DOI: 10.32322/jhsm.1993059 ISSN: 2636-8579

Scenario-based recognition of possible childhood hearing loss among experienced preschool teachers working with children aged 3-6 years

Hanifi Korkmaz, Sevilay Hançer Tecimer, Pınar Tekin, Yasin Tok
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Aims: This study aimed to evaluate experienced preschool teachers’ recognition of possible childhood hearing loss using scenario-based classroom situations and to identify factors associated with accurate recognition.Methods: This cross-sectional study included 124 experienced preschool teachers working with children aged 3-6 years. Data were collected using an online, expert-reviewed structured questionnaire that assessed theoretical knowledge, recognition of classroom signs of hearing loss, and the ability to differentiate hearing loss from other developmental or behavioral conditions through two classroom scenarios (behavioral cues vs. speech-language cues). Comparisons were performed using the Mann-Whitney U test, Kruskal-Wallis H test, McNemar’s exact test, and Chi-square/Fisher’s exact tests, as appropriate. Associations were examined using Spearman’s rank correlation and binary logistic regression analyses.Results: The mean knowledge score was 22.98±3.09 (possible range: 6-30). The most frequently recognized sign of hearing loss was increasing television/screen volume (80.6%). In the scenario characterized by behavioral cues, only 29.0% of teachers selected hearing loss as a possible cause, compared with 42.7% in the speech-language scenario (McNemar’s exact test, p=0.002). Previous hearing health training was the strongest independent predictor of recognizing hearing loss in both scenarios (OR=7.27 and OR=5.10, respectively; both p

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