• Word (Pair) Discrimination: Assesses ability to discriminate whether a given word pair is the same or different
• Phonological Deletion: Assesses ability to manipulate phonemes within words
• Phonological Blending: Assesses ability to synthesize a word given the individual phonemes
• Syllabic Blending (Supplemental): Assesses ability to synthesize a nonsense word given the individual syllables

Auditory Memory Index:

• Number Memory Forward: Assesses ability to recall an auditory sequence of numbers in the given order
• Word Memory: Assesses ability to recall an auditory sequence of words in the given order
• Sentence Memory: Assesses ability to recall a spoken sentence
• Number Memory Reversed (Supplemental): Assesses ability to recall a reverse auditory sequence of numbers

Listening Comprehension Index:

• Processing Oral Directions (without background noise): Assesses ability to process and recall oral directions when presented in quiet listening conditions
• Auditory Comprehension: Assesses ability to comprehend oral language at the sentence and narrative level, including literal recall, inference, and higher order language tasks such as idioms and figurative language
• Auditory Figure-Ground (Processing Oral Directions with 4-speaker babble background noise) (Supplemental): Assesses ability to process and recall oral directions when presented with competing background noise

Assesses 5 narrow abilities across 3 broad skill areas as defined in the CHC theory of cognitive abilities: Short-Term Memory:Memory Span (MS); Working Memory Capacity (MW) Auditory Processing: Phonetic Coding (PC); Resistance to Auditory Stimulus Distortion (UR) Comprehension-Knowledge: Listening Ability (LS) Administration and Scoring: TAPS-4 Index subtests can be administered in one hour or less. Scaled scores are provided for subtests; standard scores are provided for cores and the overall score. Discrepancy scores allow comparison of performance across subtests. Must have had educational evaluation training to administer. The new norming did include a sample of children with hearing loss and cochlear implants.