JCPSLP July 2014_Vol16_no2

Q. Do you agree or disagree that your university training in the area of school-aged child auditory processing adequately prepared you to work with this clinical population? (60) • Strongly agree (1) • Agree (9)

• Somewhat agree (19) • Somewhat disagree (5) • Disagree (12) • Strongly disagree (14) • Not sure (0)

Definition of (C)APD Q. Which of the following definitions of (C)APD best reflects how you make clinical decisions with respect to (C)APD? (58) • (C)APD is a difficulty with processing basic acoustic information (i.e. sounds) within the central auditory nervous system. Difficulties with the processing of sounds can have flow-on effects to phonological and linguistic processing, which, in turn, cause language and literacy impairments. (36) • (C)APD often co-occurs with language and/or literacy impairments, possibly the result of the same aetiological process, but not causally related. (15) • Don’t know (7) Q. How do you rate your level of knowledge about the following?

Excellent

Good

Adequate

Inadequate

Not sure

What is APD? (58)

5

22

23

8

0

Tests that audiologists use to diagnose (C)APD (58)

5

14

19

17

3

Evidence-based treatments for (C)APD (59)

2

15

15

25

2

Screening and assessment For the following question, please consider only those children who already have a CONFIRMED diagnosis of (C)APD from an audiologist. Q. What assessment/s do you usually use with school-aged children who already have a CONFIRMED diagnosis of (C)APD? (multiple responses possible) (55) • Clinical Evaluation of Language Fundamentals – 4th Edition (CELF-4) (50) • Comprehensive Test of Spoken Language (CASL) (13) • Test of Language Competence (TLC) (3)

• Test of Language Development – 3rd Edition (TOLD-3) (4) • Peabody Picture Vocabulary Test – 4th Edition (PPVT-4) (4) • Expression, Reception and Recall of Narrative Instrument (EERNI) (5) • Test of Auditory Perceptual Skills – Revised (TAPS-R) (6) • Lindamood Auditory Conceptualisation Test (LAC) (8) • Comprehensive Test of Phonological Processing (CTOPP) (8) • Sutherland Phonological Awareness Test – Revised (SPAT-R) (35) • Queensland University Inventory of Literacy (QUIL) (40) • South Australian Spelling Test (SAST) (8)

• Neale Analysis of Reading Ability – 3rd Edition (NARA-3) (12) • Observational rating scales of child’s listening behaviours (17) • Other – (15) informal e.g., discourse analysis (9); other language/literacy (5); working memory (1). For the following questions, please just consider school-aged children who do NOT have a confirmed diagnosis of (C)APD from an audiologist, but whom you SUSPECT may have (C)APD. Q. Which screening tool/s do you use to help identify APD? (34) • Observational rating scales e.g. Fisher’s Auditory Problems Checklist, Children’s Auditory Processing Performance Scale (CHAPPS), other parent or teacher checklist of child’s auditory behaviour. (12) • Direct assessment of child e.g. TAPS-R. (15) • Other – Informal observation/screener (6), SCAN (1) Q. Please tell why you do not always refer school-aged children whom you suspect may have (C)APD to an audiologist for a (C)AP assessment. (25) • Not cost effective (expensive and does not provide useful information to inform treatment) (21) • Geographical factors (3) • Diagnosis of CAPD is not recognised by schools (1)

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JCPSLP Volume 16, Number 2 2014

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