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ORIGINAL ARTICLE
EFFECT OF EXTENDING THE RESPONSE WINDOW
AND OF SUBJECT PRACTICE ON MEASURES OF
AUDITORY PROCESSING IN CHILDREN WITH
LEARNING OR READING DISABILITY
1
Department of Audiology and Speech-Language Pathology, Bloomsburg University of
Pennsylvania, Bloomsburg, PA, USA
A - Research concept and design; B - Collection and/or assembly of data; C - Data analysis and interpretation; D - Writing the article; E - Critical revision of the article; F - Final approval of article;
Publication date: 2017-09-30
Corresponding author
Mohsin Ahmed M. Shaikh
Mohsin Ahmed Shaikh, Audiology and Speech-Language Pathology, Bloomsburg University, 400 East 2nd Street, Room 232, Bloomsburg, PA 17815-1301, USA; e-mail: mshaikh@bloomu.edu
Mohsin Ahmed Shaikh, Audiology and Speech-Language Pathology, Bloomsburg University, 400 East 2nd Street, Room 232, Bloomsburg, PA 17815-1301, USA; e-mail: mshaikh@bloomu.edu
J Hear Sci 2017;7(3):37–43
KEYWORDS
ABSTRACT
Background:
This study studied the effect of extending the response window on the auditory processing (AP) test performance of children with a learning disability or reading disability (LD/RD). The study also investigated whether subject practice affected test performance.
Material and Methods:
Twenty-four children with an LD and 12 typically developing (TD) age-matched peers between 9 and 13 years of age participated in the study. The participants were administered three AP tests – the dichotic digit (DD), duration pattern sequence (DPS), and random gap detection (RGD) test – under two conditions: standard response window and extended response window.
Results:
The performance of the LD group on the DD and DPS tests significantly improved using an extended time window whereas the performance of the TD group did not change.
Conclusions:
The findings suggest that some children with an LD achieve higher scores on auditory processing tasks if given a longer response window. This has implications for diagnosis and for providing a potential differential diagnosis tool.
This study studied the effect of extending the response window on the auditory processing (AP) test performance of children with a learning disability or reading disability (LD/RD). The study also investigated whether subject practice affected test performance.
Material and Methods:
Twenty-four children with an LD and 12 typically developing (TD) age-matched peers between 9 and 13 years of age participated in the study. The participants were administered three AP tests – the dichotic digit (DD), duration pattern sequence (DPS), and random gap detection (RGD) test – under two conditions: standard response window and extended response window.
Results:
The performance of the LD group on the DD and DPS tests significantly improved using an extended time window whereas the performance of the TD group did not change.
Conclusions:
The findings suggest that some children with an LD achieve higher scores on auditory processing tasks if given a longer response window. This has implications for diagnosis and for providing a potential differential diagnosis tool.
FUNDING
This work was supported by a Graduate Student Association Research Grant, University of North Carolina at
Greensboro.
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