Tian Kar Quar, Muhammad Hafiz Zawawie, Mohd Fadzil Nor Rashid, Wan Syafira Ishak, Mohd Hasrul Hosshan, Rafidah Mazlan, Wan Nur Hanim Mohd Yusoff, Teresa Y C Ching
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引用次数: 0
Abstract
Purpose: The present study aimed to examine the validity and reliability of the Malay Teacher's Evaluation of Aural/Oral Performance of Children Plus (TEACH+) Rating Scale for measuring functional hearing of preschoolers in Malaysia.
Method: The TEACH+ was adapted into Malay. Fourteen teachers from a preschool completed the Malay TEACH+ Scale for 96 preschool children with normal hearing. Additionally, eight teachers repeated the assessment within a month. Validity and reliability were examined, and normative scores were derived.
Results: The adapted scale was found to be valid with high content validity (item-content validity index = .88-1.0), face validity, and construct validity. Reliability tests shows good internal consistency (α = .9), corrected item-total correlation values (.65-.91), and overall test-retest reliability (intraclass correlation coefficient = .79-.88). The TEACH+ scores showed that functional performance of children ages < 36 months was poorer than older children, and performance in quiet was better than performance in noise. The normative data can be used as a guide to monitor auditory functional performance and listening efforts of Malaysian children ages > 36 months in preschool settings.
Conclusion: The Malay TEACH+ Rating Scale is a valid and reliable tool for teachers to identify preschool-age children who may need additional support to optimize their functional hearing.
期刊介绍：
Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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