Purpose & Status of MAPA

The MAPA  was developed to identify children and adults who have auditory processing disorders beginning at 8 years of age and continuing into adult years.

The MAPA  includes five different subtests and requires the use of auditory skills in three general ASHA defined domains.  The current MAPA version is called 1.0.  Earlier versions were Beta I-III.  This manual, prepared to go with the 1.0 CD, is also called version 1.0.  The present version of MAPA is not fully perfected and we anticipate there will be improved versions in future years.  After consulting with experts in test design (See Appendix A ) we feel the development has reached a stage where others can profitably use the current version.  We encourage any suggestions that will help us improve MAPA in the future.

An earlier version of the MAPA (Beta 1) was described by Domitz and Schow, 2000.  The current version contains all four of the subtests used earlier, plus one new subtest.  These five subtests allow measurement in three main auditory processing domains as reflected in recent conference and work group reports (ASHA, 2005; Jerger & Musiek, 2000) and all five tests have been examined in at least one factor analysis study that demonstrated its loading on one of these domains.

MAPA was designed to provide professionals with an auditory test that 1) is standardized and has two forms, 2) covers the three most important auditory processing domains as defined by ASHA (2005), and 3) uses convenient CD technology for application in the classroom or the sound booth.

MAPA incorporates a hybrid testing approach in three areas and we believe this holds promise for clinical use.  Because (C)APD assessment should be performed by a team of professionals (e.g., audiologist, speech-language pathologist, educator, psychologist, medical professional, parent, etc.), we assume that other professionals may have their own testing processes and that, at some point in the assessment, this group of professionals would meet to discuss a final diagnosis of (C)APD, any possible need for further evaluation, and the plan for intervention. We believe MAPA may be used as a screener to be followed by other behavioral or physiological tests or it may be used for a preliminary diagnosis in the auditory area.

As part of the assessment process, in addition to behavioral tests, we discuss questionnaires that draw information from other key professionals, and we assume that the audiologist and/or speech-language pathologist involved in the process might use these questionnaires to gather information from psychologists, medical professionals, parents, teachers, and the individual of concern about the symptoms and about potential co-morbidities, such as attention deficit hyperactivity disorder (ADHD), learning disability (LD), reading problems, autistic spectrum disorder, and speech/language deficit (S/LD) as these disorders relate to behaviors suggesting (C)APD.

Screening with MAPA for children (or adults) at risk for (C)APD should be completed by the audiologist or speech-language pathologist in a manner similar to pure-tone screening in the school setting (probably at the 3rd grade level), or, alternatively, may be completed following referral by teacher, parent, or other professional. Clearly, a screening protocol is important in helping to minimize the related problems for the individual with (C)APD, for parents, educators, and other involved professionals. Such screening is important to allow timely intervention.