified as low average or below average. In the WASI, which analyzed performance IQ, all participants were classified as average. Differences were observed when comparing the Self-advocacy Checklist "I can" pre- and post-intervention, especially regarding hearing and hearing loss and the use of hearing devices. In the CPQ, worsening was observed in some domains, such as teachers' understanding and negative aspects. Conclusion The intervention program with the structure proposed in this study was efficient in developing self-advocacy and citizenship skills to empower adolescents with hearing impairment.

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Abstract Introduction: There is evidence pointing to the importance of the evaluation of musical perception through objective and subjective instruments. In Brazil, there is a shortage of instruments that evaluates musical perception. Objective: To develop an instrument to evaluate the recognition of traditional Brazilian melodies and investigate the performance of children with typical hearing. Methods: The study was carried out after approval of the research ethics committee (1.198.607). The instrument was developed in software format with website access, using the languages PHP 5.5.12, Javascript, Cascade style sheets and "HTML5"; database "MYSQL 5.6.17" on the "Apache 2.4.9" server. Fifteen melodies of Brazilian folk songs were recorded in piano synthesized timbre, with 12 seconds per melody reproduction and four second intervals between them. A total of 155 schooled children, aged eight to 11 years, of both sexes, with typical hearing participated in the study. The test was performed in a silent room with sound stimuli amplified by a sound box at 65 dBNA, positioned at 0 azimuth, and at one meter from the participant, the notebook was used for children to play with on the screen on the title and illustration of the melody they recognized they were listening to. The responses were recorded on their own database. Results: The instrument titled "Evaluation of recognition of traditional melodies in children" can be run on various devices (computers, notebooks, tablets, mobile phones) and operating systems (Windows, Macintosh, Android, Linux). Access: http://192.185.216.17/ivan/home/login.php by login and password. The most easily recognized melody was "Cai, cai balão" (89%) and the least recognized was "Capelinha de melão" (25.2%). The average time to perform the test was 3′15″. Conclusion: The development and application of the software proved effective for the studied population. This instrument may contribute to the improvement of protocols for the evaluation of musical perception in children with hearing aid and/or cochlear implants users.

Resumo Introdução: Há evidências que apontam para a importância da avaliação da percepção musical através de instrumentos objetivos e subjetivos. No Brasil, há escassez de instrumentos que avaliem a percepção musical. Objetivo: Desenvolver um instrumento para avaliar o reconhecimento de melodias tradicionais brasileiras e investigar o desempenho de crianças com audição típica. Método: O estudo foi desenvolvido após aprovação do comitê de ética em pesquisa (1.198.607). O instrumento foi desenvolvido em formato de software com acesso ao site, com as linguagens de programação PHP 5.5.12, Javascript, Cascade Style Sheets e HTML5; banco de dados MYSQL 5.6.17 no servidor Apache 2.4.9. Quinze melodias de canções folclóricas brasileiras foram gravadas com timbre sintetizado em piano, com 12 segundos de reprodução da melodia e quatro segundos de intervalo entre elas. Participaram do estudo 155 crianças, alfabetizadas, entre oito e 11 anos, de ambos os sexos, com audição típica. O teste foi feito em sala silenciosa com estímulo sonoro amplificado por uma caixa sonora a 65 dB NA, posicionada a 0 azimute e a um metro do participante e o notebook foi usado para que as crianças brincassem na tela com o título e a ilustração da melodia que eles reconheceram que ouviam. As respostas foram registradas em seu próprio banco de dados. Resultados: O instrumento intitulado "Avaliação do reconhecimento de melodias tradicionais em crianças" pode ser executado em vários dispositivos (computadores, notebooks, tablets, telefones celulares) e sistemas operacionais (Windows, Macintosh, Android, Linux). Acesse: http://192.185.216.17/ivan/home/login.php através de login e senha. A melodia mais facilmente reconhecida foi "Cai cai balão" (89%) e a menos reconhecida foi "Capelinha de melão" (25,2%). O tempo médio para fazer o teste foi de 3′15″. Conclusão: O desenvolvimento e a aplicação do software se mostraram eficazes para a população estudada. Esse instrumento pode contribuir para o aprimoramento de protocolos de avaliação da percepção musical em crianças usuárias de próteses auditivas e/ou usuárias de implante coclear.

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INTRODUCTION: There is evidence pointing to the importance of the evaluation of musical perception through objective and subjective instruments. In Brazil, there is a shortage of instruments that evaluates musical perception. OBJECTIVE: To develop an instrument to evaluate the recognition of traditional Brazilian melodies and investigate the performance of children with typical hearing. METHODS: The study was carried out after approval of the research ethics committee (1.198.607). The instrument was developed in software format with website access, using the languages PHP 5.5.12, Javascript, Cascade style sheets and "HTML5"; database "MYSQL 5.6.17" on the "Apache 2.4.9" server. Fifteen melodies of Brazilian folk songs were recorded in piano synthesized timbre, with 12 seconds per melody reproduction and four second intervals between them. A total of 155 schooled children, aged eight to 11 years, of both sexes, with typical hearing participated in the study. The test was performed in a silent room with sound stimuli amplified by a sound box at 65dBNA, positioned at 0 azimuth, and at one meter from the participant, the notebook was used for children to play with on the screen on the title and illustration of the melody they recognized they were listening to. The responses were recorded on their own database. RESULTS: The instrument titled "Evaluation of recognition of traditional melodies in children" can be run on various devices (computers, notebooks, tablets, mobile phones) and operating systems (Windows, Macintosh, Android, Linux). Access: http://192.185.216.17/ivan/home/login.php by login and password. The most easily recognized melody was "Cai, cai balão" (89%) and the least recognized was "Capelinha de melão" (25.2%). The average time to perform the test was 3'15″. CONCLUSION: The development and application of the software proved effective for the studied population. This instrument may contribute to the improvement of protocols for the evaluation of musical perception in children with hearing aid and/or cochlear implants users.

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PURPOSE: The objective of the study was to translate and culturally adapt to Portuguese the TELEGRAM instrument and to evaluate its effectiveness in adults with hearing impairment using hearing aids. METHODS: The TELEGRAM was translated into the Portuguese language, reviewed for grammatical and idiomatic equivalences (reverse translations) and linguistic and cultural adaptations. After translation, the TELEGRAM was applied to 20 individuals with hearing impairment. RESULTS: A descriptive analysis of the results was performed. After the grammatical and idiomatic equivalence, the replacement of one term/item was suggested, which was modified and adapted to the Brazilian context. In general, the questions of the instrument were considered easy to understand. Among the categories assessed, individuals with hearing loss had greater difficulty using the telephone and in activities such as attending church gatherings, parties, or in situations of noisy environments, distance and reverberation. CONCLUSION: The TELEGRAM translated into Brazilian Portuguese proved to be an easily applicable tool in population studies and effective to assess which are the main situations where individuals with hearing impairment have greater difficulty in communication, reinforcing the importance of hearing rehabilitation and assistive technology to minimize these difficulties.

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RESUMO Objetivo O objetivo do estudo foi traduzir e adaptar culturalmente para a Língua Portuguesa Brasileira o instrumento TELEGRAM e avaliar sua aplicabilidade em adultos com deficiência auditiva usuários de Aparelho de Amplificação Sonora Individual. Método Foram realizadas a tradução do TELEGRAM para o idioma Português, a revisão das equivalências gramatical e idiomática (traduções reversas) e as adaptações linguística e cultural. Após a tradução, o TELEGRAM foi aplicado em 20 indivíduos adultos com deficiência auditiva. Resultados Foi realizada análise descritiva dos resultados. Após a equivalência gramatical e idiomática foi sugerida substituição de um termo/item, tendo sido o mesmo modificado e compatibilizado ao contexto brasileiro. De modo geral, as perguntas do questionário foram consideradas de fácil entendimento. Dentre as categorias avaliadas, os indivíduos com deficiência auditiva apresentaram maior dificuldade quanto ao uso do telefone e em atividades como participar de eventos em igrejas, festas, ou seja, em situações de ruído, distância e reverberação. Conclusão O TELEGRAM traduzido para a Língua Portuguesa Brasileira mostrou ser uma ferramenta de fácil aplicação na população estudada e efetivo para avaliar quais são as principais situações em que indivíduos com deficiência auditiva apresentam maior dificuldade de comunicação, reforçando a importância da reabilitação auditiva e das tecnologias assistivas para minimizar essas dificuldades.

ABSTRACT Purpose The objective of the study was to translate and culturally adapt to Portuguese the TELEGRAM instrument and to evaluate its effectiveness in adults with hearing impairment using hearing aids. Methods The TELEGRAM was translated into the Portuguese language, reviewed for grammatical and idiomatic equivalences (reverse translations) and linguistic and cultural adaptations. After translation, the TELEGRAM was applied to 20 individuals with hearing impairment. Results A descriptive analysis of the results was performed. After the grammatical and idiomatic equivalence, the replacement of one term/item was suggested, which was modified and adapted to the Brazilian context. In general, the questions of the instrument were considered easy to understand. Among the categories assessed, individuals with hearing loss had greater difficulty using the telephone and in activities such as attending church gatherings, parties, or in situations of noisy environments, distance and reverberation. Conclusion The TELEGRAM translated into Brazilian Portuguese proved to be an easily applicable tool in population studies and effective to assess which are the main situations where individuals with hearing impairment have greater difficulty in communication, reinforcing the importance of hearing rehabilitation and assistive technology to minimize these difficulties.

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