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Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

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Screening for auditory processing performance in primary school children.

Mona Mourad¹, Mona Hassan², Manal El-Banna³

¹Audiology Unit, Otorhinolaryngology Department, Faculty of Medicine, Alexandria University, Egypt.

Journal of the American Academy of Audiology

|April 17, 2015

Summary

Screening for auditory processing performance (APP) in primary school children effectively identifies those at risk for auditory processing disorders. This classroom-based approach helps flag students needing further evaluation for listening challenges.

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Area of Science:

Auditory processing
Educational psychology
Developmental audiology

Background:

Auditory processing deficits can impair speech comprehension in noise and following instructions.
Children with auditory processing disorders face classroom challenges and may be at risk for learning disabilities.

Purpose of the Study:

To establish and implement a screening protocol for auditory processing performance (APP) in primary school children.
To create a database for APP within the classroom setting.
To define critical limits for identifying deviant auditory processing performance.

Main Methods:

A two-phase study involving 2,015 primary school pupils (grades 4-6).
Phase 1 included otoscopic examination, audiometry, and screening tests (PPST, SPIN, Dichotic Digit Test), plus teacher questionnaires on auditory listening behaviors (ALB).
Phase 2 assessed 69 selected pupils with full AP tests, IQ, and learning disability evaluations.

Main Results:

Fourth-graders performed significantly lower than fifth- and sixth-graders; males scored lower than females on the PPST.
A composite score identified performance levels, with scores below the 10th percentile indicating the poorest performance.
Higher composite scores correlated with poorer performance on full AP tests and increased risk of dyslexia, particularly in groups with scores indicating significant deficits.

Conclusions:

Auditory processing skills in primary education can be categorized into robust, vulnerable, and poor abilities based on performance under varying listening conditions.
The composite score effectively grades auditory processing skills, aiding in the identification of students at risk.