Validation of the Central Auditory Processing Self-Perception Questionnaire (QAPAC) applied to students, parents, and teachers.

Abstract

Purpose: To analyze the performance of children with and without academic difficulties, as well as that of their parents and teachers, on the Central Auditory Processing Self-Perception Questionnaire (QAPAC), and to assess the sensitivity and specificity of the questionnaire for the diagnosis of Central Auditory Processing Disorder (CAPD).

Methods: A total of 257 children from a public school, aged between six and ten years, without diagnoses of cognitive impairments or neurodevelopmental disorders, participated in the study. Stage 1, conducted at the school, included peripheral hearing screening and the administration of the QAPAC. Stage 2, conducted at the Institution's laboratory, involved basic audiological evaluation and behavioral assessment of central auditory processing (CAP), as well as administration of the QAPAC to parents and distribution of the teacher version to educators. At the end of data collection, the sample was divided into group 1 (G1) - 171 children without complaints and/or academic difficulties, and group 2 (G2) - 86 children with academic difficulties. The mean scores were compared within and between groups. Based on G1 performance, receiver operating characteristic (ROC) curve analysis was performed to determine cutoff points for normal performance, risk, and high risk of CAPD.

Results: G1 showed significantly better performance than G2 on all three versions of the QAPAC (p<0.005). In G2, teachers reported worse scores compared to the children (p<0.001). The cutoff points established for CAPD risk were 44.5 for children's responses and 42.5 for teachers, considering the best balance between sensitivity and specificity.

Conclusion: Children with academic difficulties showed poorer performance on the QAPAC, regardless of the respondent. The sensitivity and specificity values support the use of QAPAC as a valid screening tool for central auditory processing.