Table 3.
Pearson's partial r values between types of auditory/visual attention and auditory processing tests and number of children completing each test.
| Sample size | 20 | 19 | 15 | 12 | 11 | 11 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Sus-AA | Div-AA | Div-AVA | Sel-VA | LiSN-S Low-cue | LiSN-S High-cue | LiSN-S Talker adv. | LiSN-S Spatial adv. | LiSN-S Total adv. | CCC-2 SLI | CCC-2 PLI | DDT | GiN | SCAN3 AFG 0 dB | SCAN3 AFG +8 dB | |
| Sus-AA | 1.00 | 0.76*** | 0.51* | 0.01 | 0.23 | −0.01 | −0.09 | 0.26 | −0.09 | 0.53* | 0.16 | 0.53 | 0.53 | −0.43 | −0.39 |
| Div-AA | 1.00 | 0.53* | 0.27 | 0.25 | 0.08 | −0.11 | −0.03 | 0.00 | 0.66** | 0.24 | 0.68* | 0.27 | −0.62 | −0.42 | |
| Div-AVA | 1.00 | 0.37 | −0.15 | −0.02 | 0.15 | −0.21 | 0.05 | 0.21 | 0.01 | 0.76** | 0.63 | 0.00 | 0.14 | ||
| Sel-VA | 1.00 | 0.07 | 0.16 | −0.07 | −0.28 | 0.15 | 0.24 | −0.04 | 0.45 | −0.16 | −0.17 | 0.11 | |||
| LiSN-S Low-cue | 1.00 | 0.22 | 0.02 | 0.35 | −0.15 | 0.30 | −0.05 | 0.09 | −0.53 | 0.31 | −0.45 | ||||
| LiSN-S High-cue | 1.00 | 0.11 | 0.12 | 0.93*** | 0.24 | −0.15 | −0.48 | 0.12 | −0.31 | −0.15 | |||||
| LiSN-S Talker adv. | 1.00 | 0.08 | 0.10 | −0.05 | −0.22 | 0.39 | −0.30 | 0.18 | −0.04 | ||||||
| LiSN-S Spatial adv. | 1.00 | −0.03 | 0.09 | −0.01 | −0.31 | −0.12 | −0.11 | −0.60 | |||||||
| LiSN-S Total adv. | 1.00 | 0.13 | −0.14 | −0.49 | 0.34 | −0.41 | 0.10 | ||||||||
| CCC-2 SLI | 1.00 | 0.59* | 0.51 | 0.00 | −0.62 | −0.34 | |||||||||
| CCC-2 PLI | 1.00 | 0.19 | 0.01 | −0.22 | −0.03 | ||||||||||
| DDT | 1.00 | 0.04 | −0.04 | 0.34 | |||||||||||
| GiN | 1.00 | 0.04 | 0.06 | ||||||||||||
| SCAN3 AFG 0 dB | 1.00 | – | |||||||||||||
| SCAN3 AFG + 8 dB | 1.00 | ||||||||||||||
This table only includes results from the 20 children diagnosed with APD. Gender and performance in the non-verbal ability test were controlled in the model. Some children were not tested in all tests and that was due to either lack of comprehension of task or lack of time. Adv, Advantage; AFG, Auditory Figure Ground; APD, Auditory Processing Disorder; Avg., Average; CCC-2, Children's Communication Checklist−2; DDT, Dichotic Digits Test; Div-AA, Divided Auditory Attention; Div-AVA, Divided Auditory-Visual Attention; GiN, Gaps-in-Noise; LiSN-S, Listening in Spatialized Noise–Sentences; PLI, Pragmatic Language Impairment; Sel-VA, Selective Visual Attention; SLI, Specific Language Impairment; Sus-AA, Sustained Auditory Attention; TEACh, Test of Everyday Attention for Children.
p < 0.05,
p < 0.01,
p < 0.001.