Translation and adaptation of the <i>Auditory processing domains questionnaire</i> into Brazilian portuguese

Braga Junior, Joel de; Pereira, Liliane Desgualdo; Dias, Karin Ziliotto; Pinheiro, Maria Madalena Canina

doi:10.1590/2317-6431-2024-2959pt

Figure 1 Database spreadsheet of the Auditory Processing Domains Questionnaire: A) Screen for inserting patient data into the questionnaire's Excel spreadsheet; B) Final report generated by the Excel spreadsheet with the percentages between the domains and the primary risks (outcomes)

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Quase sempre (mais de 75%) Frequentemente (mais de 50%) Às vezes (menos de 50%) Raramente (menos de 25%) 1. Presta bem atenção quando conversa com uma única pessoa. 2. Presta bem atenção ao ouvir em ambientes silenciosos na presença de outras pessoas (refeições, reuniões, aulas, etc). 3. Presta bem atenção ao ouvir em ambientes ruidosos na presença de outras pessoas (refeições, reuniões, aulas, etc). 4. Ouve suas palavras corretamente (sem repetições), quando presta atenção em ambientes silenciosos. 5. Ouve suas palavras corretamente (sem repetições), quando presta atenção em ambientes ruidosos (onde outras pessoas podem estar falando ao mesmo tempo). 6. Dedica um tempo para ouvir cuidadosamente e corretamente uma informação importante. 7. Compreende instruções quando presta atenção em ambientes silenciosos. 8. Compreende instruções quando presta atenção em ambientes ruidosos. 9. Compreende os outros quando está em locais em eco – academias, refeitórios, auditórios com alto-falante. 10. Entende a sua conversa enquanto outras pessoas falam ao lado (ex: em festas e refeições). 11. Consegue te ouvir corretamente enquanto faz outra coisa (ex: videogames ou pequenas tarefas domésticas). 12. Consegue ouvir corretamente SEM pistas visuais (sem ver a face ou gestos do falante, sem ter figuras ou ilustrações). 13. Concentra-se bem quando faz atividades que não exigem ouvir (estudar, outras tarefas domésticas). 14. Concentra-se bem quando ouve histórias e apresentações. 15. Compreende instruções escritas (conforme esperado para a idade). 16. Cansa-se facilmente quando estuda (boceja ou brinca com as mãos). 17. Cansa-se facilmente quando escuta (boceja ou brinca com as mãos). 18. Consegue explicar coisas razoavelmente bem durante conversas. 19. Concentra-se em tarefas importantes mesmo que não sejam divertidas ou interessantes. 20. Ouve bem as palavras quando o falante está de costas (ou quando o falante está atrás da criança). 21. Fala “o quê?” ou necessita de repetições quando conversa com interesse em ambientes silenciosos. 22. Fala “o quê?” ou necessita de repetições quando conversa com interesse em ambientes ruidosos. 23. Presta atenção a detalhes – evita erros por descuido quando faz a tarefa escolar. 24. Compreende e usa frases mais longas (conforme esperado para a idade). 25. Compreende e responde prontamente a perguntas em ambientes silenciosos (quando atento). 26. Compreende e responde prontamente a perguntas em ambientes ruidosos (quando atento). 27. Segue instruções orais, com etapas ou sequências (conforme esperado para a idade). 28. Organiza tarefas e atividades para realizá-las em tempo. 29. Compreende e usa gírias comuns para a idade. 30. Perde ou esquece de fazer coisas (é avoado). 31. Compreende pessoas que falam palavras de forma menos clara (rápido ou enrolado, com sotaques etc.). 32. Compreende falantes com vozes suaves ou agudas (pessoas tímidas – vozes infantis e algumas vozes femininas). 33. Ouve bem o telefone sem precisar que a informação seja repetida (incluindo nomes e números). 34. Consegue ouvir as pessoas corretamente a uma distância de dois metros, aproximadamente (quando estão em pé ou sentadas juntas). 35. Ouve errado ou confunde palavras com som parecido (como faca e vaca, sessenta e setenta). 36. Lembra e usa novas palavras corretamente (conforme esperado para a idade). 37. Consegue pronunciar palavras novas corretamente, após ouvi-las algumas vezes (incluindo nomes de pessoas e lugares). 38. Consegue reconhecer os sons das letras e estabelecer a correspondência entre letra e a escrita de forma a auxiliar na leitura e na escrita correta da palavra (conforme esperado para a idade). 39. Lê em uma boa velocidade (conforme esperado para a idade). 40. Controla impulsos e agitação a fim de evitar situações perigosas e que podem aborrecer. 41. Lembra de detalhes de instruções ou pedidos feitos verbalmente (pouco tempo depois, sem a necessidade de repetição). 42. Aprende bem as coisas ouvindo – sem precisar de mais explicações ou de apoio visual. 43. Segue padrões rítmicos e de entonação batendo palmas, batucando ou cantarolando com os outros. 44. Varia a própria voz para dar ênfase, falar com clareza e parecer mais agradável. 45. Percebe “como” as coisas foram ditas ao interpretar comentários e seguir instruções (percebe diferentes tons de voz, ênfase em palavras chaves, etc.). 46. Compreende o que é falado sem precisar de palavras mais simples. 47. Ouve bem sem precisar aumentar o volume das coisas (incluindo vozes e sinais de aviso). 48. Consegue falar facilmente e fluentemente para a idade (sem esquecer palavras ou usar muitas pausas). 49. Entende conversas e instruções sem precisar controlar os ruídos “extras” (ex: desligar a TV, fechar janelas, trocar de lugar). 50. Entende as pessoas sem a necessidade de que falem mais devagar ou mais claramente. Legenda: DN = Data de nascimento

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Table 1Percentages and percentiles of the risk for changes in the Auditory Processing Domains Questionnaire

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Table 2 Summary of the percentiles needed to differ risks, as proposed by the Auditory Processing Domains Questionnaire

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Chart 1 Summary of the modifications to the Auditory Processing Domains Questionnaire

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Table 3 Descriptive analysis of the total score per group in the Auditory Processing Domains Questionnaire

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Table 4 Descriptive analysis of percentages and scores per group in the domains of the Auditory Processing Domains Questionnaire

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Almost always (over 75%) Frequently (over 50%) Sometimes (under 50%) Rarely (under 25%) 1. The child pays close attention when talking to just one person. 2. The child pays close attention when listening in quiet environments in the presence of other people (meals, meetings, classes, etc.). 3. The child pays close attention when listening in noisy environments in the presence of other people (meals, meetings, classes, etc.). 4. The child hears your words correctly (without repetitions) when paying attention in quiet environments. 5. The child hears your words correctly (without repetitions) when paying attention in noisy environments (where other people may be talking at the same time). 6. The child takes their time to listen carefully and correctly to important information. 7. The child understands instructions when paying attention in quiet environments. 8. The child understands instructions when paying attention in noisy environments. 9. The child understands others when in echoey places – gyms, cafeterias, and auditoriums with loudspeakers. 10. The child understands your conversation while others are talking nearby (e.g., at parties and meals). 11. The child can hear you correctly while doing something else (e.g., video games or small household chores). 12. The child can hear correctly WITHOUT visual clues (without seeing the speaker's face or gestures, without having pictures or illustrations). 13. The child concentrates well when doing activities that do not require listening (studying, other household chores). 14. The child concentrates well when listening to stories and presentations. 15. The child understands written instructions (as expected for age). 16. The child gets tired easily when studying (yawns or plays with hands). 17. The child gets tired easily when listening (yawns or plays with hands). 18. The child can explain things reasonably well during conversations. 19. The child focuses on important tasks even if they are not fun or interesting. 20. The child hears words well when the speaker has their back turned (or when the speaker is behind the child). 21. The child says “what?” or needs repetition when talking with interest in quiet environments. 22. The child says “what?” or needs repetition when talking with interest in noisy environments. 23. The child pays attention to details – avoids careless mistakes when doing schoolwork. 24. The child understands and uses longer sentences (as expected for age). 25. The child understands and responds promptly to questions in quiet environments (when attentive). 26. The child understands and responds promptly to questions in noisy environments (when attentive). 27. The child follows oral instructions, with steps or sequences (as expected for age). 28. The child organizes tasks and activities to complete them in time. 29. The child understands and uses common age-appropriate slang. 30. The child misses or forgets to do things (is absent-minded). 31. The child understands people who speak less clearly (fast or slurred, with accents, etc.). 32. The child understands speakers with soft or high-pitched voices (shy people – children's voices and some female voices). 33. The child hears the phone well without needing to have information repeated (including names and numbers). 34. The child can hear people about two meters away correctly (when they are standing or sitting together). 35. The child hears words incorrectly or confuses words that sound similar (like “faca” and “vaca”, “sessenta” and “setenta”). 36. The child remembers and uses new words correctly (as expected for age). 37. The child can pronounce new words correctly after hearing them a few times (including names of people and places). 38. The child can recognize the sounds of letters and establish the correspondence between letters and writing to help them read and write the word correctly (as expected for age). 39. The child reads at a good speed (as expected for age). 40. The child controls impulses and agitation to avoid dangerous and upsetting situations. 41. The child remembers details of verbal instructions or requests (shortly afterward, without the need for repetition). 42. The child learns things well by listening – without needing further explanations or visual support. 43. The child follows rhythmic and intonation patterns by clapping, drumming, or humming with others. 44. The child varies their voice to add emphasis, speak clearly, and sound more pleasant. 45. The child perceives “how” things were said when interpreting comments and following instructions (notices different tones of voice, emphasis on key words, etc.). 46. The child understands what is said without needing simpler words. 47. The child hears well without having to turn things up louder (including voices and warning signals). 48. The child can speak easily and fluently for age (without forgetting words or using too many pauses). 49. The child understands conversations and instructions without having to control “extra” noises (e.g., turning off the TV, closing windows, changing seats). 50. The child understands people without needing them to speak more slowly or more clearly. Caption: DOB = date of birth

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Percentile	Age group	Auditory processing	Attention	Language
15^th to 20^th Lower risk	7 to 10 years	≤ 70%	≤ 60%	≤ 80%
15^th to 20^th Lower risk	11 to 17 years	≤ 78%	≤ 67%	≤ 84%
5^th to 10^th Greater risk	7 to 10 years	≤ 56%	≤ 42%	≤ 72%
5^th to 10^th Greater risk	11 to 17 years	≤ 62%	≤ 53%	≤ 78%

Primary risk	Percentile			Difference between ATT and AP
Primary risk	AP	ATT	LGG	Difference between ATT and AP
High risk of CAPD	≤ 5^th	-	≥ 3^rd	≥ 0
Risk of CAPD	≤ 15	-	≥ 3^rd	≥ 0
High risk of ADHD	-	≤ 10* / ≤ 5**	≥ 3^rd	≤ -9
Risk of ADHD	-	≤ 20	≥ 3^rd	≤ -9
Combined risk of CAPD and ADHD	≤ 15	≤ 20	≥ 3^rd	-1 to -8
Hearing, learning, and language difficulties	-	-	≤ 3^rd	-
Language deficits	-	-	3^rd to 15^th	-
Normal hearing	> 15^th	> 20	>15	-

Previous wording of the questions (52-question APDQ)	Current wording of the questions (50-question APDQ)
4. The child has no difficulty hearing your words correctly when they pay close attention in quiet environments.	4. The child hears your words correctly (without repetitions) when paying attention in quiet environments.
5. The child has no difficulty hearing your words correctly when they pay close attention in noisy environments.	5. The child hears your words correctly (without repetitions) when paying attention in noisy environments (where other people may be talking at the same time).
7. The child understands spoken instructions when the environment is quiet.	7. The child understands instructions when paying attention in quiet environments.
8. The child understands spoken instructions when the environment is noisy.	8. The child understands instructions when paying attention in noisy environments.
11. If interested, the child hears you correctly while doing something else (video games, small tasks, watching TV, etc.).	11. The child can hear you correctly while doing something else (e.g., video games or small household chores).
17. The child does not get tired easily when studying (yawns or plays with hands - consider age).	16. The child gets tired easily when studying (yawns or plays with hands).
18. The child does not get tired easily when listening (yawns or plays with hands – consider age).	17. The child gets tired easily when listening (yawns or plays with hands).
20. The child focuses on tasks even if they are not urgent or very interesting (to them).	19. The child focuses on important tasks even if they are not fun or interesting.
22. The child does not say “huh?”, “what?” or need repetitions when talking with interest in quiet environments.	21. The child says “what?” or needs repetition when talking with interest in quiet environments.
23. The child does not say “huh?”, “what?” or need repetitions when talking with interest in noisy environments.	22. The child says “what?” or needs repetition when talking with interest in noisy environments.
31. The child does not miss or forget to do daily activities (is not absent-minded).	30. The child misses or forgets to do things (is absent-minded).
33. The child understands speakers’ soft or loud voices.	32. The child understands speakers with soft or high-pitched voices (shy people – children's voices and some female voices).
36. The child does not mishear or confuse words that sound similar (like “faca” and “vaca”, “sessenta” and “setenta”).	35. The child hears words incorrectly or confuses words that sound similar (like “faca” and “vaca”, “sessenta” and “setenta”).
39. The child can correctly make the sounds that form a word to help with spelling (as expected for age).	37. The child can pronounce new words correctly after hearing them a few times (including names of people and places).
40. The child can make the sounds that make up a word and speak unfamiliar words correctly when learning to read them (as expected for age).	38. The child can recognize the sounds of letters and establish the correspondence between letters and writing to help them read and write the word correctly (as expected for age).
41. The child can read and understand stories at a good speed (as expected for age).	39. The child reads at a good speed (as expected for age).
45. The child readily follows rhythmic and intonation patterns when playing music by clapping, humming, etc.	43. The child follows rhythmic and intonation patterns by clapping, drumming, or humming with others.
47. The child recognizes “how” things were said by interpreting comments and following instructions (notices different tones of voice, emphasis on key words, etc.).	45. The child perceives “how” things were said when interpreting comments and following instructions (notices different tones of voice, emphasis on key words, etc.).
50. The child can speak easily and without problems, for age (without using “huh” or pausing to find words and ideas).	48. The child can speak easily and fluently for age (without forgetting words or using too many pauses).
51. The child hears people well without having to control “extra” noises (pays attention even without having to turn off the radio or machines, close windows, change places, etc.).	49. The child understands conversations and instructions without having to control “extra” noises (e.g., turning off the TV, closing windows, changing seats).
52. People rarely need to speak more slowly and clearly to help the child hear correctly.	50. The child understands people without needing them to speak more slowly or more clearly.

Group	Mean	Median	Minimum	Maximum	Standard deviation
CG	184.3	186	178	195	8.7
HCDG	117.5	124	61	157	28.36
ADHDG	84.88	82	66	128	23.16

Groups		AP	ATT	LGG
CG	Mean	103.5	35.2	42
	Median	103.5	35	42
	Min - Max (SD)	94 - 112 (6.5)	34 - 39 (2.4)	37 - 44 (2.9)
	%	92%	84%	96%
HCDG	Mean	69.5	24	25.5
	Median	69.5	24	25.5
	Min - Max (SD)	40 - 96 (18.79)	12 - 32 (6)	8 - 32 (7)
	%	62%	50%	58%
ADHDG	Mean	46	13.5	20.5
	Median	46	13.5	20.5
	Min - Max (SD)	39 - 68 (13.3)	4 - 28 (6.6)	14 - 36 (7.3)
	%	39%	28%	47%

[1] Caption: ≤ = less than or equal to

Translation and adaptation of the Auditory processing domains questionnaire into Brazilian portuguese

Abstract