目的:听觉处理障碍(APD)和听力困难(LiD)在年轻人中越来越普遍。我们的研究调查了学生及其监护人,以评估6-18岁学生中APD和LiDs的早期检测。我们估计了患有LiD的学生的百分比,并评估了他们在不同学年的监护人的看法。
方法:这项前瞻性研究招募了大阪共同大学附属学校的学生及其监护人。学生和他们的监护人都完成了人口统计学的基本评估,以及评估LiD(由学生和监护人完成)和发育问题(仅由监护人完成)的问卷。在以下四个领域评估了LiD:(I)听觉注意力,(ii)听觉记忆,(iii)听觉辨别,和(iv)听觉恢复。研究了学年组与LiD总分之间的关系以及学生和监护人对学年组与LiD领域之间关联的看法之间的差异。
结果:受访者包括来自三所学校120个班级的743名学生和743名监护人。26.5%的学生和26.1%的监护人报告了听力损失,大多数人表示轻微的听力损失。与学生相比,他们的监护人通常对与LiD有关的所有问题表示正常反应。学生报告的LiD分数随着学年的增加而增加,并且与监护人报告的分数显着偏离。学生在听觉注意力和听觉记忆领域的分数随着学年的增加而显著增加,在听觉注意力类别中增加最大。
结论:学生报告LiD的严重程度随着学年的增加而增加,而他们的监护人低估了这些症状,最重要的是在后来的学年。因此,筛查与听觉注意力相关的症状有助于学龄儿童早期发现APD和LiD.
OBJECTIVE: Auditory processing disorders (APD) and listening difficulties (LiD) are becoming increasingly prevalent in young adults. Our study surveyed students and their guardians to assess the early detection of APD and LiDs in students aged 6-18 years. We estimated the percentage of students with LiDs and assessed their guardians\' perceptions during different school years.
METHODS: This prospective study enrolled students from schools affiliated with Osaka Kyoiku University and their guardians. Both students and their guardians completed a basic assessment on demographics, and a questionnaire assessing LiD (completed by both students and guardians) and developmental problems (completed only by guardians). LiD was assessed in the following four domains: (i) auditory attention, (ii) auditory memory, (iii) auditory discrimination, and (iv) auditory restoration. The relationship between the school-year group and the total score for LiD and the differences between the students\' and guardians\' perceptions of the association between the school-year group and LiD domains were examined.
RESULTS: Respondents comprised 743 students from 120 classes at three schools and 743 guardians. Hearing loss was reported by 26.5% of students and 26.1% of their guardians, with the majority indicating slight hearing loss. Compared with the students, their guardians more commonly indicated a normal response to all the questions related to LiD. The LiD scores reported by students increased with increasing school years and significantly deviated from those reported by their guardians. The students\' scores in the auditory attention and auditory memory domains demonstrated significant increase with increasing school years, with the greatest increase in the auditory attention category.
CONCLUSIONS: Students reported increasing severity of LiD with increasing school years, whereas their guardians underreported such symptoms, most significantly in the later school years. Therefore, screening for symptoms related to auditory attention could aid in the early detection of APD and LiD in school-age children.