Handout CELF-5 - Coursework PDF

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Handout Name: Clinical Evaluation of Fundamentals - 5th Edition Acronym: CELF-5 Intended population: 5:0-21:11 Purpose: This test is designed to help in the identification of individuals who may need an in-depth assessment of their language abilities. This test can help answer if a student’s language abilities are adequate for their age and if the student should be referred for a comprehensive language assessment. Time to administer: To administer the tests needed to derive the Core Language Score, the Receptive Language Index and the Expressive Language Index takes an average of 50 minutes for ages 5:0-8:11, and 62 minutes for ages 9:0-21:11. Cost: CELF-5 Complete Kit with case $728, CELF-5 Complete Kit without case $692.00, CELF-5 Kit with case and CELF-5 screening test kit $955, CELF-5 Kit without case and CELF-5 Screening test kit $920 Sample population: Sample size N= 2,380; Male sample size= 1,190; Female sample size= 1,190 Subtests: 1. Sentence Comprehension: The purpose is to measure the comprehension of grammatical (structural rules) at the sentence level. a. Ex. Point to the picture that shows, I can wear this. 2. Linguistic Concepts: The purpose is to measure the ability to understand linguistic concepts. Some concepts require comprehension of logical operations or connectives such as and, either...or, and all but one. a. Ex. Point to the ball. 3. Word Structure: The purpose is to measure the acquisition of English morphological rules. a. Ex. Here is a boy (points to the boy) and here is a… (points to the girl and pauses) girl. 4. Word Classes: The purpose is to measure the ability to understand relationships between associated words. a. Ex. Puppy, frog, dog… Puppy and dog go together best. 5. Following Directions: The purpose is to measure the ability to (a) interpret, recall, and execute oral directions of increasing length and complexity; and (b) remember the names, characteristics, and order of objects. a. Ex. Point to the circle. 6. Formulated Sentences: The purpose is to measure the ability to formulate semantically and grammatically correct sentences of increasing length and complexity within given semantic, syntactic, and pragmatics constraints. a. Ex. Make a sentence about this picture of people in a library using the word book. 7. Recalling Sentences: The purpose is to measure the student’s ability to recall and reproduce sentence structures of increasing length, idea density, and syntactic complexity. a. Ex. The student will listen to the sentence the examiner says and will repeat exactly what they say. 8. Understanding Spoken Paragraphs: The purpose is to measure the ability to interpret factual and inferential information presented in a paragraph. a. Ex. The student will listen to the examiner read a paragraph and then they will have to answer questions about it. 9. Word Definitions: The purpose is to measure the ability to define words by describing features of the word and its relationship to other words. a. Ex. Giraffe→ “An animal with a long neck that lives in Africa.” 10. Sentence Assembly: The purpose is to measure the ability to assemble words and word combinations into syntactically and semantically correct sentences. a. Ex. tall, the boy, is… The boy is tall; Is the boy tall?

11. Semantic Relationships: The purpose is to measure the ability to interpret sentences that (a) make comparisons, (b) identify location or direction, (c) include time relationships, (d) include serial order, or (e) use passive voice. a. Ex. The man is bigger than a… (a) house (b) button (c) spoon (d) plane → button and spoon 12. Pragmatics Profile: A checklist of speech intentions that are typically expected skills for social and school interactions in classrooms. In conjunction with parent/caregiver interviews, language sampling, and other test procedures, it can be used to diagnose a pragmatic language disorder and to determine a student’s eligibility for services. a. Ex. The examiner completes the profile after observing the student’s communication behaviors. 13. Reading Comprehension: The purpose is to measure the ability to interpret factual and inferential information presented in written paragraphs. a. Ex. The student will read a story on their own and then will answer questions about the story. 14. Structured Writing: The purpose is to measure the ability to construct one or more written sentences to complete a given story title and story stem. a. Ex. The examiner reads a paragraph to the student in which some of the sentences are incomplete. The student has to write the rest of the sentence so that it is complete and makes a story. Reliability: Test-retest: To examine retest stability, the student is given the same test twice, each time under conditions that are as similar as possible. The CELF-5 test scores possess adequate stability across time for all three age groups tested. The data also indicate the mean retest scores are higher than the scores from the first testing. Internal consistency (split-half): It was examined using the split-half method. The split-half reliability coefficient is the correlation between the total scores of two half-tests. The average reliability coefficients for the CELF-5 tests for the normative sample range from .75 to .98. Interscorer agreement/interjudge reliability: All the CELF-5 tests were scored by a team of seven trained scorers under the supervision of the test developers. Inter-scorer reliability coefficients were calculated according to appropriate intra-class correlation procedures and ranged from .91 to .99. Validity: Construct Validity: in order to test this, inter correlational studies were performed between test and age, test and similar abilities, and between test and composite scores. The correlations ended up being moderate to high, thus proving construct validity. Content Validity: In this case, the test made sure that the test items adequately sampled the different language domains and made sure it represented and was appropriate for the different age ranges. Concurrent Validity: To test this they compared the CELF-5 results to results on similar tests (CELF-4, PPVT-4 and EVT-2). The CELF-5 tests were purported to have higher scores but this was due to increased awareness of dialectical differences. In order to compare CELF 5 to PPVT-4 and EVT-2 t, which aren’t valid tests of language acquisition or ability. Thus, regardless of correlation coefficients concurrent validity of the CELF-5 language test cannot be determined by comparison to vocabulary tests. Therefore, due to insufficient comparison tests, concurrent validity for the CELF-5 is insufficient. Procedures: The CELF-5 assessment process begins with collecting and analyzing data about the student’s current language functioning through observations of the student, and/or through parent/caregiver and teacher interviews using the ORS (Observation Rating Scale), which is used to obtain information about a student’s listening, speaking, reading, and writing skills in the classroom and at home. The Core Language Score, Receptive Language Index score, and Expressive Language Index score provide the information needed to assist in the identification of a language disorder and to help you determine a student’s eligibility for services. By administering one or two additional tests to derive the Receptive Language Index and Expressive Language Index scores, you can determine a student’s strengths and weaknesses in specific language modalities and support diagnostic decisions with greater reliability and sensitivity. You can administer other CELF-5 tests to determine strengths and weaknesses in specific language or content areas. Different subtests are administered for different ages....