Validity and Reliability of the Persian Versions of Primary and Secondary Screening Instrument for Targeting Educational Risk Questionnaires

Abstract

Background and Aim: Hearing loss in children leads to speech and language delays, low academic achievement, literacy delays, and psychosocial difficulties. Screening instrument for targeting educational risk (SIFTER) is one of the questionnaires used for evaluation of students’ performance in schools. The current study aims to develop Persian versions of primary and secondary SIFTER questionnaires and assessing their validity and reliability. Methods: The main English versions of primary and secondary SIFTER questionnaires were translated into Persian named as P-SIFTER and secondary P-SIFTER. Then, their face validities were determined based on the options of related experts. The final versions were completed by 55 teachers of 150 students (64 primary and 86 secondary school students) divided into two groups of hearing-impaired (HI) and normal-hearing (NH) students. The test- retest reliabilities were assessed in 117 students (64 primary and 53 secondary school students). Results: The results revealed that these questionnaires had high face validity. The content validity index for P-SIFTER and secondary P-SIFTER were obtained 0.94 and 0.92, respectively. The total score of P-SIFTER was 51.85 and 65.41 in HI and NH students, respectively. For the secondary P-SIFTER, it was 58.75 and 67.48, respectively. The test-retest reliability showed high correlation for NH and HI students between P-SIFTER and secondary P-SIFTER scores. The Cronbach’s alpha value for the overall score of P-SIFTER was 0.96 for both HI and NH students; for secondary P-SIFTER, the values were 0.94 and 0.93, respectively. Conclusion: The Persian versions of primary and secondary SIFTER questionnaires have acceptable validity and reliability.