Nicastri Maria, Dincer D'Alessandro Hilal, Anderson Karen, Ciferri Miriana, Cavalcanti Luca, Greco Antonio, Giallini Ilaria, Portanova Ginevra, Mancini Patrizia
Department of Sense Organs, Sapienza University of Rome, 00185 Rome, Italy.
Department of Audiology, Faculty of Health Sciences, Istanbul University-Cerrahpaşa, 34500 Istanbul, Turkey.
Audiol Res. 2024 Sep 14;14(5):822-839. doi: 10.3390/audiolres14050069.
Listening difficulties may frequently occur in school settings, but so far there were no tools to identify them for both hearing and hearing-impaired Italian students. This study performed cross-cultural adaptation and validation of the Listening Inventory for Education-Revised for Italian students (LIFE-R-ITA).
The study procedure followed the stages suggested by the Guidelines for the Process of Cross-cultural Adaptation of Self-Report Measures. For the content validation, six cochlear implanted students (8-18 years old) pre-tested the initial version. Whenever any situation did not occur in Italy, the item was adapted to more typical listening situations in Italy. The final version of LIFE-R-ITA was administered to a sample of 223 hearing students from different school settings and educational degrees in order to collect normative data.
For the LIFE-R-ITA, hearing students showed an average score of 72.26% (SD = 11.93), reflecting some listening difficulties. The subscales (LIFE total, LIFE class, and LIFE social) indicated good internal consistency. All items were shown to be relevant. Most challenging situations happened when listening in large rooms, especially when other students made noise. LIFE social scores were significantly worse than those of LIFE class ( < 0.001).
The present study provides cross-cultural adaptation and validation for the LIFE-R-ITA along with the normative data useful to interpret the results of students with hearing loss. The LIFE-R-ITA may support teachers and clinicians in assessing students' self-perception of listening at school. Such understanding may help students overcome their listening difficulties, by planning and selecting the most effective strategies among classroom interventions.
听力困难在学校环境中可能经常出现，但到目前为止，还没有工具可以识别意大利听力正常和听力受损的学生的听力困难。本研究对意大利学生修订版教育听力量表（LIFE-R-ITA）进行了跨文化改编和验证。
研究程序遵循自我报告测量跨文化改编过程指南建议的阶段。对于内容验证，六名接受人工耳蜗植入的学生（8至18岁）对初始版本进行了预测试。每当意大利未出现任何情况时，就将该项目调整为意大利更典型的听力情况。LIFE-R-ITA的最终版本被施用于来自不同学校环境和教育程度的223名听力正常学生的样本，以收集常模数据。
对于LIFE-R-ITA，听力正常的学生平均得分为72.26%（标准差=11.93），反映出一些听力困难。分量表（LIFE总分、LIFE课堂和LIFE社交）显示出良好的内部一致性。所有项目都被证明是相关的。最具挑战性的情况发生在大房间里聆听时，尤其是当其他学生制造噪音时。LIFE社交得分显著低于LIFE课堂得分（<0.001）。
本研究为LIFE-R-ITA提供了跨文化改编和验证，以及有助于解释听力损失学生结果的常模数据。LIFE-R-ITA可以支持教师和临床医生评估学生在学校对听力的自我认知。这种理解可以通过在课堂干预中规划和选择最有效的策略来帮助学生克服听力困难。
