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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

103
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
103

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Auditory Processing Disorder Test Battery in European Portuguese-Development and Normative Data for Pediatric Population.

Audiology research·2021
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Auditory Processing Intervention Program for school-aged children - development and content validation.

Cátia Luís1, Ana Abrantes1, Catarina Oliveira1

  • 1Escola Superior de Saúde da Universidade de Aveiro - ESSUA - Aveiro, Portugal.

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|November 3, 2022
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This study developed and validated an Auditory Processing Intervention Program for children with Auditory Processing Disorder. The program demonstrated excellent content validity, with expert feedback leading to refinements.

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Area of Science:

  • Speech and Hearing Sciences
  • Pediatric Audiology
  • Educational Psychology

Background:

  • Auditory Processing Disorder (APD) affects school-aged children's academic and social development.
  • Intervention programs are crucial for managing APD symptoms.
  • Development of culturally and linguistically appropriate interventions is needed for diverse populations.

Purpose of the Study:

  • To develop an Auditory Processing Intervention Program for European Portuguese speaking children with APD.
  • To validate the content of the developed intervention program using expert panels.
  • To ensure the program targets key auditory skills essential for learning.

Main Methods:

  • Program development included defining objectives, activities, and verbal stimuli for auditory skills like discrimination, attention, and memory.
  • Content validation involved two expert panels assessing the program using a questionnaire.
  • Content Validity Index (CVI) was calculated to quantify expert agreement.

Main Results:

  • The Auditory Processing Intervention Program achieved excellent content validity.
  • Expert feedback led to modifications in program instructions, intensity differences, and character details.
  • The program's verbal stimuli were selected based on strict linguistic criteria.

Conclusions:

  • The study successfully developed and content-validated an auditory processing intervention program.
  • The program is designed with specific verbal stimuli for European Portuguese speaking children.
  • Future research should investigate the program's acceptability and efficacy in the target population.