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Auditory processing tests for children: normative and clinical results on the SSW test
The Journal of Speech and Hearing Disorders
|August 1, 1984
Summary
The Staggered Spondaic Word (SSW) test effectively distinguishes children with and without learning disabilities. Findings suggest stricter criteria for identifying central auditory processing difficulties in children.
Area of Science:
- Neuroscience
- Developmental Psychology
- Speech and Hearing Sciences
Background:
- Central auditory processing difficulties can impact learning.
- The Staggered Spondaic Word (SSW) test is used to assess auditory processing.
- Understanding age-related performance in children is crucial for accurate diagnosis.
Purpose of the Study:
- To evaluate the Staggered Spondaic Word (SSW) test's efficacy in differentiating children with and without learning disabilities.
- To compare the performance of normally achieving children against existing SSW test norms.
- To investigate age-related performance trends in children with learning difficulties on the SSW test.
Main Methods:
- Administered the Staggered Spondaic Word (SSW) test to 93 normally achieving children and 97 children referred for learning disabilities.
- Subjects were between 8-11 years of age.
- Analyzed SSW test results based on achievement status and age.
Main Results:
- The SSW test successfully differentiated between normally achieving children and those with learning difficulties.
- Normally achieving children performed better than current SSW test norms suggest.
- Children with learning difficulties showed age-related performance improvement, except in the Left-Competing condition.
Conclusions:
- The SSW test is a valuable tool for identifying children at risk for central auditory processing difficulties.
- Stricter SSW test norms may be needed for normally achieving children.
- The inconsistent performance in the Left-Competing condition raises questions about the expected resolution of auditory processing issues by age 11.