Volume 8 Issue 1 (pdf) - Andrew John Publishing Inc
Volume 8 Issue 1 (pdf) - Andrew John Publishing Inc
Volume 8 Issue 1 (pdf) - Andrew John Publishing Inc
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aLL things CentraL |<br />
Screening Measures for Auditory<br />
Processing Disorders<br />
By Kim L. Tillery, PhD, CCC-A<br />
kltillery@gmail.com<br />
About the Author<br />
Dr. Kim L. Tillery, professor and chairperson of the Department of Communication<br />
Disorders and Sciences at the State University of New York at Fredonia also has a private<br />
practice in diagnosing and treating individuals with (C)APD. She has been honoured to<br />
present 90 workshops or presentations at national, international, and regional conferences,<br />
and authored and co-authored several chapters and journal articles on (C)APD.<br />
While there are questionnaires and<br />
screening tests that are used<br />
routinely in clinics and schools there are<br />
some points to keep in mind. One point<br />
is that a questionnaire is only as good as<br />
who is answering the questions. A story<br />
comes to mind – of a psychologist who<br />
administers a well-recognized questionnaire<br />
to rate attention behaviours.<br />
While the psychologist’s comprehensive<br />
evaluation revealed a significant attention<br />
disorder, the teacher’s ratings were found<br />
within normal ranges on the attention<br />
questionnaire. The psychologist telephoned<br />
the teacher to discuss the rating<br />
scores and was surprised to hear that the<br />
teacher “does not believe in attention<br />
disorders.”<br />
A second point is that if we need to<br />
control for fatigue, noise, and attention<br />
during the administration of the APD test<br />
battery, then the same precautions need<br />
to be applied when screening measures<br />
are being administered. These tests<br />
should be administered in a quiet room,<br />
and in the morning to enhance reliable<br />
test results. False positive test results can<br />
be related to the test conditions.<br />
There is an advertisement in the ASHA<br />
Leader marketing AP screening tools for<br />
ages 3 to 59. Thanks to Robert Keith we<br />
have new versions of the SCAN: one for<br />
adults/adolescents and one for children.<br />
The original SCAN (1986) test was<br />
considered a screening measure. The<br />
newest versions contain three screening<br />
measures and several diagnostic tests to<br />
be given if the individual fails the<br />
screening measure or if there is a referral<br />
for a diagnostic evaluation. The<br />
screening tool for very young ages is the<br />
Auditory Skills Assessment (ASA)<br />
(Geffner & Goldman, 2010) measuring<br />
discrimination ability in noise, proper<br />
understanding of nonsense words,<br />
blending phonemes, recognizing rhymes<br />
and ability to sequence nonverbal<br />
(music) sounds. A third choice is the<br />
Differential Screening Test for Processing<br />
(DSTP) (Richards and Ferre, 2006)<br />
which is the only test available that<br />
screens at various levels of auditory and<br />
language to identify areas for further<br />
evaluation.<br />
Pearson ProduCts<br />
Auditory Skills Assessment for ages 3.6<br />
to 6.11 years<br />
SCAN–3:C Tests for Auditory Processing<br />
Disorders in Children (SCAN-3:C) ages<br />
5 to 12 years<br />
SCAN–3:A Tests for Auditory Processing<br />
Disorders in Adolescents and Adults<br />
(SCAN-3:A)<br />
LinguisYsteMs<br />
Differential Screening Test for Processing<br />
(DSTP) for ages 6 to 12.11 years<br />
Canadian Hearing Report 2013;8(1):17.<br />
REVUE CANADIENNE D’AUDITION | CANADIAN HEARING REPORT 17
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