Using a screening tool to identify the auditory behavior of students who are learning to read and write

ABSTRACT Purpose: to analyze the use of a screening tool, by teachers, to identify the auditory behavior of students who are learning to read and write. Methods: a cross-sectional study including 22 students who answered the Fisher’s Auditory Problems Checklist (QFISHER). The analysis of this questionnaire approached the categories of hearing, attention, memory, language, and school performance. The chi-square statistical test and Mann-Whitney test were used to compare the scores between the age groups, considering the 5% significance level. Results: school performance had the worst frequency in QFISHER (87.72%), followed by attention (62.10%), language (60.53%), and hearing (59.65%). The median revealed worse assessment in school performance (100.0%) followed by attention (60.0%). The QFISHER overall score was 66.7%. The comparison between age groups did not reveal any significant difference for the domains assessed. Conclusion: the QFISHER, used by teachers, as a screening tool for children who are learning to read and write, can identify behavioral changes suggestive of auditory processing disorder, broadening the possibility of early interventions.

摘要
研究目的：分析教师使用筛查工具识别处于读写学习阶段学生的听觉行为的应用情况。
研究方法：本研究为横断面研究，纳入22名完成费舍尔听觉问题量表（Fisher’s Auditory Problems Checklist, QFISHER）测评的学生。该问卷的分析维度涵盖听力、注意力、记忆、语言及学业表现。本研究采用卡方检验与曼-惠特尼U检验，以5%作为显著性水平，对不同年龄组的得分进行组间比较。
研究结果：在QFISHER测评中，学业表现的异常占比最高（87.72%），其次为注意力（62.10%）、语言（60.53%）与听力（59.65%）。中位数分析显示，学业表现的评估得分最差（100.0%），紧随其后的为注意力（60.0%）。QFISHER的总得分率为66.7%。不同年龄组的各测评维度得分均未呈现显著差异。
研究结论：教师将QFISHER作为读写学习阶段儿童的筛查工具，可识别出提示听觉处理障碍的行为改变，为早期干预拓宽了可能性。