Constructing and norming Arabic screening tool of auditory processing disorders [Elektronische Ressource] : evaluation in a group of children ar risk for learning disability / vorgelegt von Mohamed Mostafa Taha Mohamed

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• Publié par: universitat_zu_koln
• Publié le: 01 janvier 2010
• Nombre de lectures: 52
• Langue: English
• Poids de l'ouvrage: 3 Mo

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Constructing and Norming Arabic Screening Tool of Auditory
Processing Disorders: Evaluation in a Group of Children at Risk
For Learning Disability


Inauguraldissertation
Zur
Erlangung des Doktorgrades
der Humanwissenschaftlichen Fakultät
der Universität zu Köln
nach der Promotionsordnung vom 12.07.2007

vorgelegt von
Mohamed Mostafa Taha Mohamed

geborn in
Beni-Suef, Egypt
Angenommen von der Humanwissenschaftlichen Fakultät der
Universität zu Köln im Juni 2010


ACKNOWLEDGMENTS

First and foremost, the researcher would like to thank the supervisor for
this project: Prof.Dr.Ir Coninx, for all his time, energy, guidance, and support
throughout this dissertation. His endless amount of support and encouragement
throughout the researcher's entire academic term has meant more than words
can express. Thank you for being my mentor and pillar of support. His unfailing
belief in the researcher helped push him into realizing his full potential. There
were several moments throughout this process when the researcher wanted to
throw in the towel, but he always managed to pull the researcher back from the
brink by saying that he is proud of him. He always seemed to know when the
researcher needed to hear that simple, yet powerful, statement.

Ever heart, the researcher would especially like to extend his sincerest
gratitude to Prof. Dr Grünke for inviting him as a doctoral student in Cologne
University which without it the researcher wouldn’t be here and thanks for
considering the researcher a member of his nice team work, the researcher has
never felt that he is a foreigner in his team, he helped the researcher a lot from
his first step here in Koln Bonn airport till now, really he is a very great man.

Further, a part of this thesis work was done in Beni Suef University in
Egypt under the supervision of Prof Dr Mahmoud Awadallah Salem and Prof Dr
Fawkia Ahmed El Said Abdel Fatah, the researcher also wants to thank them
both for teaching him how to be a researcher in the field of education since his
early beginning ten years ago. The researcher also would like to take this
opportunity to thank the Egyptian Missions Administrations because of
supporting his residence financially here in Germany; He greatly appreciate their
efforts with him.
2
The researcher would also like to extend his sincerest appreciation to his
friends Prof Dr Mohamed El Said, Dr Heba Mostafa, my colleagues: Anna
Hintz, Michael Groche, Katja Scheffler, Katja UhlenBruk, Michaela, Monika
Sondermann, WolfGang, Jurgan Wilbert and Janet Meister. Their support and
friendship have been a blessing throughout this difficult, stressful, yet
completely worthwhile process.

Last, but certainly not least, the researcher would like to extend his heartfelt
and deepest thanks to his family: Mom, Dad, his wife Abla, his brothers: Khalid,
Ahmed & Hossam and his children Rawan and Ahmed. Thanks for encouraging
the researcher to remain faithful, patient, and focused and be proud of his
accomplishments. Many thanks for helping the researcher keep the faith and he
is looking forward to celebrating this momentous accomplishment with them.










3TABLE OF CONTENTS

LIST OF TABLES 7
LIST OF FIGURES 9
1. Chapter I: LITERATURE REVIEW 11

1.1. Introduction to the Literature 11

1.2. Auditory Processing Disorders 13

1.2.1. Auditory Processing Disorders Definition 14
1.2.2. Auditory Processing Disorders Symptomology 17
1.2.3. Auditory Processing System 21
1.2.4. Biology of Auditory Nervous System 25
1.2.5. Auditory Processing Disorders Models 30
1.2.6. Etiology of Auditory Processing Disorders 33
1.2.7. Other Types of Childhood Disorders Interfering APD Characteristics 36

1.3. Auditory Processing Disorders Diagnosis 37

1.3.1. Criteria of APD Diagnosis 39
1.3.2. Techniques and Methods of APD Diagnosis 49
1.3.3. The Administration of Central Auditory Processing Disorder Tests 55
41.4. Present Status of APD in Egypt and the two selected APD Aspects 63
1.5. Summary and Rationale 64
1.6. The Study Questions 67
2. Chapter II: METHODS 69

2.1. Participants 69
2.2. Instrumentation 70
2.2.1. AAST- Adaptive Auditory Speech Test 70
2.2.2. TEETAATOO Test 86
2.2.3. Screening Instrument for Targeting Educational Risk (SIFTER) 95
2.3. General Procedures 96
2.4. Statistical Methods 97
3. Chapter III: RESULTS 98

3.1. Participants 100
3.2. Age 100
3.3. The Study Questions 103
3.3.1. Normative date of AAST in quit 104
3.3.2. Normative date of AAST in binaural noise 106
3.3.3. Normative data of Cons-A 111
3.3.4. Normative data of Cons-B1 113
3.3.5. Normative data of Cons-B2 114
3.3.6. Normative data of Cons-B3 115
3.3.7. Normative data of Vow-A 116
53.4. Clinical Analysis of the Children with Abnormal Scores 117
3.5. Discussion 120
3.6. Future Research 123
REFERENCES 124
APPENDIX A: STANDARD ARABIC CONSONANT PHONEMES 140
APPENDIX B: ARABIC CONSONANT PHONEMES FREQUENCY 142
APPENDIX C: THE ARABIC ARTICLE 144
APPENDIX D: SIFTER (SCREENING INSTRUMENT FOR TARGETING
EDUCATIONAL RISK) & THE ARABIC TRANSLATION 147
6LIST OF TABLES
Table 1. The Effects of Lesions in the Central Auditory Pathways 30
Table 2. Differential Behaviors of ADHD and APD 37
Table 3. The Selected Six Tri-syllable Words of the Arabic AAST 75
Table 4. The Distribution of Consonants and Vowels Numbers in the Selected Six
Words 76
Table 5. The Average and the Total Power of the Six Words. 78
Table 6 Properties of the Six Photos in the Arabic AAST. 79
Table 7. The Percentage of the Children Correct Answers on Each Word in
the Quiet AAST against the Relative Sound Intensity Level in dB SPL 80
Table 8. The Percentage of the Children Correct Answers on Each Word
in the AAST in Binaural Noise against the Relative Sound Intensity
Level in dB SPL