Central auditory processing and problem behaviors in Saudi preschool children aged 4–6 years: The mediating role of executive function

Abstract

This study aimed to investigate the characteristics and correlations of central auditory processing and problem behaviors, and executive function in preschool children. Adopting the method of random stratification sampling, a total of 220 children aged 4-6 years (100 boys; 45.4% and 120 girls; 54.6%) took part to the present study. This study employed cross- cultural design investigating the characteristics and correlations of central auditory processing and problem behaviors, and executive function in preschool children. Data were collated and analyzed using SPSS 20.0 for descriptive statistics and correlation analysis. Mediation model analysis was performed using Mplus 7.0, and the bootstrap method was used to test the mediation model. This study primarily employed a questionnaire. The structural equation model was estimated and tested using the maximum likelihood method. The results showed that the model fit the data well. Central auditory processing significantly and negatively predicted problem behaviors. Executive function significantly and negatively predicted problem behaviors. Central auditory processing positively predicted executive function, with a statistically significant difference. Executive function partially mediated the effect of central auditory processing on problem behaviors, accounting for 59% of the total effect. This study introduces a new idea and unique perspective that adds to the existing body of knowledge.

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