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CDIS 7300-TAPS-3

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Sheryl DeBoer

on 12 October 2015

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Transcript of CDIS 7300-TAPS-3

Test of Auditory Processing Skills-3rd Edition

Developed by: Nancy Martin & Rick Bromwell
Academic Therapy Publications, 2005

About the TAPS-3:
Presented by: Deborah Bernabei, Sheryl DeBoer, Brianna Kirkpatrick, & Laura Gallardo
Norm-referenced based on representative sample similar to demographics of U.S. population according to 2000 census

TAPS-3 standardized based on 2,000 children at 182 sites across the U.S.

Students were selected randomly from regular classrooms

Individuals with various disabilities were also examined so a percentage could be included in norms group and to study validity

Some students were retested in 2-4 weeks to provide retest data for reliability studies

Part of a test battery to measure auditory processing (what a person does with what is heard)

Intended population: individuals 4.0-18.11 years with a prior audiological evaluation to determine hearing is within normal limits

Provides information for:
auditory attention
basic phonemic skills
auditory memory
auditory cohesion

9 Subtests grouped into 3 categories:

1) Basic Phonemic Skills

2) Auditory Memory

3) Auditory Cohesion

Untimed, but is usually completed in about an hour

Recommended to be completed in one sitting,
but can be stopped and restarted if needed

Subtests should be given in order, as they progress from easiest to most difficult
Questions within a subtest should be given in order, as sequences increase in length
and difficulty as test progresses

Optional Auditory Figureground subtest (on CD)
is used to assess whether student has sufficient attention capabilities to perform TAPS-3

Basic Phonemic Skills:
Important for understanding language and for learning to read.
Contains Subtests:
1) Word discrimination
ex: "Are the words the
ame or

2) Phonological segmentation
ex: Ending phoneme deletion
"Say beef; now say it without the /f/"
3) Phonological blending
ex:Pronounce each sound with a brief pause between
"m/a/s/k" (mask)
Auditory Cohesion:
Auditory Memory:
Important to make inferences, deductions, and abstractions to comprehend what is read in the classroom
Contains subtests:
8) Auditory Comprehension
ex: Read each passage and ask the questions given, client response should be like bolded words.
"Jan went
to her room
to find
her baseball mitt
.-Where did Jan go? What was she looking for?"
9) Auditory Reasoning
ex: Read the sentences and ask the questions given, client should respond like indicated answer (paraphrasing OK).
"When Jason fell out of the tree, he cried.
Why did Jason cry?" (He got hurt when he fell.)
Working memory and immediate memory used in the classroom for determining an answer, learning to spell, and learning arithmetic
Contains subtests:
4) Number Memory Forward
ex: Say number set and client repeats it: "6-9-5-7"

5) Number Memory Reversed
ex: Say number set and client repeats it reversed:
"5-2-8" ; child should reply "8-2-5"

6) Word Memory
ex: Say each set of words and client repeats it:

7) Sentence Memory
ex: Say sentence and client repeats it:
"Put/your homework/here."

Clinician should follow scripted instructions for each subtest

Clinician must sit across from client with test booklet hidden so the record form and scripted questions aren't seen

Basal-only subtest 7

Ceiling-every subtest has it's own, except subtests 1 and 2
Instructions on how to calculate each subtest's raw score are provided in the administration book

The subtest's raw score is converted to a scaled score

The overall scaled score and each category scaled score (Phonologic, Memory, Cohesion) is converted to an Index Standard Score

Standard scores have a mean of 100 and a standard deviation of 15
Percentile ranks and age equivalents are also provided

The TAPS-3 manual contains tables in Appendix D for score conversions
High reliability score

Validity was evaluated in many capacities:
Content, Criterion-Related, and Construct-

Clinical groups used in test development to show validity

Partial credit is given in some subtests, more accurately reflecting a child's auditory ability

Limited to individuals who have hearing within normal limits

One hour of testing is long for examinees. They may experience fatigue and lack of focus toward the end of the test-which is the most difficult part of the test
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