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 testretest 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.
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[23] Damen GWJA, Van Den Oever-Goltstein MHL, Langereis MC, Chute PM, Mylanus EAM. Classroom performance of children with cochlear implants in mainstream education. Ann Otol Rhinol Laryngol. 2006;115(7):542-52. [DOI:10.1177/000348940611500709]
[24] Wu C-M, Liu T-C, Liao P-J, Chen C-K, Chang B-L, Lin B-G. Academic achievements and classroom performance in Mandarin-speaking prelingually deafened school children with cochlear implants. Int J Pediatr Otorhinolaryngol. 2013;77(9):1474-80. [DOI:10.1016/j.ijporl.2013.06.012]
[25] Johnston KN, John AB, Kreisman NV, Hall3rd JW, Crandell CC. Multiple benefits of personal FM system use by children with auditory processing disorder (APD). Int J Audiol. 2009;48(6):371-83. [DOI:10.1080/14992020802687516]
[26] Schafer EC, Mathews L, Mehta S, Hill M, Munoz A, Bishop R, et al. Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. J Commun Disord. 2013;46(1):30-52. [DOI:10.1016/j.jcomdis.2012.09.002]
[27] Aaronson, NK, Acquadro C, Alonso J, Apolone G, Bucquet D, Bullinger M, et al. International Quality of Life Assessment (IQOLA) Project. Qual Life Res. 1992;1(5):349-51. [DOI:10.1007/BF00434949] [PMID]
[28] Taherdoost H. Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management. 2016;5(3):28-36. [DOI:10.2139/ssrn.3205040]
[29] Quar TK, Ching TYC, Mukari SZ, Newall P. Parents’ evaluation of aural/oral performance of children (PEACH) scale in the Malay language: data for normal-hearing children. Int J Audiol. 2012;51(4):326-33. [DOI:10.3109/14992027.2011.637079]
[30] Fatahi F, Hajisadeghian N, Hajiabolhassan F, Zamiri Abdollahi F, Jalaie S. Development of Persian version of teachers’evaluation of aural/oral performance of children scale. Aud Vestib Res. 2020;29(2):64-75 [DOI:10.18502/avr.v29i2.2787]
[2] Lieu JEC, Kenna M, Anne S, Davidson L. Hearing loss in children. JAMA. 2020;324(21):2195-205. [DOI:10.1001/jama.2020.17647]
[3] Robson CD. Congenital hearing impairment. Pediatr Radiol. 2006;36(4):309-24. [DOI:10.1007/s00247-005-0042-9]
[4] Firuzbakht M, Eftakhari Ardebili H, Majlesi F, Rahimi A, Dezfuli M. The prevalence of hearing loss in centers of provinces. Public Heal Inst Heal Res J. 2008;5(4):1-9.
[5] Le Clercq CMP, Labuschagne LJE, Franken M-CJP, Baatenburg de Jong RJ, Luijk MPCM, Jansen PW, et al. Association of slight to mild hearing loss with behavioral problems and school performance in children. JAMA Otolaryngol Head Neck Surg. 2020;146(2):113-20. [DOI:10.1001/jamaoto.2019.3585]
[6] Stika CJ, Eisenberg LS, Johnson KC, Henning SC, Colson BG, Ganguly DH, et al. Developmental outcomes of earlyidentified children who are hard of hearing at 12 to 18 months of age. Early Hum Dev. 2015;91(1):47-55. [DOI:10.1016/j.earlhumdev.2014.11.005]
[7] Bararipoor E, Movallali G. [Review of research on hearing impaired children’s behavioral and emotional disorders]. J Rehab Med. 2018;7(3):274-84. Persian. [DOI: 10.22037/JRM.2017.110776.1523]
[8] Rieffe C, Broekhof E, Eichengreen A, Kouwenberg M, Veiga G, da Silva BMS, et al. Friendship and emotion control in preadolescents with or without hearing loss. J Deaf Stud Deaf Educ. 2018;23(3):209-18. [DOI:10.1093/deafed/eny012]
[9] Abdulrahman SO, Abdul Razak MR, Yasin MHM, Dauwed MA. Validity and reliability questionnaire for social, environment and self-efficacy related of deaf adolescents’ physical activity. J Theor Appl Inf Technol. 2018;96(21):7041-54. www.jatit.or
[10] Year 2019 position and statement: principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention. 2019;4(2):1-44. [DOI:10.15142/fptk-b748]
[11] Gregory S, Knight P. Social development and family life. In: Gregory S, Knight P, McCracken W, Powers S, Watson L, editors. Issues in deaf education. 1st ed. London: David Fulton Publishers Ltd; 1998. p. 1-11.
[12] Muñoz K, Caballero A, White K. Effectiveness of questionnaires for screening hearing of school-age children: A comprehensive literature review. Int J Audiol. 2014;53(12):910-4. [DOI:10.3109/14992027.2014.943846]
[13] Alpiner JG, Schow RL. Rehabilitative evaluation of hearing-impaired adults. In: Alpiner JG, McCarthy PA, editors. Rehabilitative audiology: children and adults. 3rd ed. Baltimore: Lippincott Williams & Wilkins; 2000. p. 305-31.
[14] Zhong Y, Xu T, Dong R, Lyu J, Liu B, Chen X. The analysis of reliability and validity of the IT-MAIS, MAIS and MUSS. Int J Pediatr Otorhinolaryngol. 2017;96:106-10. [DOI:10.1016/j.ijporl.2017.03.006]
[15] Karawani H, Jenkins KA, Anderson S. Neural and behavioral changes after the use of hearing aids. Clin Neurophysiol. 2018;129(6):1254-67. [DOI:10.1016/j.clinph.2018.03.024]
[16] Ching TY, Hill M. The Parents’ Evaluation of Aural/Oral Performance of Children (PEACH) scale: normative data. J Am Acad Audiol. 2007;18(3):220-35. [DOI:10.3766/jaaa.18.3.4]
[17] Wilson WJ. Screening for central auditory processing disorder. In: Musiek; FE, Chermak GD, editors. Handbook of central auditory processing disorder. 2nd ed. San Diego: Plural Publishing; 2014. p. 265-90. (Auditory neuroscience and diagnosis; vol 1).
[18] Li WYK. Questionnaire-based screening for hearing disability in Hong Kong school children. [Bachor of Science (Speech and Hearing Sciences) dissertation]. The University of Hong Kong: 2003.
[19] Most T. Assessment of school functioning among Israeli Arab children with hearing loss in the primary grades. Am Ann Deaf. 2006;151(3):327-35. [DOI:10.1353/aad.2006.0038]
[20] Dancer J, Burl NT, Waters S. Effects of unilateral hearing loss on teacher responses to the SIFTER. Screening Instrument for Targeting Educational Risk. Am Ann Deaf. 1995;140(3):291-4. [DOI:10.1353/aad.2012.0592]
[21] Most T, Tsach N. School functioning of children with unilateral hearing loss in comparison to the functioning of children with normal hearing. JADARA. 2010;43(2):101-19.
[22] Mukari SZ, Ling LN, Ghani HA. Educational performance of pediatric cochlear implant recipients in mainstream classes. Int J Pediatr Otorhinolaryngol. 2007;71(2):231-40. [DOI:10.1016/j.ijporl.2006.10.005]
[23] Damen GWJA, Van Den Oever-Goltstein MHL, Langereis MC, Chute PM, Mylanus EAM. Classroom performance of children with cochlear implants in mainstream education. Ann Otol Rhinol Laryngol. 2006;115(7):542-52. [DOI:10.1177/000348940611500709]
[24] Wu C-M, Liu T-C, Liao P-J, Chen C-K, Chang B-L, Lin B-G. Academic achievements and classroom performance in Mandarin-speaking prelingually deafened school children with cochlear implants. Int J Pediatr Otorhinolaryngol. 2013;77(9):1474-80. [DOI:10.1016/j.ijporl.2013.06.012]
[25] Johnston KN, John AB, Kreisman NV, Hall3rd JW, Crandell CC. Multiple benefits of personal FM system use by children with auditory processing disorder (APD). Int J Audiol. 2009;48(6):371-83. [DOI:10.1080/14992020802687516]
[26] Schafer EC, Mathews L, Mehta S, Hill M, Munoz A, Bishop R, et al. Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. J Commun Disord. 2013;46(1):30-52. [DOI:10.1016/j.jcomdis.2012.09.002]
[27] Aaronson, NK, Acquadro C, Alonso J, Apolone G, Bucquet D, Bullinger M, et al. International Quality of Life Assessment (IQOLA) Project. Qual Life Res. 1992;1(5):349-51. [DOI:10.1007/BF00434949] [PMID]
[28] Taherdoost H. Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management. 2016;5(3):28-36. [DOI:10.2139/ssrn.3205040]
[29] Quar TK, Ching TYC, Mukari SZ, Newall P. Parents’ evaluation of aural/oral performance of children (PEACH) scale in the Malay language: data for normal-hearing children. Int J Audiol. 2012;51(4):326-33. [DOI:10.3109/14992027.2011.637079]
[30] Fatahi F, Hajisadeghian N, Hajiabolhassan F, Zamiri Abdollahi F, Jalaie S. Development of Persian version of teachers’evaluation of aural/oral performance of children scale. Aud Vestib Res. 2020;29(2):64-75 [DOI:10.18502/avr.v29i2.2787]
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| Issue | Vol 31 No 1 (2022) | |
| Section | Research Article(s) | |
| DOI | https://doi.org/10.18502/avr.v31i1.8136 | |
| Keywords | ||
| Educational need electronic questionnaire hearing impaired questionnaire students | ||
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How to Cite
1.
Khodaei F, Fatahi F, Rouhbakhsh N, Jalaie S, Koravand A. Validity and Reliability of the Persian Versions of Primary and Secondary Screening Instrument for Targeting Educational Risk Questionnaires. Aud Vestib Res. 2022;31(1):60-68.
