Relationship Between Verbal Working Memory and the SCAN–C in Children With Specific Language Impairment

Abstract

An ongoing concern with the evaluation of auditory processing disorders is the extent that assessment instruments are influenced by higher order cognitive functions. This study examined the relationship between verbal working memory and performance on the Test for Auditory Processing Disorders in Children-Revised (SCAN-C; Keith, 2000b) in children with specific language impairment (SLI) and typically developing (TD) children. Sixteen children with SLI and 16 TD children ages 8½ to 11 years participated in the study. The children were presented with the SCAN-C and tests measuring verbal working memory. Initial comparisons revealed that the SLI group obtained significantly lower scores than the TD group on the SCAN-C. However, after controlling for verbal working memory, significant differences between the 2 groups were no longer observed. Correlational analyses revealed that the composite score from the SCAN-C was related to all tests assessing verbal working memory. Performance on the SCAN-C may be related to working memory functioning. As a consequence, it is unclear whether difficulty on this task should be viewed as a problem with auditory processing or a problem with verbal working memory.