Validation of Preschool HEAR-QL in Turkish (Kırseven et al., 2024)

<b>Purpose: </b>The purpose of this study was to assess preschool children’s hearing-related quality of life and to introduce the scale, originally titled “Preschool Hearing Environments and Reflections on Quality of Life Questionnaire” (Preschool HEAR-QL), to the literature through Turkish adaption, validity, and reliability analyses.<b>Method: </b>Our study included 210 children aged 2–6 years: 110 with hearing loss (56 cochlear implant users and 54 hearing aid users) and 100 with normal hearing. Demographic data were collected and then the Preschool HEAR-QL, which was translated into Turkish, was administered twice at 15-day intervals. Confirmatory factor analysis was used to determine whether the factor structure found in the original scale development study was confirmed in our sample (construct validity). Cronbach’s alpha, intraclass correlation scores, and the test–retest method were used to assess the scale’s reliability as the findings were analyzed using paired samples t tests.<b>Results: </b>The children with hearing loss had lower scores than their normal-hearing peers, and the difference was significant in the subdomains of behavior and attention, hearing environments, and communication. The subscale of the Preschool Period Listening Environments and their Reflections on Quality of Life Scale consists of 23 items, and Cronbach’s alpha value was found as 0.922 in the first application and 0.926 in the second application (high reliability). In the model established for validity analysis, χ²/<i>df</i> = 2.156, root-mean-square error of approximation = 0.074, standard root-mean-square residual = 0.078, goodness-of-fit index = 0.830, adjusted goodness-of-fit index = 0.789, comparative fit index = 0.895, and Tucker–Lewis index = 0.881 (good model fit). In terms of test–retest reliability, the correlation between the two measurements was 0.837, and there was no statistical difference between the test–retest scores (<i>p</i> = .15).<b>Conclusion: </b>The Turkish version of the Preschool HEAR-QL scale was proven to be a valid and reliable scale for assessing the hearing-related quality of life of children aged 2–6 years.<b>Supplemental Material S1.</b> Participant data.Kırseven, S., Tahir, E., &amp; Yaşar, Ö. (2024). The validity and reliability of the Turkish version of Preschool Hearing Environments and Reflection on Quality of Life Questionnaire. <i>American Journal of Audiology, </i>, <i>33</i>(2), 343–353. https://doi.org/10.1044/2024_AJA-23-00033**目的：** 本研究旨在评估学龄前儿童的听力相关生活质量，并通过土耳其语本土化、效度与信度分析，将原名为“学龄前听力环境与生活质量反思问卷（Preschool Hearing Environments and Reflections on Quality of Life Questionnaire，简称Preschool HEAR-QL）”的量表引入学术文献。**方法：** 本研究共纳入210名2~6岁儿童，其中110名听力损失患儿（56名人工耳蜗使用者，54名助听器使用者），100名听力正常儿童。收集人口统计学数据后，对翻译为土耳其语的Preschool HEAR-QL间隔15天施测两次。采用验证性因子分析检验原量表开发研究中确立的因子结构在本样本中的适配性（结构效度）。采用克朗巴赫α系数、组内相关系数及重测法评估量表信度，并通过配对样本t检验分析研究结果。**结果：** 听力损失儿童的得分显著低于听力正常同龄人，在行为与注意力、听力环境及沟通维度上的组间差异具有统计学意义。本量表共包含23个条目，首次施测的克朗巴赫α系数为0.922，第二次施测为0.926，信度良好。效度分析所构建的模型中，χ²/df=2.156，近似误差均方根=0.074，标准化残差均方根=0.078，拟合优度指数=0.830，调整拟合优度指数=0.789，比较拟合指数=0.895，塔克-刘易斯指数=0.881，模型拟合情况优良。重测信度方面，两次测量的相关系数为0.837，重测得分无统计学差异（p=0.15）。**结论：** 学龄前听力环境与生活质量反思问卷的土耳其语版本可有效且可靠地用于评估2~6岁儿童的听力相关生活质量。**补充材料S1：** 参与者数据。Kırseven, S., Tahir, E., & Yaşar, Ö. (2024). 土耳其语版学龄前听力环境与生活质量反思问卷的效度与信度检验. *美国听力学杂志*, 33(2), 343–353. https://doi.org/10.1044/2024_AJA-23-00033