CELF/PLS-5

Question 0

What are the four levels?

Answer 0

Level 1 - Identify whether or not there is a language disorder (norm-referenced Core Language Score)
Level 2 - Describe the nature of the disorder
Level 3 - Evaluate early classroom and literacy fundamentals
Level 4 - Evaluate language and communication in context

Question 1

What is the general information about the CELF?

Answer 1

Age range - 3yrs - 6yrs 11 months.

Three subtests to get Core Language Score

Question 2

What is involved in level 1?

Answer 2

Identifying the problem with core language score.
Measure of general language ability.
Used to make a decision about whether a disorder is present.
Score from: sentence structure, word structure and expressive vocabulary.

Question 3

What is involved in level 2?

Answer 3

Describe nature of problem.
Provide information about strengths and needs across:
- receptive and expressive
- language content
- language structure

Question 4

What are the level 2 subtests?

Answer 4

Concepts and following directions
Recalling sentences
Basic concepts
Word classes

Question 5

What are the level 3 subtests?

Answer 5

Basic concepts
Recalling sentences in context
Phonological awareness
Pre-literacy rating scale

Question 6

Referral question - Is there are language disorder?

Answer 6

Core language score

Question 7

Referral question - what is the nature of the disorder?

Answer 7

Receptive Language Index
Expressive Language Index
Language Structure Index
Language Content Index

Question 8

Referral question - How are early classroom and literacy fundamentals?

Answer 8

Basic Concepts Criterion Score (Ages 5–6)
Recalling Sentences in Story Context Percentile Range Phonological Awareness Criterion Score
Pre-Literacy Rating Scale Criterion Score

Question 9

Referral question - How is communication in context?

Answer 9

Descriptive Pragmatics Profile Criterion Score

Question 10

What is the overview of the PLS-5?

Answer 10

To identify young children with a language delay or disorder.
Birth through 7 years 11 months.

Question 11

How do I choose between CELF and PLS-5?

Answer 11

eas
Ages birth through 7:11
Can assess preverbal children and children with low language ability
Can assess children functioning in supported classroom environments (such as Early Childhood and classrooms for children with pervasive developmental delays such as autism

CELF:
In-depth assessment of semantics, morphology, syntax
Ages 3:0 through 6:11
Assess children who speak in complete sentences
Assess children functioning in mainstream classrooms

Question 12

How does administration of the receptive subtests differ according to age (i.e., subtests administered to a child aged 3 -4 years vs. 5 -6 years?)

Answer 12

3-4 years:

• Sentence structure
• concepts and following directions
• Basic concepts

5-6 years:

• Sentence structure
• concepts and following directions
• word classes - receptive

Question 13

How does administration of the expressive subtests differ according to age (i.e., subtests administered to a child aged 3 -4 years vs. 5 -6 years?)

Answer 13

3-4 years:

• Expressive vocabulary
• concepts and following directions
• Basic concepts

5-6 years

• Expressive vocabulary
• Concepts and following directions
• word classes - total

Question 14

What are the scores and supplemental measures of the PLS-5?

Answer 14

Norm-referenced Scales:
○Auditory Comprehension Scale
○Expressive Communication Scale
○Total Language Score

Supplemental Measures:
○Articulation Screener Raw Score
○Language Sample Checklist
○Home Communication Questionnaire

Question 15

What are the scores and guidelines for describing the severity of a language disorder using the CELF?

Answer 15

Core language score:
115 or above - above average - +1 SD and above
86 - 114 - Average - within + or - 1 SD
78 - 85 - Borderline/mild - within - 1 to - 1.5 SD
71 - 77 - Low range/moderate - within -1.5 to - 2 SD
70 and below - Very low/severe - -2SD and below

Question 16

What are the percentile scores?

Answer 16

Normal - 16th to 84th
Mild - 9th to 16th
Moderate - 2nd to 9th
Severe - 2nd and below

Question 17

What is involved in assessment of comprehension skills?

Answer 17

Ability to comprehend single words without visual cues (if visual support required this needs to be recorded)
Comprehension of one; two; step directives (important be clear what you mean by this terminology)
Comprehension of spatial terms (in, on, under, over); temporal terms (when, after, before) and conditional terms (if).

Question 18

What are some tasks you could include in an informal language assessment?

Answer 18

Object recognition:  Where’s the…? 
Objects by use: What do you drink with? 
Pronouns: Give the… to him / her 
Agent action: “Make teddy sleep.” 
Prepositions: in / on / under: “Put the spoon under the cup.” Concepts: big / little

Question 19

What is involved in the assessment of comprehension skills?

Answer 19

1. Child will choose and object from a set of three. (make this easier/harder by adding more objects).
2. Child will follow 1 level command using action words (eg. push the car, give me the ball).
3. Child will follow 1 level command including1 attributesuch as size, colour, shape (show me the red circle)