The Staggered Spondaic Word Test Performance of Children With Attention-Deficit Hyperactivity Disorder Research Article
Research Article  |   July 01, 1996
The Staggered Spondaic Word Test
Author Affiliations & Notes
  • Cynthia A. Riccio, PhD
    Professional Studies, The University of Alabama, Box 870231, Tuscaloosa, AL 35487-0231.
  • George W. Hynd
    The University of Georgia, Athens
  • Morris J. Cohen
    Medical College of Georgia, Augusta
  • Lawrence Molt
    Auburn University, Auburn, AL
  • Corresponding author: e-mail:
Article Information
Attention, Memory & Executive Functions / Research Article
Research Article   |   July 01, 1996
The Staggered Spondaic Word Test
American Journal of Audiology, July 1996, Vol. 5, 55-62. doi:10.1044/1059-0889.0502.55
History: Received April 24, 1995 , Accepted October 12, 1995
American Journal of Audiology, July 1996, Vol. 5, 55-62. doi:10.1044/1059-0889.0502.55
History: Received April 24, 1995; Accepted October 12, 1995

Various auditory and language tasks are considered to reflect children's auditory processing abilities. It has been suggested that these measures may be assessing language, rather than auditory, processing. In addition, recent studies have suggested that tasks used in the assessment of auditory processing may, in fact, be assessing attention. Of the auditory paradigms, the most frequently used measure is the Staggered Spondaic Word test (SSW; Katz, 1962). This study investigated the correlation of impaired SSW performance with other auditory measures, cognitive ability, language functioning, and behavioral ratings specific to inattention, impulsivity, and hyperactivity in a group of 38 children who demonstrated impairment on the SSW. Results indicate that the SSW correlates most with measures of cognitive ability, expressive language, and those relating to auditory memory. As children with attention-deficit hyperactivity disorder (ADHD) have been found to demonstrate impaired performance on the SSW, the likelihood that children with ADHD would demonstrate impairment bilaterally as opposed to a single-ear effect was also investigated. Results did not support a consistent pattern of impaired SSW performance for children with ADHD, suggesting that CAPD and ADHD are, in fact, not the same entity.

Acknowledgment and appreciation is extended to Robert Nozza, Communication Sciences and Disorders, University of Georgia, Athens, GA, and to Jack Katz, Communication Disorders and Sciences, SUNY–Buffalo, for their assistance, review, and suggestions.
This research was conducted in conjunction with the first author’s (CR) dissertation at The University of Georgia.
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