consider the implications of using objective measures with…

Presented by Angela Kinsella-Ritter Consultant Speech Pathologist

© 2016 Pearson Clinical and Talent Assessment 1

Presented by:

Angela Kinsella-RitterConsultant Speech PathologistAustralia and New Zealand

[email protected]

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Consider the Implications of Using Objective Measures with…

• Children from NESB | English as a second language learner

� Consider the child’s:

o exposure to English

• Home vs. School

• School Attendance

o proficiency in English (exposure to formal

English for at least 2 years)

• Hearing Status



Overview of the CELF-4 Screening Test

� Assists in identification of students who may need in-depth

language assessment

� Age Range 5.0 to 21.11 years

� Administration: 15 minutes

� Components:� Examiners Manual� Stimulus Book� Record Form

� 47 items with age-specific start points

Why is it Useful to Teachers?

� Identified

a need to objectively assess a students language functioning within the classroom

� Aids referrals to Speech Pathologists

minimise false positives & false negatives by using an objective standardised assessment

�A false positive occurs when a student who does not have a disorder is identified as having a disorder

�A false negative occurs then a student who has a disorder is identified as not having a disorder



When to Use It?

1. Concerned about a student’s language functioning after working with the student for a period of time

2. Referral to a Speech Pathologist for an assessment; however, parents are not concerned, but with the results of the Screening Test…

3. Objective information to show the parents/caregiver regarding their child’s language functioning

Test Development

� Items selected by determining which CELF-4 subtests provide

the most discriminating information in identifying language

disorder

� The CELF-4 subtest items represented in the Screening Test

are:

� Word Structure

� Concepts & Following Directions

� Recalling Sentences

� Sentence Assembly

� Semantic Relationships

� Word Classes 1 and 2



Test Items & Administration

47 items:

a. Items 1-28 are administered to students aged 5-8 years (28

items administered)

These consist of 4 different language tasks

b. Items 14-47 are administered to students aged 9-21 years

(34 items administered)

These consist of 5 different language tasks

General Testing Guidelines

� It is important to read and understand the directions for

administering and scoring the CELF-4 Screening Test

before you administer it to a student

� Follow all instructions precisely to maintain test reliability and

make appropriate interpretations based on the results

� Failure to follow standardised administration procedures

could invalidate test results



Administration

� This is not a timed test

� Allow adequate time for the student to respond to the trial items to ensure he/she understands the tasks,

and then administer the test items

� Encourage the student to respond within a reasonable amount of time

(within about 10 seconds)

Administration1. Redirect the student to the task if he/she has difficulty

maintaining focus

2. Be careful not to pressure the student to answer too quickly if it appears that he/she is formulating a response

3. If you follow these guidelines, screening should take approximately 15minutes



Item Administration

1. Each item set is marked on the Record Form to indicate

the ages of students to whom that item set is to be

administered and whether or not repetitions of the stimuli

are permitted

2. Variables are listed in the Record Form and in Table 2.1

(page 7)

1. They indicate:

a. which items to administer based on the student’s age;

b. which pages of the Record Form to use, and

c. whether or not you may repeat the stimulus

Directions: Items 1 -7(Word Structure)

Repetitions: One

Trial A

I’m going to show you some pictures and say some things about them.

I want you to help me by finishing some of the things I say.

Let’s try one. Here the bird is eating (point) and

here the bird… (point & pause) is flying.

I want you to say the words is flying to

finish what I was saying.

Zoe



Directions: Items 8-13(Word Classes 1)

Repetitions One

Trial B

I am going to say some words and show you some pictures.

The words go together – they are related.

How do the words___ and ___ go together?

You may point to the pictures as you name them.

PROMPT: Tell me more

SCORING:

The expected correct response for each item is printed on the Record Form

Directions: Items 14 -19(Concepts & Following Directions)

Repetitions None allowed

Trial C

I am going to say a direction and then point

to some pictures.

Point to the ball and the car. (point)

I pointed to them in the same order I said them.

Now I will ask you to point to some pictures.

I will say GO when I want you to point.

Point to the fish and the apple. Go.

Stimulus Sheet



Directions: Items 20-28(Recalling Sentences)

Repetitions None allowed

Read each sentence to the student.

There are no visual stimuli.

Trial D

I am going to say a sentence. I want you to listen carefully and

repeat exactly what I say.

Let’s try.

The class has a new student.

Directions: Items 29-35(Word Classes 2)

Repetitions One

There are no visual stimuli

Each item in this section has two parts:

� In Part 1

ask the student to select the two words that are related out of four words that you read aloud

� In Part 2

ask the student to tell you how the selected words are related even if the student selects an incorrect word pair in Part 1

SCORING:In order to get credit for the item,

the student must provide the correct word pair and the appropriate relationship between the words.



Directions: Items 36-41(Sentence Assembly)

Repetitions One

Trial F

Here are some words that can be made into two

different sentences

in the house the dog is

One sentence I can make using these words is

The dog is in the house.

Now I want you to rearrange the words

to make a different sentence.

Use only these words.

Directions: Items 42-47(Semantic Relationships)

Repetitions One

Trial G

I’m going to read you some problems to figure out.

Each problem has two correct answers.

Listen to the problem and choose

the TWO correct answers.

You can read the answers to the student

as this is not a test of reading ability.

You can even encourage them to “have a go” as a prompt.



Scoring and Interpretation: Calculating the Chronological Age

1. Before testing, complete the student information on the first page of the Record Form

2. To calculate the student’s chronological age, subtract the student’s birth date from the test date

Remember:

Always borrow 30 days regardless of month

Always borrow 12 months

NEED HELP?

Use Pearson’s online age calculator https://www.pearsonclinical.com.au/agecalculator

Or download a free “age calculator” App

Practising Calculating CA

Year Month Day

Date Tested 2014 02 06

Date of Birth 2007 09 17

Chronological Age

3601 132013

19046



Criterion Scores for the CELF-4 Screening TestAges 5-8 Ages 9-21

(years : months) Criterion Score (years : months) Criterion Score

5:0-5:5 10 9:0-9:11 17

5:6-5:11 11 10:0-10:11 18

6:0-6:5 12 11:0-11:11 19

6:6-6:11 14 12:0-12:11 22

7:0-7:11 16 13:0-13:11 22

8:0-8:11 18 14:0-14:11 23

15:0-15:11 23

16:0-21:11 23

Scoring & Interpretation

1. Total Test Score sum of raw score points

2. Score is compared to Criterion Score

3. Criterion Scores:

a. 5-6 years: each 6-month interval

b. 7-15 years: each 12-month interval

c. 16-21 years: collapsed into one group



Implications of Performance1. Students 5-8 years old can have a maximum raw

score of 28 (Items 1-28)

2. Students 9-21 years can have a maximum raw score of 34 (Items 14-47)

3. To determine whether a student should be referred for further language testing, compare the student’s Total Score to the appropriate age Criterion Score

1. Sum the total number of correct items to compute the Test Total Score

2. Record this on the record form in the box labeled “Total Score”

3. Find the student’s age and the Criterion Score for that age in the Criterion Scores chart

Implications of Performance



If the student’s Total Score

is less than the Criterion Score for his/her age,

circle the – for ‘Below Criterion’

A student who scores below the Criterion Score should be referred to a

Speech Pathologist for full diagnostic testing


Case Study 1

1. Refer to Record Form A

2. Calculate her chronological age

3. Calculate the raw score

4. Determine her criterion score

5. Make the necessary

recommendations

Zoë is in Kindy and has a diagnosis of global developmental delay

Zoe




If the student’s Total Score is equal to or greater than the

Criterion Score for his/her age,

circle the + for ‘At or Above Criterion’

This score indicates that the student

probably does not need

further language testing

Case Study 2

1. He has moved interstate

2. His academic record shows that he may present with some learning difficulties

3. He has never had speech-language intervention, nor has he been assessed in this area, some reports indicate that that there may be a delay in this area, but it’s not very clear

4. You administer the CELF-4 Screening and your scores are recorded on Record Form 2

5. Remember to first calculate his chronological age

6. Tally his performance and make the appropriate recommendations

Tyler is in high school and is new to your school

Tyler



A few tips…

Before administering your first CELF-4 Screening Test:

� practice on a colleague

� practice on a child (yours, a friend’s)

� practice scoring too

� remember to build rapport with a student before administering any assessment…

Intervention Ideas

Language Intervention resourcesLanguage Intervention resourcesLanguage Intervention resourcesLanguage Intervention resources

CLIP worksheets:https://www.pearsonclinical.com.au/products/view/395Bridge of Vocabulary: https://www.pearsonclinical.com.au/products/view/251

Phonological Awareness Training resourcesPhonological Awareness Training resourcesPhonological Awareness Training resourcesPhonological Awareness Training resources

PAT-R 2: https://www.pearsonclinical.com.au/products/view/517Launch into Reading Success:https://www.pearsonclinical.com.au/products/view/60



Pearson Clinical Assessment

Angela Kinsella-Ritter

Consultant Speech Pathologist

[email protected]

D: 02 9454 2209

M: 0408 511 110

Client Services

1800 882 385 (Australia)

0800 942 722 (NZ)

www.pearsonclinical.com.au

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