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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
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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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 2
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 3
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 4
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 5
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 6
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 7
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 8
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.
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 9
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.
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 10
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 11
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 12
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 13
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
Implications of Performance
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 14
Implications of Performance
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 15
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
Presented by Angela Kinsella-Ritter Consultant Speech Pathologist
© 2016 Pearson Clinical and Talent Assessment 16
Pearson Clinical Assessment
Angela Kinsella-Ritter
Consultant Speech Pathologist
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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