Handout #1 Auditory Tests

Click a button below to download the handout Microsoft Word Microsoft Works

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

Click a button below to download the handout  Microsoft Word Microsoft Works

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

Click a button below to download the references Microsoft Word Microsoft Works

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:  May 4, 1999 by jeharri@siue.edu