JCPSLP
Volume 16, Number 2 2014
71
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)
