Purpose The study aimed to compare auditory processing and cognitive test scores measured in a clinical setting with that measured in a school setting using a repeated-measures design. This was done on typically developing children and children with auditory processing disorder (APD). Method Thirty-two children (16 typically developing and 16 with APD), aged 7 years, were evaluated using three diagnostic auditory processing tests and a cognitive test. The tests included the Speech Perception in Noise Test in Kannada, the Gap Detection Threshold Test, the Dichotic Consonant-Vowel Test, and the Auditory Memory and Sequencing Test in Kannada. All the children were evaluated in an audiological diagnostic setting, as well as in their school. Results No significant difference in scores was obtained in the two settings for all the four tests that were administered. This was seen in the typically developing children and the children with APD. Additionally, the pass/fail decision for each test did not alter in the two settings. Moderate to almost perfect agreement was seen between the tests carried out in the two settings in both groups, on a Kappa test of agreement. In both settings, the children with APD performed significantly poorer than the typically developing children on the four diagnostic tests. Conclusions The findings of the study indicate that the diagnostic auditory processing tests and the cognitive test can be carried out in school settings as effectively as tests carried out in an audiological diagnostic clinical setting. This will enable carrying out diagnostic tests on children in schools soon after they are referred on screening auditory processing tools, administered in the educational setting. This will prevent missing diagnosis of children who fail to report to a diagnostic audiological center for detailed auditory processing evaluation.

中文翻译：

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在临床和学校环境中对诊断性听觉处理测试成绩进行比较。

目的这项研究旨在比较在临床环境中测量的听觉处理和认知测试得分与在学校环境中使用重复测量设计的得分。这是针对通常发育中的儿童和患有听觉加工障碍（APD）的儿童进行的。方法使用三项诊断性听觉加工测试和一项认知测试对7名7岁的儿童进行了评估（其中16名通常发育，16名患有APD）。这些测试包括卡纳达语中的噪声测试中的语音感知，间隙检测阈值测试，双歧辅音-Vowel测试以及卡纳达语中的听觉记忆和音序测试。所有的孩子都在听觉诊断环境以及他们的学校接受了评估。结果在所进行的所有四个测试的两个设置中，得分均无显着差异。这在典型的发育中儿童和APD儿童中可见。此外，在这两个设置中，每个测试的通过/失败决定均未更改。在Kappa一致性测试中，两组在两种设置下进行的测试之间均达到了中度到几乎完美的一致性。在这两种情况下，APD患儿在四个诊断测试中的表现均显着低于正常发育的患儿。结论研究的结果表明，诊断听觉处理测试和认知测试可以在学校环境中进行，就像在听觉诊断临床环境中进行的测试一样有效。这将使他们能够在教育环境中接受筛查听觉处理工具后，立即对学校的孩子进行诊断测试。这将防止漏诊未向诊断听力学中心报告以进行详细听觉处理评估的儿童。