APD EXAM 3 UPDATED ACTUAL QUESTIONS AND
CORRECT ANSWERS
Question:
1. Jerger and Musiek AAA (2000)
Answer:
-Screening measures to maximize sensitivity, even if the potential cost is low
specificity
-Leads to a number of false-positive referrals
-Maximize hits even if you get lots of false positives. (we don't want to miss
anyone)
Question:
2. Jerger and Musiek AAA (2000) Recommended screening
by:
Answer:
-Questionnaire
==Observation of auditory problem behaviors
==Clearly defined pass/refer criteria (normed)
-Test
==Dichotic digit test
==Gap detection test
-Combination
,Question:
3. Jerger and Musiek AAA (2000) Principles for screening:
Answer:
-Materials should emphasize tasks involving the processing of complex auditory
stimuli
-Tests should meet acceptable psychometric standards
==Sensitivity, specificity, predictive values, interobserver reliability, interest
consistency, validity.
-Consideration given to
==The number of items necessary for reliability
==Stimulus intensity
==Type of response
-Control factors such as
==Examiner training (AuD, SLP?)
==Hearing loss and middle ear dysfunction
==Adequate equipment maintenance and test environment
-Minimize linguistic, cognitive, and attentional demands
==Minimize non-auditory factors
==Don't want them to fail based on ADHD, speech language problems or low
cognition.
-Minimize time commitment
==8-12 minutes is ideal (10 mins.)
Question:
4. MN Dept. of CFL (children families and learning): Div. of
Special Ed. (2003)
Possible screening tools if there is concern by parent,
teacher or anyone:
Answer:
-Case history
-Screening test for auditory processing disorders-revised (SCAN-C)
-TAPS-R (Auditory memory)
==SLP measure but very focused on auditory memory
-CHAPPS (questionnaire for AP behaviors)
==Auditory questionnaire
-ACPT (auditory attention)
==Auditory continuous performance test, can be done in school.
-Classroom observation
, Question:
5. Bellis (2003)
Answer:
-Screening for APD is needed because of the number of children who display
auditory problem behaviors that really are underlying memory and attention
problems.
-Screening is fastest way to find other problems
-Screening prevents referring all children for a comprehensive evaluation
-Although APD may coexist with ADHD, receptive language disorder, dyslexia, or
learning disability, it is important to attempt to differentiate APD from other
disorders
-It has been estimated that 3-7% of school age children have some type of
learning disability, so many children may have APD.
Question:
6. Bellis WHENEVER POSSIBLE:
Answer:
-WHENEVER POSSIBLE, TESTS OF SPEECH AND LANGUAGE, COGNITION, AND
ATTENTION SHOULD BE COMPLETED PRIOR TO AN APD SCREENING.
-In many cases these tests will have already been conducted as part of a
multidisciplinary evaluation for special education services.
Question:
7. Bellis APD screening should include:
Answer:
-Comprehensive audiological evaluation
-Questionnaires
-Tests (SCAN, dichotic digits, gap detection)
-Classroom observation
CORRECT ANSWERS
Question:
1. Jerger and Musiek AAA (2000)
Answer:
-Screening measures to maximize sensitivity, even if the potential cost is low
specificity
-Leads to a number of false-positive referrals
-Maximize hits even if you get lots of false positives. (we don't want to miss
anyone)
Question:
2. Jerger and Musiek AAA (2000) Recommended screening
by:
Answer:
-Questionnaire
==Observation of auditory problem behaviors
==Clearly defined pass/refer criteria (normed)
-Test
==Dichotic digit test
==Gap detection test
-Combination
,Question:
3. Jerger and Musiek AAA (2000) Principles for screening:
Answer:
-Materials should emphasize tasks involving the processing of complex auditory
stimuli
-Tests should meet acceptable psychometric standards
==Sensitivity, specificity, predictive values, interobserver reliability, interest
consistency, validity.
-Consideration given to
==The number of items necessary for reliability
==Stimulus intensity
==Type of response
-Control factors such as
==Examiner training (AuD, SLP?)
==Hearing loss and middle ear dysfunction
==Adequate equipment maintenance and test environment
-Minimize linguistic, cognitive, and attentional demands
==Minimize non-auditory factors
==Don't want them to fail based on ADHD, speech language problems or low
cognition.
-Minimize time commitment
==8-12 minutes is ideal (10 mins.)
Question:
4. MN Dept. of CFL (children families and learning): Div. of
Special Ed. (2003)
Possible screening tools if there is concern by parent,
teacher or anyone:
Answer:
-Case history
-Screening test for auditory processing disorders-revised (SCAN-C)
-TAPS-R (Auditory memory)
==SLP measure but very focused on auditory memory
-CHAPPS (questionnaire for AP behaviors)
==Auditory questionnaire
-ACPT (auditory attention)
==Auditory continuous performance test, can be done in school.
-Classroom observation
, Question:
5. Bellis (2003)
Answer:
-Screening for APD is needed because of the number of children who display
auditory problem behaviors that really are underlying memory and attention
problems.
-Screening is fastest way to find other problems
-Screening prevents referring all children for a comprehensive evaluation
-Although APD may coexist with ADHD, receptive language disorder, dyslexia, or
learning disability, it is important to attempt to differentiate APD from other
disorders
-It has been estimated that 3-7% of school age children have some type of
learning disability, so many children may have APD.
Question:
6. Bellis WHENEVER POSSIBLE:
Answer:
-WHENEVER POSSIBLE, TESTS OF SPEECH AND LANGUAGE, COGNITION, AND
ATTENTION SHOULD BE COMPLETED PRIOR TO AN APD SCREENING.
-In many cases these tests will have already been conducted as part of a
multidisciplinary evaluation for special education services.
Question:
7. Bellis APD screening should include:
Answer:
-Comprehensive audiological evaluation
-Questionnaires
-Tests (SCAN, dichotic digits, gap detection)
-Classroom observation
