Sağlık Bilimleri Fakültesi / Faculty of Health Sciences

Permanent URI for this collectionhttps://hdl.handle.net/11727/1402

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Author: search.filters.author.Hancer, Hale

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    Validity And Reliability Of Turkish Version Of The Secondary Screening Instrument For Targeting Educational Risk Questionnaires
    (Başkent Üniversitesi Sağlık Bilimleri Fakültesi, 2024-04-01) Tokgoz-Yilmaz, Suna; Hancer, Hale; Orak, Ozge
    Objective: The Secondary Screening Instrument for Targeting Educational Risk Questionnaires (Secondary S.I.F.T.E.R.) is a scanning tool for teachers to evaluate the challenges and educational risks faced by deaf and hard of hearing (DHH) students. In Turkey, there is a need for a screening tool to identify academic risks among DHH students. This study aimed to adapt the Turkish version of the Secondary S.I.F.T.E.R. (Secondary S.I.F.T.E.R.-T) and evaluate its validity and reliability. Materials and Methods: The Secondary S.I.F.T.E.R.-T was translated and cross-culturally adapted. Subsequently, the Secondary S.I.F.T.E.R.-T was administered by teachers of 104 DHH students (group 1) and 69 normal-hearing students (group 2) in the 6th to 12th grades to evaluate. Results: In the validity analysis of the Secondary S.I.F.T.E.R.-T, the item-total correlation coefficients, content validity ratio, and index were found to be compatible with the literature, and the subscale and total scale scores of the two groups were significantly different. High internal consistency reliability was determined using Cronbach's alpha, split-half Spearman-Brown correlation, and Guttman's coefficients. A scoring grid was developed to identify low-, middle-, and high-performing students. Conclusions: The validity and reliability analyzes of the Secondary-S.I.F.T.E.R.-T were found to be acceptable, and scoring grids were determined. Secondary-S.I.F.T.E.R.-T can be used as a screening tool to identify academic risks among DHH students in Turkey.
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    Development, Validity, and Reliability of the Auditory and Speech Performance Test for Children
    (CANADIAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY, 2024-05-02) Hancer, Hale; Kiziltan, Erhan; Tan, Pinar Civak; Gokmen, Dery; Hayme, Serhat; Yilmaz, Suna Tokgoz
    Auditory processing and speech processing disorders negatively affect school -aged children. To minimize these negative effects, individuals in the risk group should benefit from the positive contribution of early intervention with a comprehensive evaluation. The aim of this study was to develop the Auditory and Speech Performance Test for Children and analyze its validity and reliability. In the development of the Auditory and Speech Performance Test for Children, discrimination and recognition subtasks were built for both auditory and speech performance. Meaningful and meaningless minimal pairs were used in the subtasks. A silent background was used for auditory performance, and noise stimuli were combined into minimal pairs for speech performance. Audiovisual materials were integrated into the finger-tapping test. The Auditory and Speech Performance Test for Children was administered to 307 children with typical development and to 80 children with specific learning disabilities. The Auditory and Speech Performance Test for Children calculated children's reaction times for pressing speed and accuracy of pressing the correct key. The data were analyzed for content, construct validity, internal consistency, and test -retest reliability. The content validity index value was found to be high (.89-1.0). The Auditory and Speech Performance Test for Children was explained as a two -factor model using exploratory factor analysis (eigenvalue = 1.92, total variance = 66.65%). It was found to be discriminative according to age, groups, subtests, and 27% bottom and top scores (all were significant atp < .001). Internal consistency (.77-.90) and test -retest values (.89-.93) of the Auditory and Speech Performance Test for Children in the total test scores were calculated within reliable values. In conclusion, we developed a valid and reliable screening tool for auditory and speech performance in children.