Development of Persian version of teachers’ evaluation of aural/oral performance of children scale

Abstract

Background and Aim: Teachers’ evaluation
of aural/oral performance of children (TEACH) scale is one of the scales used for assessing hearing-impaired children’s behaviors in real-life environments, regardless of the degree of hearing loss. The aim of the present study was development, determining validity and reliabi­lity of the Persian TEACH (P-TEACH) in normal-hearing and hearing-impaired children.

Methods: The TEACH scale was translated and cross-culturally adapted. After verifying the face validity of the scale, P-TEACH was performed on 40 normal-hearing and 42 hearing-impaired and its’ results were compared with the Persian parents' evaluation of aural/oral performance
of children (P-PEACH). The test-retest reli­ability of P-TEACH was evaluated after two weeks on 10 subjects who were selected rando­mly.

Results: Content validity index for item 3 was 0.8 and for others were 1. P-TEACH scores showed a significant difference between two groups (p < 0.001). There was a strong corre­lation between P-TEACH and P-PEACH scores (r = 0.59 to 0.87; p < 0.05). Cronbach's α for

P-TEACH was 0.75 -0.98 for both groups. There was a significant correlation between children’s age and total score of P-TEACH
in normal-hearing and hearing-impaired chil­dren (r = 0.40 and 0.41 respectively; p ≤ 0.001). There was a significant correlation between
test and retest of P-TEACH (r = 0.87 to
0.97; < 0.001).

Conclusion: P-TEACH is a well-adapted valid and reliable tool for functional evaluation of
the auditory performance of hearing-impaired children. The study showed that the P-TEACH has a strong agreement with the P-PEACH.

Keywords: Evaluation of aural/oral performance of children; hearing impairment; parents' evaluation of aural/oral performance of children; reliability; teachers; validity