Handout #1 Auditory Tests

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These Tests may be used to identify difficulties with central auditory processes:

I.    Dichotic Listening Tests

Involve the presentation of stimuli to both ears simultaneously. Information presented to one ear is different from the stimuli presented in the other ear

These tests assess binaural integration or binaural separation. Binaural Separation refers to the ability to process one message while ignoring another at the same time. Binaural Integration refers to the ability to process information presented to both ears at the same time when the information presented in each ear is different. An important skills to classroom success and everyday functioning - the ability to tune-in to the important auditory signals.  Difficulty may be indicated if the individual is having difficulty attending/hearing in noisy environments.

 1. Staggered Spondaic Word Test
 2. Competing Sentences Test
 3. Dichotic Sentence Identification
 4. Dichotic Digits
 5. Synthetic Sentence Identification

Involve filtering, distortion of the acoustic signal

These tests assess auditory closure. Auditory closure refers to an individuals ability to fill in the missing or distorted information and be able to recognize the whole message. Knowledge of the topic, familiarity of vocabulary, and familiarity of syntax  can  affect auditory closure skills. Auditory closure may also be compromised by noisy environments and difficulties in sound blending and phoneme discrimination.

 1. Low-Pass Filter Speech

Involve discrimination of a sequence of auditory stimuli or temporal order

These tests assess temporal patterning. Temporal patterning refers the ability to perceive pitch patterns,  sequence, remember, and  discriminate auditorily. Temporal patterning contributes to an individuals ability to understand and to use the prosodic features of our language.  Problems in temporal pattering may express themselves in misinterpretation of an oral message and difficulties in extracting key words from a message.

 1. Pitch Pattern Sequence Test

Involve separate information being presented either sequentially or partially in each ear. These tests assess binaural interaction, auditory discrimination, and auditory closure

 1. Rapidly Alternating Speech Perception
 2. Binaural Fusion Test

Speech-noise-tests reduce the speech signal by adding background noise to the Signal. These tests are used in combination with other tests

 1. Synthetic Sentence Identification Test

Handout #2 Language Needs from the Audiological Report

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Auditory Decoding Deficits
 

Audiological Results decreased performance:	Language Deficits	Language Assessment	Language Management
Low Pass Filtered Speech Speech - in Noise Monaural Low Redundancy right ear scores-poor	phoneme integration phoneme discrim reading/writing vocabulary receptive language- morph and syntax	CELF-III/Word Association Lindamood Auditory Conceptualization Test The Word Test The Language Processing Test written  sample Test of Phonological    Awareness The Phonological    Awareness Profile	vocabulary building key word extraction closure activities metalinguistic training- phonemic awareness metacognitive training use semantic organizers syntax & morphology

Integration Deficit
 

Audiological Results decreased performance:	Language Deficits	Language Assessment	Language Management
Left ear deficit on  Staggered Spondaic Words Pitch Pattern  Sequence Test  Left ear deficit on  Competing Sentences Dichotic speech tasks	reading comp/spelling/ writing nonverbal pragmatics vocabulary	CELF-III written sample The Word Test The Language Processing Test Test of Problem Solving Test of Pragmatic Skills Test of Pragmatic Language Classroom Communication Skills Inventory	key word extraction nonverbal language abstract/figurative language prosody training word meanings metacognitive strategies -problem solving

Associative Deficit
 

Audiological Results decreased performance:	Language Deficits	Language Assessment	Language Management
Competing Sentences-  both ears Dichotic Speech task- both ears Staggered Spondaic Word Test-both ears	receptive language deficits   pragmatic skills vocabulary narrative and expository formulation	CELF-III The Word Test Test of Word Knowledge narrative sample expository sample Test of Pragmatic Language Test of Pragmatic Skills The Language Processing       Test	vocabulary building- cohesive devices, multiple meanings, figurative language narrative discourse expository discourse   metacognitive strategies  metapragmatics-  classroom pragmatics

Out-Put Organizational Deficit
 

Audiological Results decreased performance:	Language Deficits	Language Assessment	Language Management
Rapidly Alternating Speech  Pitch Pattern Sequence Test Staggered Spondaic Word Test Competing Sentences	narrative formulation expository formulation problem solving syntax articulation expressive language	CELF-III-Word Association narrative sample  expository sample Test of Problem Solving Language Processing Test - Attributes/Multiple Meaning	metacognitive strategies- problem solving narrative discourse expository discourse expressive syntax

References

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Bellis, T. & Ferre, J. M. (1996). Assessment and management of CAPD in children. Educational  Audiological Monograph, 4, 23-27.

Chermack, G. D., & Musiek, F. E. (1992). Managing central auditory processing disorders in  children and youth. American Journal of Audiology, 1 (3), 61-65.

Chermack, G.D., & Musiek, F.E. (1997). Central auditory processing disorders: New   perspectives. San Diego: Singular Publishing Group.

Cline, J.A. (1988). auditory processing deficits: Assessment and remediation by the elementary  school speech-language pathologist. Seminars in Speech and Language, 9, 367-381.

Ferre, J. M.(1997). Processing powers: A guide to CAPD assessment and management. San  Antonio, TX: Communication Skill Builders.

Gillet, P. (1993). Auditory processes. Novato, CA: Academic therapy Publications, Inc.

Jerger, J., Johnson, K., Jerger, S., Coker, N., Pirozzolo, R., & Gray, L. (1991). Central  auditory processing disorder: A case study. Journal of American Academy of Audiology,  2, 36-54.

Ludlow, C. L., Cadahy, E. A., Bassich, C., & Brown, C.L. (1983). Auditory processing skills  of hyperactive, language-impaired and reading disabled boys. In E. Z. Lasky & J. Katz  (Eds.) Central auditory processing disorders: Problems of speech, language, and learning  (pp. 163-184). Baltimore: University Park Press.

Masters, M. G., Stecker, N. A., Katz, J. (1998). Central auditory processing disorders: Mostly  management. Boston: Allyn & Bacon.

Sloan, C. (1991). Treating auditory processing difficulties in children. San Diego: Singular  Publishing Group, Inc.
 

URL: http://www.siue.edu/~jeharri/ASHA.html
Published by: Dr. Jean Harrison
Created By:  Faculty Technology Center <shuffst@siue.edu>
Last Update:  February 14, 2000 by jeharri@siue.edu