CORRELATIONS BETWEEN THE SCAN-C TEST FOR AUDITORY PROCESSING DISORDERS IN CHILDREN-REVISED AND THE CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS, THIRD EDITION LANGUAGE ASSESSMENT TOOL
Objective: The purpose of this paper is to determine the relationship between the SCAN-C Test for Auditory Processing Disorders In Children-Revised (SCAN-C) and the Clinical Evaluation of Language Fundamentals, Third Edition (CELF-3) language assessment tool in a group of children suspected of auditory processing problems. Study Design: A retrospective chart review was conducted to compare the standard scores of the SCAN-C and the CELF-3 of 30 children referred for a multidisciplinary evaluation. Methods: All children were administered the SCAN-C and the CELF-3. Results: Significant differences were identified between the SCAN-C composite standard score and the total receptive language standard score as well as the total expressive language standard score of the CELF-3. A more in depth analysis revealed significant correlations between a number of the SCAN-C subtests and the CELF-3 subtests. Discussion: The findings imply that these two test approaches quantify different aspects of processing abilities in children.
School:University of Cincinnati
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:scan c celf 3 auditory processing language delay disorder
Date of Publication:01/01/2003