聽覺中樞功能篩檢測驗賡續研究

A Screening Test for Central Auditory Function

陳小娟(Hsiao-Chuan Chen)

《特殊教育與復健學報》 6期 (1998/06) Pp. 39-63

摘要

A Central Auditory Function Screening Test (CAFST) which included three subtests, lowpass, fusion and pitch perception tests, was made. The purposes of the study were to investigate (1) the effects of educational placement (normal class, resourceroom, MR class), grade (kindergarten, grade 1, 2, and 3) and gender on scores of CAFST, (2) how well the CAFST discriminate among three levels of educational placement and three different grades, (3) correlation among subtests, (4) the order of difficulty of subtests, and (5) percentages of subjects who scored lower than MR subjects. Totally 1898 subjects were tested. Results showed the following. Both educational placement and grades had significant effects on scores. Linear trend was observed in scores of resourceroom subjects and MR subjects at different grades, and the higher the grade, the greater the scores. Scores of normal -class-subjects showed linear and nonlinear trends. Linear trend was also observed in different levels of educational placement, and subjects of normal classes scored the highest, while MR subjects scored the lowest. MR boys scored significantly higher than MR girls in pitch perception test. The order of difficulty of subtests varied with educational placement. The correlation among subtests were all significant (p＜0.001). There were 7.3%, 9.8% and 9.2% of normal -class-subjects and 20%, 233% and 16.9% of resourceroom subjects who scored lower than average scores of MR subjects in three subtests of CAFST.

並列摘要

A Central Auditory Function Screening Test (CAFST) which included three subtests, lowpass, fusion and pitch perception tests, was made. The purposes of the study were to investigate (1) the effects of educational placement (normal class, resourceroom, MR class), grade (kindergarten, grade 1, 2, and 3) and gender on scores of CAFST, (2) how well the CAFST discriminate among three levels of educational placement and three different grades, (3) correlation among subtests, (4) the order of difficulty of subtests, and (5) percentages of subjects who scored lower than MR subjects. Totally 1898 subjects were tested. Results showed the following. Both educational placement and grades had significant effects on scores. Linear trend was observed in scores of resourceroom subjects and MR subjects at different grades, and the higher the grade, the greater the scores. Scores of normal -class-subjects showed linear and nonlinear trends. Linear trend was also observed in different levels of educational placement, and subjects of normal classes scored the highest, while MR subjects scored the lowest. MR boys scored significantly higher than MR girls in pitch perception test. The order of difficulty of subtests varied with educational placement. The correlation among subtests were all significant (p＜0.001). There were 7.3%, 9.8% and 9.2% of normal -class-subjects and 20%, 233% and 16.9% of resourceroom subjects who scored lower than average scores of MR subjects in three subtests of CAFST.