Speech-language assessment is a complex process.

1 Interpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment1 Interpreting Clinical Cases for speech Pathologists: Understanding the psychometrics of the Pearson language assessments: CELF-4, CELF P-2 and PLS-5 Presented by:Angela Kinsella-RitterConsultant speech PathologistAustralia and New 2016 Speech-language assessment is a complex process. Assessing, describing, and interpreting an individual s communication ability requires the integration of a variety of information gathered in the evaluation process.(ASHA, 2004)Interpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment2 Understanding the CELF 4 ScoresWhat do you mean by borderline ?

2 The CELF test development team and the speechies at PearsonClinical assessment interpret being bordering" to mean a studentdoes not clearly have a significant moderate to severe languagedisorder,buts/heisperformingrigh tattheedge(the borderline scores) that can either be interpreted as "low-average" or "mild disorder" especially when taking the confidencebands into authors talk about "borderline" skills to highlight forspeechiesthat scoring right above the school's or funding body's criteriondoesn't mean the child is performing fine but that s/he is at risk ofmastering classroom level curriculum because language skills arelow.

3 But the scores on the CELF do not necessarily indicate thepresence of a language borderline scores highlights the need of the speechie toobtain additional information from the teacher and fromobservations of the student in the classroom as well as with peersbefore identifying the student as having a the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment3 CELF 4 Subtest Scaled Scores Severity ratingsScaled ScoreClassificationSS 16+Significantly above averageSS 14 to 16 Above averageSS 12 to13 High averageSS 8 to 11 AverageSS 7 Low averageSS 4 to 6 Below averageSS 3 and below Significantly below averageConfidence IntervalsIt is a misuse of the test scores to: Base eligibility solely on a single score from a standardised testIt is best practice to: Use multiple measures Calculate confidence intervals around a standardised score.

4 This enables you to state the degree of confidence you have in a classification, eligibility, or placement decision based on test the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment4 How do CIs help clinicians? Use of CIs help with our diagnosis especially when the lower end of the confidence interval is near the borderline range, for example Use of the CIs can help guide support services and intervention planningWhat do confidence intervals mean? CELF 4 confidence intervals are 68%, 90%, or 95%. May be interpreted as the range within which a person s true score can be found 68%, 90%, or 95% of the time.

5 It is important to report and interpret the confidence interval associated with a child s obtained score so that you are better informed of the probability that the examinee s true score lies within a given range of scores. Suggestion: Use the highest confidence band when making diagnostic decisions Use the 68% band when retesting unless you are testing to dismiss from therapyCELF 4 Examiner s Manual, p. 111 Interpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment5 Using CIs with Scaled ScoresCELF 4 Examiner s Manual, p.

6 112, Figure CIs with Index ScoresInterpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment6 Plotting the CIsCore and Index Scores:computer-generated reportCore and IndexesStandard ScoreStandard Score CI* 95% LevelPR* PR* CI*95% LevelCore language Score108101 to 1157053 to 84 Receptive language Index9281 to 1033010 to 58 Expressive language Index116108 to 1248670 to 95 language Content Index8980 to 98239 to 45 language Structure Index113104 to 1228161 to 93 Interpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment7 Has Aidan made progress?

7 Using CIs to monitor the impact of interventionTest Time A: Chronological age 7 years 3 months Test Time B: Chronological age 8 years 6 monthsSubtest Scaled Score Confidence Interval 68%Scaled ScoreConfidence Interval 68%C&FD21 to 365 to 7WS21 to 321 to 3RS65 to 776 to 8FS20 to 443 to 5 Maddie 10 years 7 months Maddie is in Year/ Grade 5 She was tested by her school s educational psychologist and Speech-language pathologist 6 months ago Results from the OWLS II indicated that Maddie had a language disorder Her parents are seeking additional testing from a speech language pathologist in private practiceInterpreting the CELF-4.

8 CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment8 Interpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment9 Discrepancy ComparisonIndexesS1S2 Difference Critical ValueSignificant Difference (Y or N)PrevalenceLevel of SignificanceReceptive Expressive language Content Memory (2008) suggests that differences between standard scores that occur in less than 10% to 15% of the normative sample should be considered unusual. Metalinguistic Awareness and language Disorders Students with language disorders who have received language intervention may have acquired adequate linguistic knowledge ( , semantics, morphology, syntax, pragmatics) and perform in the average or low-average range on CELF-4.

9 Those students may not have crossed the bridge to metalinguistic awareness and metacognitive abilities that are separate from linguistic the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment10A & NZ Standardised Edition Coming end May 2017!For more information about the CELF-5, simply visit: The CELF-5 will be available inbothprint and digital (iPad) versions. When do I use the CELF-P2? To assess oral language skills in children aged 3 to 6, 11 months Evaluate aspects of language necessary for preschool children to transition to the mainstream education CELF 4or CELF P 2?

10 School-age children, use CELF-4 Preschool children, use CELF-P2 Interpreting the CELF-4, CELF-P2 and the PLS-520thJuly 2016 Presented by Angela Kinsella-Ritter Consultant speech Pathologist 2016 Pearson Clinical and Talent Assessment11 Comparing Index Scores Discrepancy comparisons is not generated by the scoring software (as per the CELF-4 SA) Manual scoring (CELF P 2 Examiner s Manual) Table Critical values for discrepancy comparisons between index scores, p. 88 Table Cumulative prevalence of differences between index scores in the A&NZ standardisation sample, p. 90 Scoring FAQsAward the student 2 points for 'phone' for the 'calculator' item # 13.