JCPSLP July 2014_Vol16_no2

Appendix. Survey questions and responses

The questions and responses presented here (in brackets) are those not presented in tables 1, 2 or 3. They have been presented in a shortened format due to space limitations. The full questionnaire and results are available from the authors on request. Survey questions and responses Q. If you do NOT use any direct auditory treatments with school-aged children who have (C)APD, why not? (9)

• Service delivery constraints (4) • Outside SLP area of expertise (3) • Don’t know (2)

For the following questions, please consider your use of DIRECT AUDITORY TREATMENTS with school-aged children who have (C)APD. Direct auditory treatments manipulate the acoustic features of speech and nonspeech stimuli such as rate, frequency, intensity, and background noise. Q. Do you use LOCALISATION TRAINING with schoolaged children who have (C)APD? ( 13)

• Yes (2) • No (11) Q. Is it effective?

Very effective

Effective

Somewhat effective

Not effective Not sure

Auditory processing skills (2)

0

0

1

0

1

Language skills (3)

0

0

0

1

2

Literacy skills (3)

0

0

0

1

2

Academic skills (3)

0

0

0

1

2

Q. Do you use OTHER TYPE/S OF DIRECT AUDITORY TREATMENT? (42) • Yes (5) • No (37) Q. What types? (5)

• Clinician’s own (4) • HELP exercises (1)

Q. Is it effective?

Very effective

Effective

Somewhat effective

Not effective Not sure

Auditory processing skills (5)

0

4

1

0

0

Language skills (5)

0

2

3

0

0

Literacy skills (5)

1

2

2

0

0

Academic skills (5)

0

2

3

0

0

For the following questions, please consider your use of DIRECT LANGUAGE AND LITERACY TREATMENTS with school-aged children who have (C)APD. Direct language and literacy treatments manipulate language form, content, and use, rather than the acoustic features of speech and nonspeech stimuli. Q. If you do NOT use any direct language and/or literacy treatments with school-aged children who have (C)APD and associated language and/ or literacy difficulties, why not? (0) Q. Do you use PROSODY TRAINING with school-aged children who have (C)APD? (40)

• Yes (5) • No (35) Q. Is it effective?

Very effective

Effective

Somewhat effective

Not effective Not sure

Auditory processing skills (5)

0

2

0

0

3

Language skills (5)

0

2

1

0

2

Literacy skills (5)

0

1

1

0

3

Academic skills (5)

0

1

0

0

4

Q. Do you use OTHER TYPE/S OF DIRECT LANGUAGE AND/OR LITERACY TREATMENT with school-aged children who have (C)APD? (39) • Yes (13) • No (26)

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JCPSLP Volume 16, Number 2 2014

Journal of Clinical Practice in Speech-Language Pathology