![]() The scoring was performed as follows: four points if behavior is observed most times three points if behavior is observed frequently one point if behavior is observed sometimes and zero points if behavior is observed rarely. The student's performance was rated on each of the questions, using a 4-point scale. However, no questions were answered as “not applicable”, and then, the final version of the questionnaire was achieved (Appendix C). ![]() Questions rated over 15% for a “not applicable” answer would be selected and evaluated to be replaced by others of the same concept. To each of the 52 questions in Brazilian Portuguese in its version 2, the option “not applicable” was added, to identify misunderstandings or irregularly performed issues by our population, and, therefore, considered culturally inappropriate. ![]() The present study aimed to translate, adapt, and determine the APDQ validity and reliability in Brazilian–Portuguese language.Įvaluation of cultural equivalence: The questionnaire in Brazilian Portuguese was applied to the parents of 10 students, without communication complaints. 23Īlthough it is one of the questionnaires recommended by the various guidelines and consensus statements on auditory processing, 15, 24 few reports 22, 23, 25 have studied the APDQ, and it has not been translated into Brazilian–Portuguese language. It has been translated into several languages including Norwegian, Spanish, French, Turkish and Persian. 22 Sensitivity and specificity levels were above 80% in being able to correctly identify normal controls and the 3 clinical groups including APD, ADHD and language/learning challenges. The APDQ instrument was created, presented and validated in the United States with 280 subjects in the state of Hawaii which included 198 normal controls. The APDQ assesses auditory abilities, hearing problems, language skills and some aspects of attention. In order to develop an instrument to assist with the diagnosis of CAPD and differentiate children at risk for CAPD from those most likely to have Attention Deficit Hyperactivity Disorder (ADHD) or a language disorder, Brian O’Hara, in 2007, developed a questionnaire called The Auditory Processing Domains Questionnaire (APDQ) aiming at tracking individuals who may have CAPD due to listening difficulties they present. In Brazil, there is a shortage of questionnaires with methodological rigor in Brazilian–Portuguese language, intended to assist with the screening and clinical delineation of auditory processing disorders. 11, 16, 17, 18 Although questionnaires are used by 75% of educational audiologists in the United States to investigate issues related to CAPD, 19 there are disagreements about the validity of the questionnaires, degrees of sensitivity and specificity for CAPD, difficulty in reading and interpreting the questions, 10 and about not performing differential screening with other disorders, such as attention and language. Several questionnaires that investigate hearing and listening skills have been developed and/or studied in the international literature, with excellent psychometric characteristics and with great potential to detect individuals who are likely to have CAPD. The international guidelines and consensus statements on CAP 2, 3, 9, 13, 14, 15 recommend the use of questionnaires and scales to identify individuals at risk for CAPD, as they provide information about the individual’s communication deficits and the functional impact on the individual's communication, academic or work performance. In any case, CAP diagnosis has been carried out through behavioral tests aiming to assess the auditory mechanisms and electrophysiological tests to evaluate the integrity of the central auditory pathway. Lately, there has been much controversy about the recognition of CAPD as a single clinical entity in the United States, especially with regards to overlapping clinical manifestations with other disorders, questions about whether it is primarily a top-down or bottom-up sensory-neural deficit and an inability of the scientific community to reach a consensus on diagnosis and intervention planning. The behaviors observed in children with CAPD include hearing, school, and social difficulties. The American Speech-Language-Hearing Association (ASHA) establishes that CAPD refers to difficulties in processing auditory information in the central nervous system and the neurobiological activity that underlies this process that generates electrophysiological auditory potentials. 1, 2Ĭentral Auditory Processing Disorder (CAPD) has been recognized as a clinical entity since 2005, 2 which means the condition has distinct and finite features with clearly referenced diagnostic criteria. Central Auditory Processing (CAP) refers to the functions of the Central Auditory Nervous System (CANS) which parses auditory information, and involves sound stimuli analysis and interpretation. ![]()
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