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教师报告的儿童嗓音障碍指数的制定、验证和可靠性。

Development, Validation, and Reliability of the Teacher-Reported Pediatric Voice Handicap Index.

机构信息

Department of Speech and Language Therapy, Hacettepe University, Ankara, Turkey.

Department of Education, Hacettepe University, Ankara, Turkey.

出版信息

Lang Speech Hear Serv Sch. 2022 Jan 5;53(1):69-87. doi: 10.1044/2021_LSHSS-21-00033. Epub 2021 Nov 11.

Abstract

PURPOSE

The purpose of this study was to develop a novel teacher-reported pediatric voice outcome measure and to investigate its psychometric properties.

METHOD

In the first stage, a new instrument, the Teacher-Reported Pediatric Voice Handicap Index (TRPVHI), was developed. After item generation, a panel of experts evaluated the items to assess the content validity. Subsequently, the final version of the preliminary instrument was applied to teachers of 306 children (57 dysphonic and 249 vocally healthy) between the ages of 4 and 11 years. Eventually, the construct validity, criterion-related validity, test-retest reliability, and internal consistency of the developed instrument were examined.

RESULTS

The items with a content validity ratio less than .8 were modified or removed, and accordingly, the preliminary version of the index was finalized. After the application of the preliminary version, item reduction was made based on the factor analysis. The index is composed of 27 questions and three subscales: Functional, Physical, and Emotional. A significant difference was observed between the dysphonic and vocally healthy children for the TRPVHI scores ( < .001). A positive moderate correlation was determined between the Pediatric Voice Handicap Index and TRPVHI scores. Correlation coefficients between the test and retest scores of the TRPVHI were in the range of .92-.98. Cronbach's alpha values computed to assess the internal consistency were in the range of .94-.98.

CONCLUSIONS

The TRPVHI is the only valid and reliable teacher-reported outcome measure of the effects of voice disorders on children. It is anticipated that the deployment of the TRPVHI in conjunction with other subjective tools, both in the initial evaluation and the follow-up of the treatment results, will allow a better understanding of the physical, functional, and emotional effects of voice disorders on children. Furthermore, it can potentially lead further research to enable the use of the TRPVHI for screening purposes.

摘要

目的

本研究旨在开发一种新的教师报告儿童嗓音障碍量表,并对其进行心理测量学评估。

方法

在第一阶段,开发了一种新的工具,即教师报告儿童嗓音障碍指数(TRPVHI)。在项目生成后,一组专家对项目进行评估,以评估内容效度。随后,初步仪器的最终版本应用于 306 名 4 至 11 岁的儿童(57 名发音障碍和 249 名嗓音正常)的教师。最终,检验了开发工具的结构效度、效标关联效度、重测信度和内部一致性。

结果

内容效度比值小于.8 的项目进行了修改或删除,相应地,初步版本的指数最终确定。初步版本应用后,根据因子分析进行了项目删减。该指数由 27 个问题和 3 个分量表组成:功能、生理和情感。发音障碍儿童和嗓音正常儿童的 TRPVHI 评分差异显著(<.001)。儿童嗓音障碍指数和 TRPVHI 评分之间存在正相关关系。TRPVHI 测试和重测得分之间的相关系数在.92-.98 之间。用于评估内部一致性的 Cronbach's alpha 值计算范围在.94-.98 之间。

结论

TRPVHI 是唯一有效的、可靠的教师报告嗓音障碍对儿童影响的结果测量工具。预计 TRPVHI 的应用与其他主观工具相结合,无论是在初始评估还是在治疗结果的随访中,都将使我们更好地了解嗓音障碍对儿童的生理、功能和情感影响。此外,它可能会进一步研究 TRPVHI 用于筛查目的。

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