scholarly journals Screening of Auditory Processing Disorders in School- Aged Children in Tehran, Iran Using the Auditory Processing Domain Questionnaire

2021 ◽  
Author(s):  
Farnoush Jarollahi ◽  
Akram Pourbakht ◽  
Shohreh Jalaie ◽  
Mahbobeh Oruie
Keyword(s):  
At Risk ◽  
Auditory Processing ◽  
Screening Methods ◽  
Auditory Processing Disorders ◽  
School Students ◽  
Students At Risk ◽  
Female Ratio ◽  
School Aged Children ◽  
The Difference ◽  
Auditory Disorders

Background and Aim: Early detection of auditory processing disorders (APD) is essential for preventing learning and educational problems in school-aged children. It is crucial to take into account the comorbidity with APD, as well. The goal of APD screening is to obtain the basic information about those with auditory disorders to be referred for further evaluation. This study aimed to identify the elementary school students at risk of APD in Tehran, Iran. Methods: Participants were the parents of 536 children selected from 11 elementary schools in four districts of Tehran city. The schools in each district were selected by a random clustering method. The auditory system of students was first evaluated. The parents were then asked to complete the Persian version of the auditory processing domain questionnaire (APDQ). Results: The prevalence of APD was 3.3% in girls and 8.3% in boys and the difference between them was statistically significant (p=0.021). The overall prevalence of APD was 4.6% based on the cut-off points of four APDQ domains, with a male-to-female ratio of 2.6. Conclusion: It is necessary to screen APD in school-aged children to minimize learning and educational problems in them. Moreover, there is a need for developing screening methods to provide timely detection and appropriate intervention for those at risk of APD.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

High school students at risk of exclusion

2020 ◽  
pp. 85-96
Author(s):  
Adrian B. Kelly ◽  
Bosco Rowland ◽  
Rebecca A. Kuhn ◽  
Andrew W. Munnings ◽  
John W. Toumbourou
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Students ◽  
Students At Risk

scholarly journals The Unmet Health Needs of East Asian High School Students: Are Homestay Students at Risk?

2010 ◽  
Vol 101 (3) ◽  
pp. 241-245 ◽  
Author(s):  
Sabrina T. Wong ◽  
Yuko Homma ◽  
Joy L. Johnson ◽  
Elizabeth Saewyc
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
East Asian ◽  
Health Needs ◽  
School Students ◽  
Students At Risk ◽  
Unmet Health Needs

Observations on the Use of SCAN to Identify Children at Risk for Central Auditory Processing Disorder

1997 ◽  
Vol 28 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Maria F. Emerson ◽  
Kami K. Crandall ◽  
J. Anthony Seikel ◽  
Gail D. Chermak
Keyword(s):  
At Risk ◽  
Auditory Processing ◽  
School Setting ◽  
Auditory Processing Disorder ◽  
Central Auditory Processing ◽  
Auditory Processing Disorders ◽  
Children At Risk ◽  
Central Auditory Processing Disorder ◽  
History Of ◽  
Audiometric Test

The SCAN: A Screening Test for Auditory Processing Disorders was designed for administration in a quiet school test setting, although it is also administered by audiologists in the audiometric booth in a study seeking to screen for the presence of central auditory processing disorder (CAPD) in children with a history of otitis media (OM), 14 children with a history of OM and an equal number without this risk factor for CAPD (non-OM) were tested in a school setting using the SCAN and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Forty-three percent of the OM group failed the SCAN, as did 29% of the non-OM group; hence, the groups were not differentiated using the SCAN. To prove the effects of environment on test results, a second experiment was conducted in which six additional children were administered the SCAN in both a school setting and an audiometric test booth. Individual data revealed that subjects performed more poorly on the SCAN administered in the school setting than in audiometric test booth. The marked difference in SCAN scores between the two environments raises methodological concerns regarding the use of this instrument for indentification of children at risk for central auditory processing disorders.

Depression, Self-Esteem, Suicide Ideation, and GPAs of High School Students at Risk

1992 ◽  
Vol 71 (3) ◽  
pp. 899-902 ◽  
Author(s):  
Joe Beer ◽  
John Beer
Keyword(s):  
At Risk ◽  
High School Students ◽  
Regular Education ◽  
Suicide Ideation ◽  
Short Form ◽  
Self Esteem ◽  
Background Information ◽  
Education Students ◽  
School Students ◽  
Students At Risk

131 subjects completed the Beck Depression Inventory, Coopersmith's Self-esteem Inventory—Short Form, the first 11 questions of the Beck Scale of Suicide Ideation, and gave some background information. The students receiving free or reduced-cost lunches scored lower on self-esteem, while students who had been absent more than 15 times scored higher on depression and suicide ideation and had lower GPAs than students who were not absent as often but had similar scores on self-esteem. Students who were below the 25th percentile on the SRA Composite score had lower GPAs. 9 students in special education in Learning Disabilities and Behavioral Disordered categories had scores similar to those of 121 regular education students on depression, self-esteem, suicide ideation, and GPA. Indicators for children at-risk provide clues about how children think about themselves, others, and the world in which they live.

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