Test of Auditory Perceptual Skills - Revised (TAPS-R)

Test of Auditory Perceptual Skills - Revised (TAPS-R) - PPT

Author: Morrison F. Gardner. Psychological and Educational . Publications 1996. Short Video. What is Auditory Processing Disorder? . TAPS-R. TEST OF AUDITORY-PERCEPTUAL SKILLS-REVISED. Designed to quickly diagnose students who may have difficulties with auditory-perceptual processing skills that ar.... ID: 585728

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Test of Auditory Perceptual Skills - Revised (TAPS-R)

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Test of Auditory Perceptual Skills - Revised (TAPS-R)
Author: Morrison F. GardnerPsychological and Educational Publications 1996
Short Video
What is Auditory Processing Disorder?
TAPS-RTEST OF AUDITORY-PERCEPTUAL SKILLS-REVISED
Designed to quickly diagnose students who may have difficulties with auditory-perceptual processing skills that are necessary for learning
Purpose and description
Area of Knowledge and Skills AssessedNumber Memory (Forward)Number Memory (Backwards)Sentence MemoryWord MemoryInterpretation of DirectionsWord DiscriminationAuditory Processing (Thinking and Reasoning)
What We Do With What We Hear?
Oral
Administration
Instrument and Materials
ManualTest BookletParent Questionnaire
Tests of auditory processing may be administered by an audiologist, speech-language pathologist, psychologist, or other clinician trained to understand the role of auditory processing in the development of learning disorders (Martin & Brownell, 2005).
The test of Auditory Processing Skills, Third Edition (TAPS-3) by Nancy A. Martin and Rick Brown, was published in 2005 by Academic Therapy Publications and is considered to be the more update and relevant form of this test
TAPS-3
NORMING and POPULATION
Designed for students 4 through 12 years, 11 months
1038 subjects
Approximately one-half male/female
Most from San Francisco Bay area
Includes students from 19 states
Racial and ethnic background representative of 1990 U.S. Census
NORMING
Subjects with the following not included:
Language disorders
Hearing impairment
Mental retardation
Severe learning problem
Emotional disturbance
RELIABILITY
Information from manual:
They used an internal consistency formula in the form of coefficient Alpha to evaluate the reliability of the TAPS-R subtests, which means they compared the test to itself by splitting all components into all possible halves (Split Half Reliability)
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Reliability Scores
Reliability coefficients for the total score ranged from .85-.90Median Reliability coefficient across all levels range from .49-.81Total Group Reliability ranged from .69-.93Reliabilities for individual subtests range from .35 to .91 ML
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Individual Reliability/SED
Reliability comparing subject’s performance on two or more subtests.
SED was used to find “true” differences in ability.
(Formula= Median SEM and total group SEM for each subtest x 1.44 to get 85% confidence limits)
15-20 points for standard scores & 3-4 points for scaled scores = a significant performance difference
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How well does the Taps-R measure what it was designed to measure?
3
Content Validity
(from manual)-established during the development phase- only items that met inclusion criteria -no gender bias-varying levels of difficulty
HF
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Construct Validity
ability of the test to measure unique characteristics of auditory perception -subtest intercorrelations generally in the low to moderate range -all subtests show moderate-moderately high positive correlation with the total
HF
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Concurrent Validity
-correlated standard scores to other tests including: DTLA-3, TAAS, WISC-II, TVPS-R,WPPSI-R,WRAT-3, TONI-2-TAPS-R measures specific auditory-perceptual skills
HF
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Diagnostic Validity
ability to diagnose specific auditory-perceptual deficits -sample of 42 LD subjects used during standardization process -avg standard score is well below the mean of the non-disabled population -demonstrates presence of auditory-perceptual deficits
HF
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TAPS test: Research
Research Result 1:
Study Conducted Comparing TAP-s with other Cognitive Tests:
“TAPS-3 is likely a measure of multiple cognitive abilities that are also measured somewhat by intelligence and achievement tests: WISC-IV, WIAT-II, TVPS-R, TVPS-UL-R. Like abilities include: Auditory Processing, Phonetic Coding, Short-Term Memory, Memory Span, Crystallized Intelligence, and the narrow abilities Language Development, Lexical Knowledge, and General (verbal) Information.Therefore, clinicians are
cautioned against the use of this test as primary support
for the diagnosis of APD or Learning Disabilities with specified underlying auditory processing deficits.” ( Edwards, 2006)
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TAPS test - Resource Results
Research Result 2:
Study investigating the relationship between 3 test to screen for APD
“It was concluded that the CHAPS, SIFTER, and TAPS–R should be
used to highlight concerns
about a child but
not to determine
whether a (C)AP assessment is particularly warranted. It was also concluded that any diagnostic assessment for (C)APD should include at least a screening assessment of short-term and working memory (such as that offered by the TAPS–R).”(
Wilson, Wayne,et. al, 2011)
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TAPS Test - Resource Results
Research Result 3:
Division of School Psychologists: Article discussing tests claiming to evaluate APD
“When considering all of the critical analyses factors related to the TAPS-3, one can see that it is primarily a language and cognitive test and might be one of the best language procesing tests around, but it is not a measure of auditory processing.”(
Lucker, Jay, 2011)
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STRENGTHS:
Brings various language tests into one testGood screening assessment for language processing & short-term/working memory Simple design, easy to follow Quick to administerScoring is clearNo equipmentNew test covers ages four through eighteenDevelops rapport between administrator and Student
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WEAKNESSES:
Standardization of the test is problematic- presented orally which allows differences in administration
Only one measure of reliability used
Orally presented -scores are highly influenced by the child's receptive language skills
Seems to only test short-term and working memory
A hearing impairment may impact performance
2
The TAPS-R
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TAPS-3 SS% RankSubtestsSS% RankPhonologic Word Discrimination Phonological Segmentation Phonological Blending Memory Number Memory Forward Number Memory Reverse Word Memory Sentence Memory Cohesion Auditory Comprehension Auditory Reasoning
Assessment Report ( see handout)
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Assessment Report ( see handout)
Standard Score:
Percentile:
Performance Level
Auditory Number Memory
Auditory Sentence Memory
Auditory Word Memory
Auditory Interpretation of Directions
Auditory Word Discrimination
Auditory Processing (thinking and reasoning)
5
REFERENCES
Martin & Brownell,
What school psychologists need to understand about auditory processing disorders Retrieved April 13th, 2015,
2005http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2012/04/auditory-processing-disorders.aspx
Dickinson, Aileen C., et. al. (2002).
Educator's Handbook on Effective Testing
. Columbia, SC: Institute for Evidence-Based Decision-Making in Education (pg. 1040-1046).
Streiner D.L., Norman G.R. (1989). Citation from: From Health Measurement Scales A Practical Guide to Their Development and Use. New York: Oxford University Press (pages 64-65).
https://explorable.com/cronbachs-alpha
Lucker, Jay. (April 2012).
What school psychologists need to understand about auditory processing disorder
s, The School Psychologist.
http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2012/04/auditory-processing-disorders.aspx
Wilson, Wayne, et. al. (2011).
The CHAPS, SIFTER, and TAPS–R as Predictors of (C)AP Skills and (C)APD,
Journal of Speech, Language, and Hearing Research • Vol. 54 • 278–291.
Edwards, Kellie Murphy. (2006). The Testof Auditory Processing Sills -Third Edition (TAPS-3): Validity Analysis and Reconceptualization based on the Cattell-Horn-Carroll Model of Cognitive Abilities, Dissertation-Auburn University
http://etd.auburn.edu/bitstream/handle/10415/551/EDWARDS_KELLIE_4.pdf?sequence=1
Gardner, Morrison. (1996).
TAPS-R : Test of Auditory-Perceptual Skills (non-motor)-Revised : manual, Psychological and Educational Publications,Hydesville, CA.