Full Auditory Processing Screening Over 5 & Verbal


This is for a 90 Minute Auditory Processing Screening with Tracey Butler in Adelaide or Brisbane

Suitable for 5 Years and over who are Verbal.



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This is for a 90 Minute Auditory Processing Screening with Tracey Butler, in Adelaide or Brisbane

Suitable for 5 Years and over who are Verbal.

To find out whether your child may benefit from our help, we suggest an initial consultation.  This consultation would include initial Auditory Processing Screening and give you the opportunity to ask questions concerning your child and discuss any particular problems. To participate in these screenings, your child needs to be verbal and able to repeat words and sentences heard through headphones.

Test for Auditory processing disorders in Children (SCAN-3) The Scan-3 is a screening assessment tool which tests how well the individual performs specific auditory processing skills with each ear under challenging auditory conditions.

Test of Auditory Processing Skills (TAPS) Memory subtests. TAPS screens auditory short-term memory and auditory working memory.

The Test of Auditory and Visual Skills is a versatile diagnostic screening tool developed to assess a range of fundamental auditory and visual skills. These basic skills are well understood to be vital for the higher-level development of phonological awareness, speech, reading, memory and attention. TAVS assess the underpinning sensory skills necessary to learn to read, speak, listen and concentrate.  TAVS offers a powerful way to assess many areas of low level visual and auditory processing to know whether sensory processing is impaired and if it is suitable to solely focus an intervention upon more cognitive levels of function.

  • Temporal Order This has been shown to have close links to reading ability, speech and phonological awareness and across visual, auditory and tactile domains, Laasonen et al, (2001). Children and adults with TO results outside the expected norms may well be at risk of poor speech development and phonological awareness, poor reading abilities, challenges with sequencing of information and short-term memory deficits.
  • Fusion Threshold: is a measure of temporal resolution. Temporal resolution refers to the auditory system’s ability to follow rapid changes in the envelope of sound. This is a key factor in processing sound across time. Challenges with temporal resolution have been shown to correlate with reading and language development difficulties.

The use of the test for auditory/visual fusion threshold can help to understand the relative strengths of the visual and auditory systems and whether they support each other to improve temporal processing or interact to reduce capabilities.

  • Auditory Motor: subtest assesses the ability to perceive a steady beat and match the beat. Children and adults who have challenges with keeping to an external steady beat will often have difficulties in areas of literacy, language and phonological awareness. These are not explained by any motor difficulty. Thomson and Goswami (2008) found that “Children who were particularly inconsistent in tapping to a particular rate showed the poorest literacy and phonological development.
  • Pitch Discrimination: is seen to be an important factor that is correlated with phonemic awareness. Loui et al. (2011). Therefore, values outside normal ranges in this subtest would indicate challenges with listening and literacy development due to phonological awareness deficits.
  • Duration Patterns Strong levels of auditory processing require us to be able to process the length of tones as well as pitch changes. In language, as in the natural world, tones can differ in length as well as pitch and therefore results outside expected ranges for these subtests can indicate difficulties with phonological processing.
  • Directional Hearing: Sound localization is possible because there are tiny differences in volume and timing in directional sound entering the left and right ear. Results obtained that are in the unusual or significant ranges according to the current norms provided by Tewes indicate a challenge with the timing of auditory signals being processed in the brain stem. Sound localization and lateralization are seen as a fundamental component of auditory processing difficulties as it involves the processing of volume and timing differences between the two ears.
  • Sequence Order: The sequence order subtest gives a tone and a click and asks us to answer “which came first?” The tone and click seek to replicate the effect of vowels and consonants in language. Backward and forward masking occurs as is natural when phonemes are blended within language. The click generated by the TAVS is only 1msec long; however the pause also belongs to the click. This is the threshold measured in milliseconds that is used to score the result in this subtest. This corresponds to the voice onset time (VOT) and voice offset time which is the silent transference phase from consonant to vowel and vowel to consonant. A result well outside the mean ranges would therefore indicate a challenge with phonological blending, segmentation and perhaps gap detection. This would correlate with difficulties with listening, language and literacy challenges.


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