Auditory processing (AP) is a fundamental function in speech signal processing. The ability to process speech signals in noisy environments is commonly used to assess AP capabilities. Research on the AP characteristics in Chinese children remains scarce, and the relationship between AP and language/cognitive development has not been explored. This study investigated the AP performance of children with developmental language disorder (DLD) in daily life and under the standardized speech-in-noise (SIN) comprehension paradigm. Using functional Near-Infrared Spectroscopy (fNIRS) to monitor brain activation in real-time during noisy environments, the study analyzed the functional modes of targeted brain regions in Chinese DLD children under noisy environments, while also exploring the relationships between AP behaviors, brain activation patterns, and cognition. This cross-sectional study enrolled 34 Chinese preschool children with DLD and 43 age- and gender-matched typically developing (TD) children. Parents completed basic demographic information, the Preschool Auditory Processing Assessment Scale (PAPAS), and the Behavior Rating Scale of Executive Function-Preschool Version (BRIEF-P). A self-developed SIN comprehension paradigm adapted for Chinese preschool children with DLD was utilized, and fNIRS was employed to record brain activation patterns while the children performed the SIN comprehension task. 1) AP Behavior: The DLD group scored higher than TD group on all dimensions of the PAPAS (P < 0.05); main effects of the group (F = 54.303, P < 0.001) and listening condition (F = 11.83, P = 0.001) were significant for the accuracy (ACC). 2) Brain activation characteristics during the SIN comprehension task: The DLD group showed significantly lower activation than the TD group in the left dorsolateral prefrontal cortex (DLPFC), left Broca’s area, bilateral superior temporal gyrus and middle temporal gyrus (STG and MTG), and right Wernicke’s area (P-corrected < 0.05). 3) The AP total scores, auditory decoding scores, and hyperactivity impulse dimension scores of both groups of children were negatively correlated with the scores on each dimension of the DREAM-C and the WPPSI-IV/WISC-IV (P-corrected < 0.05); the scores on each PAPAS dimension were positively correlated with the scores on each dimension of BRIEF-P (P-corrected < 0.05). 4) The activation levels in the left DLPFC, left Broca’s area, right Wernicke’s area, and bilateral STG and MTG in both groups of children were positively correlated with all dimensions of the DREAM-C (P-corrected < 0.05). The activation levels in the left DLPFC, left Broca’s area, right Wernicke’s area, and right STG and MTG were positively correlated with the full-scale intelligence quotient and verbal comprehension index scores (P-corrected < 0.05). Children with DLD may exhibit AP abnormalities as early as the preschool years, as reflected by poorer performance on AP tasks and atypical cortical activation patterns.

This study aims to investigate differences in brain oxyhemoglobin concentrations among preschool children with varying auditory processing (AP) abilities, as screened by the Preschool Auditory Processing Assessment Scale (PAPAS). The study selected 36 children with AP deficits and 52 typically developing (TD) children as subjects, all screened using the PAPAS. An fNIRS system measured cerebral hemodynamic responses during a speech recognition task performed under noisy and silent conditions. Behavioral results from the fNIRS task showed that children with AP deficits exhibited lower accuracy in speech recognition under noisy conditions compared with TD children. Region of interest activation analysis at the group level revealed significant activation in the left superior temporal gyrus, left middle temporal gyrus, right inferior frontal gyrus, right superior temporal gyrus, and right middle temporal gyrus in TD children during the speech-in-noise recognition task. In contrast, children with AP deficits did not show significant activation in these regions at the group level. Comparative analyses indicated that activation in the right inferior frontal gyrus, right superior temporal gyrus, and right middle temporal gyrus was significantly lower in the AP deficits group than in the TD group.

OBJECTIVES:To investigate associations among auditory processing (AP), working memory, and language function in preschool children with developmental language disorder (DLD), and to analyze the mediating role of working memory. METHODS:A prospective cross-sectional design was adopted. Forty-two children with DLD (DLD group) and 45 typically developing children (normal control group) were enrolled. The Diagnostic Receptive and Expressive Assessment of Mandarin-Comprehensive (DREAM-C), Preschool Auditory Processing Assessment Scale (PAPAS), Wechsler Intelligence Scales (Fourth Edition), and Conners Parent Symptom Questionnaire (PSQ) were used for evaluation. Correlations among scales were analyzed. The relationships among auditory decoding, working memory, and overall language function, as well as the mediating effect of working memory, were examined. RESULTS:Scores on all PAPAS dimensions and the proportion of children at risk for AP abnormalities were significantly higher in the DLD group than in the control group (P0.001). In all children, DREAM-C dimension scores were negatively correlated with PAPAS dimension scores (P0.05). In the DLD group, working memory was negatively correlated with total PAPAS score and scores for auditory decoding, auditory attention, and communication (P0.05). PSQ scores for conduct problems, learning problems, and hyperactivity index were positively correlated with total PAPAS score and scores for auditory decoding, auditory attention, communication, and hyperactivity-impulsivity (P0.05). The impulsivity-hyperactivity score was positively correlated with total PAPAS score and scores for auditory attention and hyperactivity-impulsivity (P0.05). The anxiety score was positively correlated only with the communication score (P0.05). After controlling for confounders, the auditory decoding score (b'=-0.431, P=0.009) and the working memory score (b'=0.437, P0.001) were independently associated with the DREAM-C overall language score. Working memory partially mediated the association between auditory decoding and overall language ability, accounting for 40% of the total effect. CONCLUSIONS:Auditory processing in preschool children with DLD is closely associated with language, cognitive, and behavioral problems. Auditory decoding directly affects language function and indirectly influences it through working memory. PAPAS may serve as a convenient screening tool for clinical use.

Background：It was reported that more than 96% of autism spectrum disorder (ASD) children are accompanied with different degrees of sensory processing abnormalities, and up to 50% of ASD children exhibit abnormal auditory response. Studies have confirmed that some ASD children’s abnormal auditory response may be related to their abnormal auditory processing. Prior research demonstrated that ASD children’s auditory processing has high heterogeneity, thus, ASD children’s auditory processing may have different developmental trajectories. However, no study has concentrated on the developmental trajectories of ASD children’s auditory processing. In addition, auditory processing plays a crucial role in ASD children’s language development, thus, ASD children’s different language development outcomes may be related to different auditory processing development tracks. Therefore, this study aims to explore the developmental trajectory of auditory processing in ASD children and analyze the relationship between different developmental trajectories of auditory processing and language impairment. Methods/Design：In this study, 220 ASD children aging 3 years and 0 months to 4 years and 11 months are recruited as the research objects, and their demographic characteristics are collected. The subjects are tested for peripheral hearing, intelligence, and autism symptoms. Furthermore, ASD children’s auditory processing and language development are evaluated at baseline, 1 year, and 2 years later. In addition, ASD children’s auditory processing is evaluated by electrophysiological test and the Preschool Auditory Processing Assessment Scale. Moreover, ASD children’s language skills are assessed using the Language Development Assessment Scale for Children Aged 1-6. The various categories of the developmental trajectory of ASD children’s auditory processing are examined through the latent category growth model. Additionally, a hierarchical regression model is developed to analyze the predictive impact of different auditory processing development trajectories on language impairment in ASD children. Discussion：This longitudinal study will explore the categories of auditory processing developmental trajectories in ASD children, and analyze the relationship between different categories of auditory processing developmental trajectories and language development, providing new ideas and targeted targets for the rehabilitation training of language impairment in ASD children, as well as promoting early and accurate interventions for ASD children.

Objective: This study aimed to investigate the characteristics of auditory processing (AP) in preschool children with attention-deficit/hyperactivity disorder (ADHD) using the speech auditory brainstem response (speech-ABR), which provides insights into the AP of speech signals in the central auditory nervous system (CANS). Method: A total of 84 preschool children diagnosed with ADHD, aged 4–6 years, were matched with 84 typically developing (TD) children based on gender and age. All children underwent speech-ABR testing, cognitive assessment using the Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition or the Wechsler Intelligence Scale for Children–Fourth Edition, and a continuous performance test. Results: Children with ADHD exhibited significantly longer latencies of speech-ABR waveforms V, A, and D compared to TD children. Multiple linear regression analysis showed that the latencies of speech-ABR waves V, A, and D were affected by the presence of ADHD, but not by the full-scale intelligence quotient. Conclusions: This study revealed that preschool children with ADHD exhibited abnormal AP of speech signals in their CANS. The findings suggest that speech-ABR can be utilized as a reliable measure to evaluate AP ability in this population, as it remains unaffected by cognitive or attentional factors. The transient response (V, A) of speech-ABR was found to be a significant predictor of ADHD in a clinical setting. Early assessment of AP abnormalities via speech-ABR is recommended in preschool-age children to develop targeted interventions for ADHD. Supplemental Material: https://doi.org/10.23641/asha.26376502

OBJECTIVES:To investigate the association between auditory processing and problem behaviors in preschool children, as well as the mediating role of executive function.METHODS:A total of 2 342 preschool children were selected from 7 kindergartens in Nanjing, China from June to August 2021. They were evaluated using Preschool Auditory Processing Assessment Scale, Conners Parent Symptom Questionnaire, and Behavior Rating Inventory of Executive Functioning-Preschool version. Children with different demographic features were compared in the scores and the abnormality rates of auditory processing, problem behaviors, and executive function. The influencing factors of the total scores of auditory processing, problem behaviors, and executive function were evaluated using multiple linear regression analysis. Whether executive function was a mediating factor between auditory processing and executive function was examined.RESULTS:Sex and grade were the main influencing factors for the total score of auditory processing (P<0.05), and sex, grade, parental education level, and family economic status were the main influencing factors for the total scores of problem behaviors and executive function (P<0.05). The auditory processing score (rs=0.458, P<0.05) and problem behavior score (rs=0.185, P<0.05) were significantly positively correlated with the executive function score, and the auditory processing score was significantly positively correlated with the problem behavior score (rs=0.423, P<0.05). Executive function played a partial mediating role between auditory processing and problem behaviors, and the mediating effect accounted for 33.44% of the total effect.CONCLUSIONS:Auditory processing can directly affect the problem behaviors of preschool children and indirectly affect problem behaviors through executive function.

OBJECTIVES:To investigate the characteristics of auditory processing (AP) in preschool children with attention deficit hyperactivity disorder (ADHD) using Preschool Auditory Processing Assessment Scale (hereafter referred to as "auditory processing scale").METHODS:A total of 41 children with ADHD and 41 typically developing (TD) children were assessed using the auditory processing scale, SNAP-IV rating scale, and Conners' Kiddie Continuous Performance Test (K-CPT). The auditory processing scale score was compared between the TD and ADHD groups. The correlations of the score with SNAP-IV and K-CPT scores were assessed.RESULTS:Compared with the TD group, the ADHD group had significantly higher total score of the auditory processing scale and scores of all dimensions except visual attention (P<0.05). In the children with ADHD, the attention deficit dimension score of the SNAP-IV rating scale was positively correlated with the total score of the auditory processing scale (rs30=0.531, P<0.05; rs27=0.627, P<0.05) as well as the scores of its subdimensions, including auditory decoding (rs=0.628, P<0.05), auditory attention (rs=0.492, P<0.05), and communication (rs=0.399, P<0.05). The hyperactivity-impulsivity dimension score of the SNAP-IV rating scale was positively correlated with the hyperactivity-impulsivity dimension score of the auditory processing scale (rs=0.429, P<0.05). In the children with ADHD, the attention deficit dimension score of the K-CPT was positively correlated with the total score (rs30=0.574, P<0.05; rs27=0.485, P<0.05) and the hyperactivity-impulsivity dimension score (rs=0.602, P<0.05) of the auditory processing scale.CONCLUSIONS:Preschool children with ADHD have the risk of AP abnormalities, and the auditory processing scale should be used early for the screening and evaluation of AP abnormalities in children.

轻微及轻度听力损失(MMHL)包括单侧感音神经性听力损失、双侧轻度感音神经性听力损失、高频感音神经性听力损失.这类患儿可能存在声源定位困难、容易疲劳、噪声下言语辨别困难等症状,影响其语言、心理教育、日常生活.目前普遍认为该类型听力损失程度较轻,没有引起足够重视,导致相当多的MMHL儿童未得到及时干预.本文旨在总结MMHL对儿童的听觉、语言和言语、认知、学校表现及日常生活的影响,揭示MMHL儿童的发育特征,为这类儿童的早期识别和积极干预寻找客观依据.

目的 评价父母介导的干预对孤独症谱系障碍(ASD)儿童症状改善的有效性,为ASD儿童的治疗、干预提供理论依据.方法 检索PubMed、Web of Science、Embase、CINAHL、知网、万方、维普以及Sinomed共8个数据库中关于父母介导的干预对ASD儿童影响的随机对照试验.检索时间为从建库到2022年9月,采用RevMan 5.3软件进行统计分析和其中的Cochrane协作工具进行文献的质量评价.结果 纳入了 19篇随机对照试验(RCTs)研究,共纳入1 299名ASD儿童,Meta分析结果显示,父母介导的干预在患儿的社交(SMD=0.34,95％CI:0.16～0.52,P＜0.05)、适应性行为(MD=5.48,95％CI:2.44～8.52,P＜0.001)、共同关注(SMD=0.31,95％CI:0.05～0.56,P＜0.05)以及 ASD 的严重程度(SMD=-0.93,95％CI:-1.10～-0.77,P＜0.001)等方面都有改善,但是表达性语言、接受性语言方面以及在刻板行为方面的改善差异无统计学意义(P＞0.05);对父母来说,其压力(SMD=-0.30,95％CI:-0.54～-0.07,P=0.01)也有所减轻.结论 父母介导的干预对ASD儿童症状改善及减少父母压力都有有益的影响,但是还需要高质量的研究进一步验证.

目的 了解南京市学龄前儿童听觉记忆发展情况,并分析其影响因素.方法 采用便利抽样法,于2021年1月11日—2021年1月27日抽取南京市2所幼儿园的497例3～6岁儿童为研究对象,家长填写基本信息调查表,采用韦氏智力量表第4版中背数测试对儿童听觉记忆进行评估,记录顺序得分和倒序得分.结果 不同年龄儿童背数顺序得分[3.5～＜4岁为(7.37±2.70)分、4～＜4.5 岁为(8.05±2.67)分、4.5～＜5 岁为(8.45±2.16)分、5～＜5.5 岁为(9.24±2.27)分、5.5～＜6 岁为(10.04±1.98)分、6～＜6.5 岁为(9.60±2.29)分]和倒序得分[3.5～＜4 岁为(0.92±1.73)分、4～＜4.5 岁为(1.55±1.94)分、4.5～＜5 岁为(3.32±2.07)分、5～＜5.5 岁为(4.50±1.91)分、5.5～＜6 岁为(4.91±1.52)分、6-＜6.5岁为(5.55±1.45)分]比较,差异均有统计学意义(F顺序=14.48、F倒序=86.09,均P＜0.05).多元线性回归分析结果显示,儿童月龄、出生体质量、第二语言学习及母亲受教育程度均是顺序得分的影响因素(均P＜0.05);儿童月龄、绘画学习、书法学习、乐器学习、第二语言学习及母亲受教育程度均是倒序得分的影响因素(均P＜0.05).结论 南京市学龄前儿童随着年龄的增长其听觉记忆能力增强,其听觉记忆能力受儿童年龄、出生体质量、是否学习绘画、书法、乐器、第二语言及母亲受教育程度的影响.

Objective: This study aimed to investigate the current status of cognitive development and central auditory processing development of preschool children with minimal and mild hearing loss (MMHL) in Nanjing, China. Method: We recruited 34 children with MMHL and 45 children with normal hearing (NH). They completed a series of tests, including cognitive tests (i.e., Wechsler Preschool and Primary Scale of Intelligence and Continuous Performance Test), behavioral auditory tests (speech-in-noise [SIN] test and frequency pattern test), and objective electrophysiological audiometry (speech-evoked auditory brainstem response and cortical auditory evoked potential). In addition, teacher evaluations and demographic information and questionnaires completed by parents were collected. Results: Regarding cognitive ability, statistical differences in the verbal comprehensive index, full-scale intelligence quotient, and abnormal rate of attention test score were found between the MMHL group and the NH group. The children with MMHL performed poorer on the SIN test than the children with NH. As for the auditory electrophysiology of the two groups, the latency and amplitude of some waves of the speech-evoked auditory brainstem response and cortical auditory evoked potential were statistically different between the two groups. We attempted to explore the relationship between some key indicators of auditory processing and some key indicators of cognitive development. Conclusions: Children with MMHL are already at increased developmental risk as early as preschool. They are more likely to have problems with attention and verbal comprehension than children with NH. This condition is not compensated with increasing age during the preschool years. The results suggest a possible relationship between the risk of cognitive deficit and divergence of auditory processing. Supplemental Material: https://doi.org/10.23641/asha.22670473

目的 探讨南京市3～6岁学龄前儿童的听处理发展特征及其影响因素,为促进学龄前儿童听处理发展提供线索.方法 2021年6-7月采用分层随机整群抽样法,随机抽取南京市4所幼儿园在园的3～6岁儿童1 311例,利用自制的基本信息问卷及《学龄前儿童听处理评估量表》对儿童的听处理特征及影响因素进行调查分析.结果 回收有效问卷1 234份,男生和女生的听处理量表总分分别为49.01+12.70和47.26±12.16,差异有统计学意义(t=2.469,P＜0.05).随着年龄增长,听处理量表总分均值逐渐降低,差异有统计学意义(F=2.909,P＜0.05).多重线性回归分析显示,性别(β=-1.169)、年龄(β=-0.976)、是否患有其他神经发育障碍性疾病(β=-10.849)以及每天接触电子屏幕时长(β=1.432)是听处理异常的主要影响因素(P＜0.05).男童、年龄越小、患有神经发育障碍性疾病、每天接触电子屏幕时间越长,听处理异常风险越高.结论 儿童听处理能力受性别、年龄、是否患有神经发育障碍性疾病以及电子屏幕使用时间的影响,应当提升对学龄前儿童听处理发展的关注,早期识别听处理异常,并给予有效的医学干预.

目的 探讨3～18个月婴幼儿头颅畸形的头颅形态特征及影响因素,为婴幼儿头颅畸形的预防和干预提供指导和依据.方法 于2022年1月选取2019年1-12月在南京市妇幼保健院健康体检时诊断为头颅畸形的228名婴幼儿为病例组,并选取同期健康体检的性别、年龄匹配的394名头颅形态正常婴幼儿为对照组.分析病例组婴幼儿头颅形态特征,并通过比较两组间基本信息、母亲孕产史、睡眠姿势、骨密度等差异分析头颅畸形的影响因素.结果 1)3～18个月头颅畸形患儿头颅形态特征:头颅畸形组中男性占比高于女性;6月±7 d的占比最高,之后随着年龄的增长,头颅畸形占比呈下降趋势;短头畸形的检出率最高,且不同类型头颅畸形在年龄(x2=34.409)和严重程度(x2=11.404)之间差异有统计学意义(P＜0.05).2)单因素分析结果显示:头颅畸形组和正常组在单/双胎(x2=4.724)、新生儿期头部损伤史(x2=8.430)、睡眠姿势(x2=23.881)和骨密度(t=2.771)之间差异有统计学意义(P＜0.05).3)多因素Logistic回归分析显示,年龄(以 3 月±7 d 组为参照,6 月±7 d 组 OR=3.720,95&CI:1.959～7.066,P＜0.05;8 月±7 d 组 OR=3.181,95％CI:1.449～6.984,P＜0.05;12 月±7 d 组 OR=3.195,95％CI:1.281～7.966,P＜0.05)、双胎(OR=3.950,95％CI:1.227～12.717,P＜0.05)是头颅畸形的危险因素、混合睡姿(OR=0.209,95％CI:0.129～0.338,P＜0.05)和骨密度(OR=0.763,95％CI:0.636～0.917,P＜0.05)是婴幼儿头颅畸形的保护因素.结论 年龄、双胎、睡眠姿势以及骨密度是婴幼儿头颅畸形的重要影响因素,随着婴幼儿年龄的增长,头颅畸形可能有所改善,仍需进一步的纵向研究去验证婴幼儿头颅畸形的影响因素.

Objective This study primarily aimed to develop an orthographic knowledge awareness scale in Mandarin for children aged 6–12 years. Related factors affecting orthographic knowledge awareness in children were analyzed, and a basis for individualized intervention was provided to improve reading and writing. Methods A conceptual framework for orthographic knowledge awareness in children aged 6–12 years was determined through a detailed reading of the literature on Chinese character orthography, combined with qualitative interviews of the target population and consultation with experts. The orthographic knowledge awareness scale initially consisted of three versions: for grades 1–2 (210 items), grades 3–4 (207 items), and grades 5–6 (220 items), accumulating a total of 637 items. The initial scale was then used for the study involving children aged 6–12 years in Maanshan City, Jiangsu Province. Various approaches to screening items were comprehensively used to determine the formal version of the orthographic knowledge awareness scale. The official scale was ultimately used to conduct the third round of surveys among 1,354 children aged 6–12 years in ordinary primary schools located in 5 cities in Jiangsu Province, namely, Changzhou, Lianyungang, Nantong, Xuzhou, and Yangzhou. The reliability, validity, and discriminating power of the formal scale were evaluated. Results A total of 360 items were included in the formal version of the orthographic knowledge awareness scale. The formal scale was divided into three versions for grades 1–2, 3–4, and 5–6. Each grade version consisted of 120 items. The scale was composed of the stroke awareness test, radical awareness test, and left–right reversal test. The cumulative variance contribution rates of grades 1–2, 3–4, and 5–6 were 82.47, 61.71, and 64.19%, respectively. The Cronbach's α coefficients of the three-grade version of the scale were 0.989, 0.946, and 0.938; the split-half reliability coefficients were 0.925, 0.766, and 0.847; and the test–retest reliability coefficients were 0.847, 0.895, and 0.8928, respectively. Conclusion The proposed orthographic knowledge awareness scale for children aged 6–12 years exhibits good reliability and validity. The formal scale consisted of two dimensions: identification of left–right reversal at the stroke and radical levels and the left–right reversal at the whole character level. The two dimensions can more comprehensively reflect the ability of children to discriminate orthographic structures.

BackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in Mainland China. Therefore, this study aimed to create a Chinese version of the Preschool Learning Skills Scale and investigate its validity and reliability.MethodsFirstly, a pilot scale was designed based on literature review and expert review. Secondly, a pre-survey of the pilot scale was conducted. In phase 3, a formal survey was carried out to test the reliability and validity of the scale by involving 2,677 preschool children from 7 kindergartens. Data were collected using a checklist for demographic characteristics, the preschool learning skills scale, the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Conners' Rating Scales.ResultsThe final scale included 38 items under seven factors. The reliability and validity tests confirmed that the Cronbach's alpha, split-half reliability, and test–retest reliability coefficients of the scale were 0.946, 0.888, and 0.941, respectively. The Spearman correlations of factor-total score ranged from 0.685 to 0.876. The results of criterion-related validity showed a direct and significant association between the preschool learning skills scale with the BRIEF-P (r = 0.641, P < 0.001) and the cognitive problems factor of Conners' Rating Scales (r = 0.564, P < 0.001). The model had a good fit (χ2/df = 3.489, RMSEA = 0.047, RMR = 0.024, CFI = 0.912, TLI = 0.900, and IFI = 0.912). Multigroup confirmatory factor analysis supported the structural and measurement invariance on the preschool learning skills scale across gender and grade.ConclusionsThe developed preschool learning skills scale has good reliability and validity, indicating that the scale can be used to identify preschool children at risk of LD and can be recommended for use in clinical research and practice.

This study aimed to suggest an attention assessment tool using a Digital Pen for measuring the temporal-spatial parameters during the Number Cancelation Test (NCT), and then to establish the normative data for the NCT among children in kindergartens and primary schools in China by recruiting a total of 989 children (496 males). Four measures, i.e., selective attention (SA), speed of cognitive processing (SpC), averaged time of circlings (ATC), and averaged circumference of circled curves (ACCC), were proposed to evaluate the NCT performance. They basically have a development trend with fast speed in the beginning before Grade 1 or 2 of primary schools, and then enter an extremely slow development period (with ceiling or floor effect). SA and SpC have gender and grade main effects, while ATC and ACCC have the grade main effect, only. In particular, females have higher SA scores than males in middle class of kindergarten, and Grade 2–Grade 5 of primary school, but no gender differences in other grades; females have higher SpC scores than males in middle class of kindergarten, and Grade 3–4 of primary school, but no gender differences in other grades. More importantly, in clinical practice, if SA or SpC measure of a child is below than the 5th centile (i.e., p5 level) of his/her grade-specific normative data, then this child may be predicted to have a high-risk of learning disabilities. Findings suggest that the proposed method can be used for early screening of learning disabilities by setting appropriate cut-off values.

BackgroundChildren with auditory processing deficits may face problems with language, learning, and social communication.AimsTo develop a Chinese auditory processing assessment scale for preschool children and establish the norms of the scale.Methods and proceduresThe predictive version of the scale was formed by a literature review, qualitative interviews, expert consultation, and a pre-test with a small sample. Nine kindergartens in Nanjing were selected by a stratified cluster sampling plan. First, 734 children from two kindergartens were selected for the large sample pre-test of the scale. Then, 1526 children from four kindergartens and 1151 children from three kindergartens were selected for the reliability and validity analysis and confirmatory factor analysis, respectively. The standardized norm data of the scale were established based on the 3411 points of scale data of the nine kindergartens. Finally, the clinical usefulness of the scale was analyzed by comparing the results of objective auditory processing tests in children with normal and abnormal auditory processing prompted by the score on the scale.Outcomes and resultsThe preschool auditory processing assessment scale includes 5 dimensions and 30 items. The Cronbach's alpha value of the scale is greater than 0.9. The confirmatory factor analysis results verify that the scale structure is reasonable. The percentile norm of the scale was established. The results of electrophysiological tests of the normal and abnormal auditory processing groups were statistically different (P < 0.05).Conclusions and implicationsThe developed preschool auditory processing assessment scale has good reliability and validity. The scale is suitable for clinical application.

交流障碍是常见的神经发育障碍,包括语言障碍、语音障碍、言语流畅障碍等.语言受损是交流障碍最常见的临床表现之一.语言的发生发展复杂,其中中枢听觉发育在其中起到重要的作用.而言语诱发听性脑干反应(speech-ABR)是采用复杂言语声来诱发的脑干神经元同步化活动产生的生物电位,近年来被越来越多的应用于中枢听觉发育的研究.故本文将交流障碍儿童的speech-ABR相关研究结果加以综述,从而揭示交流障碍儿童的中枢听觉发育特征,为交流障碍儿童语言问题的早期识别和干预提供线索.

目的 编制小学生字形结构意识量表并进行信度和效度检验,为特定学习障碍儿童的早期识别提供测评工具.方法 依据文献回顾、专家访谈,结合小学生语文汉字读写教育特点,确定量表理论框架,编制及修订条目形成初始量表.选取280名小学生进行量表预实验,分析量表的信度和效度.结果 小学生字形结构意识量表包括笔画意识、部件意识、正反字3个维度,分为1～2年级、3～4年级、5～6年级3个级别.各级别量表的Cronbach α系数为0.972、0.951、0.916,折半信度为0.876、0.835、0.820,重测信度为0.867、0.891、0.887.探索性因子分析,各级别量表KMO(Kaiser-Meyer-Olkin)值为0.871、0.848、0.843,最终提取3个共同因子,累计方差贡献率达70％以上.各级别量表的效标效度相关系数分别为0.884、0.894、0.917.结论 小学生字形结构意识量表具有较好的信度和效度,结构合理,各项指标均达到心理测量学的要求,可作为评估特定学习障碍儿童的字形结构意识及早期识别伴阅读和书写表达受损的工具.

Objective: This research aimed to provide evidence for the early identification and intervention of children at risk for auditory processing disorder (APD). Electrophysiological studies on children with suspected APDs were systematically reviewed to understand the different electrophysiological characteristics of children with suspected APDs. Methods: Computerized databases such as PubMed, Cochrane, MEDLINE, Web of Science, and EMBASE were searched for retrieval of articles since the establishment of the database through May 18, 2020. Cohort, case-control, and cross-sectional studies that evaluated the literature for the electrophysiological assessment of children with suspected APD were independently reviewed by two researchers for literature screening, literature quality assessment, and data extraction. The Newcastle–Ottawa Scale and 11 entries recommended by the Agency for Healthcare Research and Quality were used to evaluate the quality of the literature. Results: In accordance with the inclusion criteria, 14 articles were included. These articles involved 7 electrophysiological testing techniques: click-evoked auditory brainstem responses, frequency-following responses, the binaural interaction component of the auditory brainstem responses, the middle-latency response, cortical auditory evoked potential, mismatch negativity, and P300. The literature quality was considered moderate. Conclusions: Auditory electrophysiological testing can be used for the characteristic identification of children with suspected APD; however, the value of various electrophysiological testing methods for screening children with suspected APD requires further study.