EFFECT OF EXTENDING THE RESPONSE WINDOW AND OF SUBJECT PRACTICE ON MEASURES OF AUDITORY PROCESSING IN CHILDREN WITH LEARNING OR READING DISABILITY
Journal Title: Journal of Hearing Science - Year 2017, Vol 7, Issue 3
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 per¬formance 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.
Authors and Affiliations
Mohsin Ahmed M. Shaikh
Keywords
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- EP ID EP381552
- DOI 10.17430/903099
- Views 67
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