Related Experiment Videos
Central auditory processing in urban black children, normal and learning disabled
Insights
Auditory processing tests, specifically the SSW test and Willeford battery, can help identify learning disabilities (LD) in urban Black children. However, results should be interpreted cautiously, especially without specific subpopulation norms.
Area of Science:
- Audiology
- Neuroscience
- Developmental Psychology
Background:
- Learning disabilities (LD) present significant challenges in academic and developmental trajectories.
- Accurate auditory processing assessment is crucial for identifying potential learning barriers in children.
- Existing normative data may not fully represent diverse pediatric populations, necessitating careful test selection.
Purpose of the Study:
- To evaluate the efficacy of specific auditory processing tests in identifying learning disabilities (LD) in urban Black children aged 7-10.
- To compare the performance of at-risk children with normative data to determine diagnostic utility.
- To assess the value of the SSW test and Willeford battery subtests for this specific demographic.
Main Methods:
- Utilized normative data from Windham et al. (1985) for urban Black children (7-10 years).
- Compared scores of 40 at-risk children from Howard University Child Development Center against established norms.
- Administered the SSW test and the Willeford central auditory processing battery, focusing on specific subtest scores.
Main Results:
- The SSW test's L-competing, L-non-competing, and Total Error Score indexes significantly differentiated children with LD from controls (p < .05).
- The Willeford Competing Sentences subtest's L-ear score also showed significant differentiation (p < .05).
- Other tested subtests demonstrated limited or questionable value in identifying LD within this population.
Conclusions:
- Specific subtests of the SSW test and Willeford battery are valuable tools for identifying auditory processing deficits in urban Black children at risk for LD.
- Caution is advised when interpreting results, particularly when normative data for the specific subpopulation is unavailable.
- Results should ideally be considered alongside broader audiological evaluations for comprehensive assessment of LD.
Abstract:
Normative data from Windham et al (1985) for urban Black children aged 7-10 yrs on the SSW test and the Willeford central auditory processing battery were used to compare those norms with scores of 40 children of similar age and from the same population who were referred from the Howard University Child Development Center as being at risk for learning disability (LD). The L-competing, L-non-competing, and Total Error Score indexes from the SSW test, and the L-ear score from Willeford's Competing Sentences subtest, differentiated the LD Ss as a group from normals (p less than .05). Other tests were of questionable or no value in this regard for this population. It is suggested that it would be wise to view the results of these tests with caution and preferably in connection with other audiological testing when applied to LD Ss, especially if normative data for the particular subpopulation have not been collected.