Development, Validity, and Reliability of the Auditory and Speech Performance Test for Children

Abstract

Auditory processing and speech processing disorders negatively affect school -aged children. To minimize these negative effects, individuals in the risk group should benefit from the positive contribution of early intervention with a comprehensive evaluation. The aim of this study was to develop the Auditory and Speech Performance Test for Children and analyze its validity and reliability. In the development of the Auditory and Speech Performance Test for Children, discrimination and recognition subtasks were built for both auditory and speech performance. Meaningful and meaningless minimal pairs were used in the subtasks. A silent background was used for auditory performance, and noise stimuli were combined into minimal pairs for speech performance. Audiovisual materials were integrated into the finger-tapping test. The Auditory and Speech Performance Test for Children was administered to 307 children with typical development and to 80 children with specific learning disabilities. The Auditory and Speech Performance Test for Children calculated children's reaction times for pressing speed and accuracy of pressing the correct key. The data were analyzed for content, construct validity, internal consistency, and test -retest reliability. The content validity index value was found to be high (.89-1.0). The Auditory and Speech Performance Test for Children was explained as a two -factor model using exploratory factor analysis (eigenvalue = 1.92, total variance = 66.65%). It was found to be discriminative according to age, groups, subtests, and 27% bottom and top scores (all were significant atp < .001). Internal consistency (.77-.90) and test -retest values (.89-.93) of the Auditory and Speech Performance Test for Children in the total test scores were calculated within reliable values. In conclusion, we developed a valid and reliable screening tool for auditory and speech performance in children.