Auditory and Speech Performance Test for Children (ASPT-C)

Abstract

The Auditory and Speech Performance Test for Children (ASPT-C), developed by Hancer et al. (2024), serves as a dedicated screening test to evaluate crucial auditory and speech processing skills in pediatric populations. Its methodology involves four distinct tasks, each comprising 15 items, where children respond to meaningful and meaningless rhyming word pairs presented both in quiet and with background noise. The test meticulously records both the accuracy of responses and the reaction times in milliseconds.

The development adhered strictly to established diagnostic accuracy guidelines (Bossuyt et al., 2015) and was validated on a sample of Turkish children, including those diagnosed with Specific Learning Difficulties (SLD) and those exhibiting typical development. Comprehensive evaluation confirmed the scale’s robust reliability, validity, and factor structure, affirming its utility in assessing auditory discrimination and speech recognition across diverse listening environments.

Keywords

Auditory and Speech Performance Test for Children (ASPT-C), speech processing, auditory discrimination, speech recognition, reaction time, specific learning difficulties, children, screening.

Authors

Hale Hancer, Erhan Kiziltan, Pinar Civak Tan, Derya Gokmen, Serhat Hayme, Suna Tokgoz Yilmaz

Purpose

The primary purpose of the ASPT-C is the comprehensive assessment of auditory and speech processing abilities in school-aged children. It is specifically designed to isolate and identify difficulties related to understanding speech when challenged by background noise, a critical skill deficit often observed in children who struggle with academic performance, particularly those with Specific Learning Difficulties (SLD).

This screening tool provides clinicians and researchers with objective data to inform early identification and intervention strategies for children who may be experiencing difficulties in complex listening environments, such as classrooms.

Construct

The ASPT-C measures the latent construct of Auditory and Speech Performance, which is operationalized through two primary, empirically derived dimensions: Accuracy and Response Time.

• Accuracy: This dimension captures the quality of auditory processing, specifically measuring four key components: auditory discrimination, auditory recognition, speech discrimination, and speech recognition. High accuracy indicates effective processing of linguistic stimuli under varying acoustic demands.

• Response Time (Reaction Time): This dimension measures the cognitive efficiency of the processing system. It records the time, in milliseconds, required for the child to react across all four performance tasks (auditory discrimination, auditory recognition, speech discrimination, and speech recognition).

Validity

The validity of the ASPT-C was established primarily through construct validity analysis, demonstrating the scale’s ability to differentiate between groups based on expected developmental profiles.

• Construct Validity Evidence: The analysis revealed statistically significant differences in both Accuracy and Reaction Time scores when comparing children with Specific Learning Difficulties (SLD) against children with typical development. This outcome supports the test’s capacity to detect clinically relevant differences in auditory and speech performance.

• Developmental Sensitivity: Further investigation into age-related effects showed significant differences in Accuracy scores within the developmental groups, indicating that the test is sensitive to improvements in perceptual skills that occur with age. Conversely, no significant age-related differences were observed in the Reaction Time scores, suggesting that processing speed, as measured by the test, might stabilize earlier or require different developmental benchmarks.

Reliability

The reliability assessment of the ASPT-C utilized both internal consistency measures and stability across repeated administrations to ensure score dependability.

• Composite and Internal Consistency Reliability: Measures of internal consistency demonstrated strong reliability for the Reaction Time components, with Cronbach’s alpha coefficients ranging from .77 to .90 across the individual tasks. The overall scale demonstrated excellent consistency, achieving a total Cronbach’s alpha of .93. Reliability for the Accuracy tasks, assessed using KR-20, was .70 for the combined scores, though subscore reliability showed a wider range (.20 to .56).

• Test-Retest Reliability: Stability was evaluated using Intraclass Correlation Coefficients (ICC). The ICC values for Reaction Time ranged from .67 to .80, indicating moderate to substantial stability over time. The ICC values for Accuracy ranged from .49 to .76. Furthermore, high correlation coefficients were observed for the overall scores: .93 for Reaction Time and .89 for Accuracy, confirming strong temporal stability for the scale.

Factor Analysis

An Exploratory Factor Analysis (EFA) was conducted to determine the underlying structure of the ASPT-C data. The analysis successfully identified a clear two-factor solution, which collectively accounted for 66.65% of the total variance observed in the test scores.

• Factor 1: Accuracy: This factor accounted for the largest proportion of variance at 37.8%, confirming that the ability to correctly discriminate and recognize speech and auditory stimuli is a distinct measurable component of performance.

• Factor 2: Reaction Time: This factor accounted for 28.85% of the total variance. Its emergence confirms that the speed of processing, independent of the accuracy of the response, represents a separate and measurable dimension of auditory and speech performance.

Instrument

Test Type: Screener

Format: Electronic (Computer-administered)

Language Available: Turkish (Original validation language)

Population Group: Children with Specific Learning Difficulties (SLD) and children with typical development

Age Group: Childhood (7–10 years) and School Age (6–12 years)

Population Details: The scale was validated using a sample of children located in Turkey.

Test Methodology: The test is administered electronically and consists of four tasks, each containing 15 items. Participants are required to react to carefully selected meaningful and meaningless rhyming word pairs. Performance is measured under two conditions: quiet and the presence of background noise. Data recorded includes binary correct/false responses (Accuracy) and time taken to respond (Reaction Time, measured in milliseconds).

Keywords

Auditory processing disorder, speech recognition in noise, reaction time, diagnostic screening, Specific Learning Difficulties (SLD), audiology, psychometrics.

Authors

Author ORCID Identifier: Not provided in source material.

Affiliation Email addresses: Not provided in source material.

Correspondence Address: Correspondence concerning this scale is typically directed to the primary author, Hale Hancer, Department of Audiology, Baskent University, Turkey.

Permissions & Fee and Test Year

Test Year: 2024

Permissions and Fees: Information regarding licensing, commercial use fees, and formal permissions for the ASPT-C must be obtained directly from the corresponding author or the affiliated institutions.

Reference’s

• Hancer, H., Kiziltan, E., Civak Tan, P., Gokmen, D., Hayme, S., & Yilmaz, S. T. (2024). Development, validity, and reliability of the Auditory and Speech Performance Test for Children. Canadian Journal of Speech-Language Pathology and Audiology, 48(1), 29–42.
• Bossuyt, P. M., Reitsma, J. B., Bruns, D. E., Gatsonis, C. A., Glasziou, P. P., Irwig, L., … & Moher, D. (2015). STARD 2015 statement: updated guidelines for reporting diagnostic accuracy studies. BMJ, 351.
• Boateng, G. O., Kajal, N., & Abaka-Yawson, A. (2018). Reliability and validity of measurement instruments: a review of the psychological literature. European Journal of Applied Social Sciences, 1(2).
• de Vet, H. C., Terwee, C. B., Mokkink, L. B., & Knol, D. L. (2011). Measurement in medicine: a practical guide. Cambridge University Press.
• Streiner, D. L., Norman, G. R., & Cairney, J. (2015). Health measurement scales: a practical guide to their development and use. Oxford University Press.

Items of the Auditory and Speech Performance Test for Children (ASPT-C)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

• The test consists of four tasks, each with 15 items, assessing auditory discrimination and speech recognition in different listening conditions.