This study aimed to develop, validate, and assess the reliability of a linguistically and culturally appropriate Malay-language Knowledge, Attitude, and Practice (KAP) survey to evaluate teachers’ preparedness for including Deaf and Hard-of-Hearing (DHH) students who use listening devices in mainstream classrooms. The instrument was created through literature reviews and expert input, with content and face validity established by expert and field testing. Reliability was assessed using internal consistency (Cronbach’s α) and test-retest reliability (Intraclass Correlation Coefficient [ICC] and Cohen’s kappa). The instrument demonstrated excellent content validity, indicating unanimous expert agreement on item relevance and representativeness (CVI= 1). Face validity feedback confirmed the linguistic clarity, appropriateness, and relevance of the items. Test-retest reliability showed excellent stability for the knowledge domain (ICC= 0.95), while Cronbach’s alpha values for the attitude (α= 0.86) and practice (α= 0.78) domains indicated good internal consistency. Cohen’s kappa values for knowledge categorical items reflected substantial to almost perfect agreement. The results confirmed that Teachers’ Questionnaire on the Inclusion of DHH Students in Mainstream Education (TIDE-Q) is a psychometrically sound tool for evaluating teachers’ preparedness to support the communication and educational needs of DHH students who use spoken language in mainstream schools.

Background and Objectives: The cortical auditory evoked potential (CAEP) is a useful objective test for diagnosing hearing loss and auditory disorders. Prior to its clinical applications in the pediatric population, the possible influences of fundamental variables on the CAEP should be studied. The aim of the present study was to determine the effects of age and type of stimulus on the CAEP waveforms. Subjects and Methods: Thirty-five healthy Malaysian children aged 4 to 12 years participated in this repeated-measures study. The CAEP waveforms were recorded from each child using a 1 kHz tone burst and the speech syllable /ba/. Latencies and amplitudes of P1, N1, and P2 peaks were analyzed accordingly. Results: Significant negative correlations were found between age and speech-evoked CAEP latency for each peak (p< 0.05). However, no significant correlations were found between age and tone-evoked CAEP amplitudes and latencies (p>0.05). The speech syllable /ba/ produced a higher mean P1 amplitude than the 1 kHz tone burst (p=0.001). Conclusions The CAEP latencies recorded with the speech syllable became shorter with age. While both tone-burst and speech stimuli were appropriate for recording the CAEP, significantly bigger amplitudes were found in speech-evoked CAEP. The preliminary normative CAEP data provided in the present study may be beneficial for clinical and research applications in Malaysian children.

No abstract available.
Hearing Loss, Conductive ; Sound Localization