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首页> 外文期刊>Journal of the American Academy of Audiology >Measuring Perceptions of Classroom Listening in Typically Developing Children and Children with Auditory Difficulties Using the LIFE-UK Questionnaire
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Measuring Perceptions of Classroom Listening in Typically Developing Children and Children with Auditory Difficulties Using the LIFE-UK Questionnaire

机译：衡量课堂上典型的课堂聆听的看法，通常使用寿命的困难使用寿命难以使用生活 - 英国问卷

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Background:Classrooms can be noisy and are challenging listening environments for children with auditory processing disorder (APD). This research was undertaken to determine if the Listening Inventory for Education-UK version (LIFE-UK) can differentiate children with listeningdifficulties and APD from their typically developing peers.Purpose:To investigate reliability and validity of the student and teacher versions LIFE-UK questionnaire for assessing classroom listening difficulties.Research Design:Cross-sectional quantitativestudy comparing children with listening difficulties with typically developing children.Study Sample:In total, 143 children (7‐12 yr) participated; 45 were diagnosed with APD. Fifteen participants with reported listening difficulties who passed the APD test batterywere assigned to a “listening difficulty” (LiD) group. Eighty three children from nine classrooms formed a Control group.Data Collection and Analysis:Children and teachers completed the LIFE-UK questionnaire student and teacher versions. Factor analysis was undertaken,and item reliability was assessed using Cronbach’s alpha. Teacher and student ratings were compared using Spearman correlations. Correlations between LIFE-UK ratings and APD test results were also investigated.Results:Factor analysis revealed three factors accountingfor 60% of the variance in the Control group LIFE-UK ratings. After removing six items with low factor loadings, a shortened seven-item version with three factors accounted for 71.8% of the variance for the student questionnaire; Cronbach’s alpha indicated good internal reliability forthis seven-item version of the student questionnaire. Factors were also derived for the teacher questionnaire. Teacher and student ratings were correlated when participant groups were combined. LIFE-UK ratings correlated weakly with some APD measures, providing some support for the questionnairevalidity.Conclusions:The results support the use of either the 13- or 7-item student and the teacher versions of the LIFE-UK to evaluate classroom listening and functional consequences of APD. Factor analysis resulted in groupings of items reflecting differences in listeningdemands in quiet versus noise for the student questionnaire and attentional versus class participation demands for the teacher questionnaire. Further research is needed to confirm the robustness of these factors in other populations.
机译：背景：教室可以是嘈杂的，并且对听觉处理障碍的儿童充满挑战的聆听环境（APD）。本研究是为了确定教育 - 英国版本（Life-UK）的聆听库存（Life-UK）是否可以将儿童与其典型的开发同龄人分开。 - 调查学生和教师版本的可靠性和有效性 - 英国问卷用于评估课堂聆听困难。搜索设计：横断面量化比较儿童聆听困难与典型发展儿童的儿童.Study样本：总，143名儿童（7＆＃8208; 12 YR）参加; 45被诊断为APD。十五名参与者报告聆听困难的困难，将APD测试电池分配给A＆＃8220;听难＆＃8221; （盖子）组。八十三名来自九个教室的儿童形成了一个对照组.DATA收集和分析：儿童和教师完成了生活 - 英国问卷学生和教师版本。正在进行因子分析，使用Cronbach＆＃8217; alpha评估项目可靠性。使用Spearman相关性比较老师和学生评级。还研究了生活与英国评级和APD测试结果之间的相关性。结果：因素分析显示了对照组人寿评级的差异的60％的三种因素。在六个具有低因素负载量的六个项目后，缩短的七项版本，具有三个因素的占学生问卷的差异的71.8％; Cronbach＆＃8217; s alpha表示良好的内部可靠性，第七件版本的学生问卷。对于教师调查问卷也得到了因素。当参与者组合在一起时，教师和学生评级都会相关。生活 - 英国评级与一些APD措施相关，提供了一些支持问卷维验。结论：结果支持使用13项或7项学生和教师版本的人寿/英国评估课堂倾听和功能APD的后果。因子分析导致对学生调查问卷和注意事项对教师调查问卷的噪声与噪声的安静与噪声中的噪音差异的分组。需要进一步研究来确认这些因素在其他人群中的鲁棒性。

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