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Based on recommendations by Musiek & Chermak (1994, American Journal of Audiology, 3, 23-27) and ASHA (1996, American Journal of Audiology, 5(2), 41-54), a battery of four commonly used tests was selected and recorded for use in assessing school children. These tests were labeled the Multiple Auditory Processing Assessment (MAPA) and then administered to an initial sample of 81 third grade children, along with the SCAN screening test for auditory processing disorders. Afterward, several exploratory factor analyses were performed on the findings, and comparisons were made between the results for the MAPA and SCAN. Four separate factors emerged from the four MAPA tests, which were linked closely to the components of central auditory processing disorders (CAPDs) defined by ASHA (1996, American Journal of Audiology, 5(2), 41-54). These factors were labeled monaural separation/closure (MSC), auditory pattern/temporal ordering, binaural integration, and binaural separation (BS). SCAN appears to measure two of these factors, MSC and BS. Use of MAPA is encouraging. Our findings suggest it may provide an appropriate multiple-test, CAPD battery for third grade children, and it meets at least some of the objectives described in the consensus document proposed by ASHA (1996, American Journal of Audiology, 5(2), 41-54).

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The theoretical issues surrounding central auditory processing disorders (CAPD) are reviewed here, especially with reference to the central auditory behavioral processes and the auditory test measures as prescribed in the ASHA (1996, American Journal of Audiology, 5(2), 41-54) statement on CAPD. A simplified nomenclature is recommended that directly relates process and test measure to facilitate the diagnostic process in CAPD. This new terminology closely follows the ASHA (1996, American Journal of Audiology, 5(2), 41-54) document, but provides some refinement based on recent research in CAPD. To support this recommendation, a confirmatory factor analysis (CFA) was applied to the findings of Domitz and Schow (2000, American Journal of Audiology), who proposed use of a battery of CAPD tests, the Multiple Auditory Processing Assessment (MAPA) for testing school children. The CFA was found to reinforce the four-factor model, which clearly emerged in the exploratory factor analysis of Domitz and Schow. The model was found to be reasonably consistent even when subtests from the SCAN were included in the analysis. Refinement and revision of ASHA (1996, American Journal of Audiology, 5(2), 41-54) is recommended to facilitate diagnosis, subclassification, and intervention for CAPD.

Central auditory processing disorders among school-age children have been challenging to identify and treat. Many issues remain that need to be resolved. Here, we compare and contrast findings on 331 school-age children who were given two of the more common central auditory processing disorder tests (Staggered Spondaic Word [SSW] Test and the SCAN Screening Test for Auditory Processing Disorders). These results replicate and reinforce many of the psychometric findings reported earlier. The use of factor analysis with these test results was explored. Significantly, two factors emerged, including an auditory binaural separation from competition factor and a monaural low redundancy degradation factor. These findings help us define the nature of processes probed by the SCAN screening test and the SSW test. Furthermore, these findings clarify the use of SSW and SCAN because they showed both SSW Left Competing and Right Competing loading within the same factor, whereas the three subtests on SCAN sorted into two rather than three factors.