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Updated: Jul 24, 2026
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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
Published on: January 23, 2017
[Screening by teachers for language and behavior difficulties in 2059 children aged 3,5 years]
C Chevrie-Muller1, L Watier, J Arabia
1CNRS UMR 8606, Laboratoire d'Etudes sur l'Acquisition et la Pathologie du Langage, 7, rue Guy-Môquet, 94801 Villejuif Cedex. claude.chevrie@9online.fr
Revue D'Epidemiologie Et De Sante Publique
|January 26, 2006
Summary
Teachers
Area of Science:
- Child development
- Developmental psychology
- Educational psychology
Context:
- Preschool screening for language and behavioral issues is crucial.
- Differentiating specific disorders from environmental factors is challenging.
- Teacher assessments are vital but can be influenced by external factors.
Purpose:
- To investigate the role of child gender and family background in teacher screening of preschool language and behavioral disorders.
- To analyze factors influencing teacher perceptions of developmental issues in young children.
Summary:
- A 29-item teacher questionnaire screened 2059 3.5-year-olds in French nursery schools.
- Boys, children from low-education families, and those with non-French-speaking parents were more frequently identified with difficulties.
- Teacher assessments are significantly influenced by child gender and family characteristics.
Impact:
- Highlights the need for caution in interpreting screening results based solely on teacher reports.
- Suggests environmental factors significantly impact early childhood assessments.
- Emphasizes the necessity of longitudinal studies to distinguish specific disorders from environmental influences.
