A comparison of the SSW and language test results

The purpose of this paper is to determine the relationship between the SSW and a battery of auditory-language tests in a group of children suspected of auditory processing problems. Thirty-one children between the ages of 6.2 and 10.4 were referred by their classroom teachers. All children were admi...

Full description

Saved in:
Bibliographic Details
Published in:Journal of communication disorders 1990-12, Vol.23 (6), p.433-443
Main Authors: Sanger, Dixie D., Keith, Robert W., Deshayes, Irvin L., Stevens, Pamela K.
Format: Article
Language:English
Subjects:
Attention
Auditory Perceptual Disorders - diagnosis
Biological and medical sciences
Child
Clinical Diagnosis
Communication Disorders
Correlation
Diagnostic Tests
Female
Humans
Language Handicaps
Language Processing
Language Tests
Male
Medical sciences
Nosology. Terminology. Diagnostic criteria
Oral Language
Phonetics
Primary Education
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Speech Perception
Staggered Spondaic Words Test of Central Auditory
Techniques and methods
Test Validity
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this paper is to determine the relationship between the SSW and a battery of auditory-language tests in a group of children suspected of auditory processing problems. Thirty-one children between the ages of 6.2 and 10.4 were referred by their classroom teachers. All children were administered a pure tone and an acoustic immitance battery, the SSW test, selected subtests of the Clinical Evaluation of Language Functions, the Goldman-Fristoe-Woodcock Auditory Skills Battery, an elicited language sample, and the Observational Profile of Classroom Communication. No significant correlations were found between the SSW right competing and left competing conditions and the auditory-language test battery. The findings suggest that these two test approaches measure different aspects of auditory processing abilities in children, and both are required to adequately describe auditory processing abilities at all levels.
ISSN:0021-9924
1873-7994
DOI:10.1016/0021-9924(90)90029-X