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An assessment technique for children with auditory-language processing problems.

D D Sanger, R W Keith, B A Maher

    Journal of Communication Disorders
    |August 1, 1987
    PubMed
    Summary
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    A new clinical assessment technique effectively identified auditory-language processing problems in 87% of referred children. Teacher training improved awareness and referral accuracy for these crucial childhood communication skills.

    Area of Science:

    • Pediatric audiology
    • Child language development
    • Clinical assessment techniques

    Background:

    • Auditory-language processing (ALP) is crucial for academic success.
    • Early identification of ALP deficits is essential for intervention.
    • Existing assessment methods may lack comprehensive evaluation capabilities.

    Purpose of the Study:

    • To develop and evaluate a novel multilayer clinical assessment technique for children's auditory-language processing abilities.
    • To determine the efficacy of teacher in-service training in identifying children with potential ALP issues.
    • To assess the utility of a classroom communication observation tool for documenting communication behaviors.

    Main Methods:

    • A 90-minute in-service workshop trained teachers on ALP problems.

    Related Experiment Videos

  • 46 students were referred by teachers for evaluation.
  • A control group of 12 students was randomly selected.
  • A battery of standardized (e.g., Clinical Evaluation of Language Functions, Goldman-Fristoe-Woodcock) and nonstandardized (Observational Profile of Classroom Communication, language sample) measures were administered.

    • Main Results:

    • 87% (40 out of 46) of referred children were identified with auditory-language processing problems.
    • In-service training significantly enhanced teacher awareness and referral accuracy.
    • The Observational Profile of Classroom Communication proved effective for systematic observation of communication in the classroom.

    Conclusions:

    • The developed multilayer clinical assessment technique is effective in identifying auditory-language processing deficits in children.
    • Teacher training is a valuable tool for increasing awareness and facilitating early identification of ALP issues.
    • Classroom-based observational tools can systematically document communication behaviors, aiding in comprehensive assessment.