Espino. Mendoza. Ong. Rodgers. Villanueva.
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Definition
Purpose
Assessment Process
Goals of Revision
Difference of CELF- 4
and CELF- 5
Test Components
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Observational Rating
Scale
General Testing
Guidelines
Design of Tests
Test Administration
Test Interpretation
Definition
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(CELF-5) is an individually administered
clinical tool for the identification,
diagnosis, and follow- up evaluation of
language
and
communication
disorders in student’s ages 5-21 years.
•
Speechlanguage
pathologist,
school
psychologist,
special
educators,
and
diagnosticians who have been trained and are
experiences in administration and interruption of
individuallyadministered
standardized
language test and have in-depth knowledge of
language structure rules.
Purpose
a)
Maintain a comprehensive and flexible
assessment
that
responds
to
educational mandate for:
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Providing information about a student’s
language
performance
in
the
classroom and situations or contexts in
which reduced language performance
occurs
Determining
services
eligibility
for
language
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Identifying language
weaknesses
strengths
and
Providing
performancebased,
authentic assessment with a strong
relationship to educational objects and
curriculum
a)
Meet the growing needs for assessment of
pragmatics and written language
b)
Update test consents
c)
Update national norms to reflect changes in U.S.
population
e)
f)
Add growth scale values to enable clinicians
to track student progress
Provide technology-based components to
increase assessment flexibility and ease of
use, as well as to improve examinee’s
engagement in test tasks.
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Evaluate a student’s strengths and
communication needs, and address
parents and teacher concerns and the
possible
need
to
develop
an
individualized education program.(IEP)
(IDEA, 1997, 2004)
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Use a comprehensive assessment that is
sensitive to cultural and linguistic
diversity and address components
within the world health organization’s
international
classification
of
functioning, disability, and health
•
Gather evidence to determine if problems with
spoken language extend to written language.
And begin collaboration with classroom teachers
and reading specialist to identify possible
reading and writing difficulties
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Use norm-referenced and criterion- referenced
test
using
standardized,
authentic,
and
interactive tasks to better identify a student’s
deficits in his or her social language skills
Ensuring a student’s IEP are matched with his or
her
communication
needs,
curriculum
•
Whether significant differences exist between comprehension
and expression
•
If the students has weaknesses in the areas of morphology,
syntax, or semantics
•
How the oral language disorder might affect the student’s
written language skills
•
If an identified disorder affects the student’s social language
interaction
Assessment
Process
Lorem 1
Is the Language
disorder affecting
the student’s
classroom
performance?
Lorem 2
•Is his/her
performance due to
language skill
deficit?
>Administer tests
appropriate to the
student’s
Lorem 3
•If language d/o is
identified, what
information is
needed to plan
intervention
>Identify the nature
of disorder by
answering
Lorem 4
•Are there
significant
differences
between
comprehension
and expression?
>Administer tests
that contribute to the
Receptive and
Expressive
Language Index
scores
Lorem 5
•Weakness:
Morphology,
syntax, or
semantics?
>Administer tests
that contribute to the
Language Content
Index or Language
Structure Index
Scores
•Weaknesses:
Related to interaction
of language and
memory?
>Administer tests that
contribute to the
Language Memory Index
Score
•How does the disorder
affect written
language?
>Administer Reading
Comprehension and
Structured Writing Tests
•Does the disorder
affect social
interaction?
>Complete the Pragmatic
Profile and/or the
Pragmatics Activities
Checklist
•Based on the CELF-5
test results and
additional assessment
information collected,
What is the best way to
address the student’s
needs?
Goals of
Revision
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Refine the scope & content of CELF-4
To respond to current trends in education
while retaining the value as an assessment
that helps clinician classify & diagnose a
language disorder
To be consistent with recent researches in the
field
of
speech,
language,
and
communication
Difference
Between celf 5
and celf 4
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Give clinicians flexibility in selecting tests
relevant to their evaluation
CELF 5 has been developed to enable
examiners to use each group of items
independently of the others.
Reduced scoring and interpretation time
Test
Components
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Examiner’s Manual
Technical Manual
Stimulus Books 1 and 2
Observational Rating Scale
Record Forms 1 and 2
Reading and Writing Supplements 1 and 2
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It consists of 4 chapters:
Chapter 1: introduction to CELF-5 tests, contains testing
time information
Chapter 2: initial steps in the assessment process,
instructions for use of the ORS
Chapter 3: administration directions for all CELF-5 tests
Chapter 4: contains information about interpreting the
norm-referenced
scaled
and
standard
scores,
percentile ranks, age equivalents, and growth scale
values, also consists of sample test administrations
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Contains detailed information about the
purpose , design, and development of CELF-5
Also contains the technical characteristics
and evidence of reliability and validity of
CELF-5
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Each Stimulus Book is spiral bound with an
easel
Includes tabbed divider pages for easy
identification of the tests
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Sentence
Comprehension
Linguistics Concepts
Word Structure
Word Classes
Formulated Sentences
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Following Directions
Sentence Assembly
Semantic
Relationships
Reading
Comprehension
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Also known as the ORS, it is a double-sided
page provided on a tear-off pad
A form which can be completed by the
teacher, parent/caregiver, and the student
(12 years older; dependent on the ability and
maturity)
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Record Form: for ages 5-8
Record Form 2: for ages 9-21
Both forms contain Demonstration Items, Trial
Items, Test Items, and space for recording
responses and test results
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Include
Reading
Comprehension
Structured Writing Tests
and
Observational
rating scale
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Can be used before or after the standardized
assessment
Can
be
completed
by
the
parents/caregivers, teachers, and students
(depends on the maturity and ability)
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Results of the ORS, along with the normreferenced test results can be used to:
–Make decisions about a student’s clinical diagnosis
–Determine eligibility for services
–Describe the nature of the disorder
–Make recommendations for intervention goals and objectives
GENERAL
TESTING
GUIDELINES
1. Study the administration and scoring directions
thoroughly for each test you will be administering.
2. Practice administering the test.
3. Review the basic info about student’s language skills.
4. Ensure that you are ready to present the
administration directions for each test and verbal
stimuli for each item specifically printed in the
examiner’s manual and record forms.
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Quiet, well-lit room
Free from interruptions and distractions
Sit next to the student
Make sure that record form is not visible to the
student.
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Establish and maintain rapport with each student you test.
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If a parent/caregiver accompanies the student to the
testing session, advise him/her to sit out of the student’s
view and refrain from talking and/or repetition/rewording
questions.
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Do not tell the student if his/her responses are right or
wrong.
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Give neutral comments only.
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Repetition of the verbal stimuli is allowed in certain
tests.
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Repetition is given upon student’s request or when it
appears that the student was not attentive.
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If the inattentive behavior impede the administration
of the CELF-5, you may stop administration at the
end of a test.
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Do not repeat an item if the first response is incorrect.
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If the student requests for a break, do not stop in the
middle of a test.
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If you must take a break during the test, it may or
may not be necessary to administer the
demonstration and trial items again when you
resume, depending on the test, the student’s age
and your clinical judgment.
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Ensure that the student remembers the task before
continuing.
DESIGN OF
TESTS
Test
Administration
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This comes after every subtest.
Circle all the items that scored 0.
Analyze the correct and incorrect items to determine error
patterns in the student’s response.
If reversal rule was applied: 1 point for each item preceding the
student’s start point.
● If discontinue rule was applied but you chose to continue to
administer the succeeding items for diagnostic purposes: do not
include those scores
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Start Point: based on age
Reversal Rule: Perfect score on two consecutive items from start
point; if not go back to Item 1 and test forward.
Discontinue Rule: Discontinue testing after 0 scored on 4
consecutive items.
Sentence
Comprehension
Start Point
Reversal Rule
Ages 5-6:
Item 1
Perfect score in two
consecutive items from
start point; if not go
back to Item 1 and test
forwards.
Ages 7-8:
Item 8
Repetitions
Discontinue Rule
• One repetition is
Discontinue testing after
allowed on request or 0 scores on 4 consecutive
when it appears that
items.
the student was not
attending.
• Do not repeat an item
if the first response is
incorrect.
Materials
Needed
Record Form
1
Objective
Implications for
Recording and Scoring
Intervention
To evaluate the student’s If the score is below
• Circle the letter
ability to:
average, you can
corresponding to the
• Interpret spoken
analyze error according
student’s response.
Stimulus Book
sentences of
to the categories in the
• Correct responses are
1 (gold tab)
increasing length and item analysis table.
bold in the Record
complexity
Form.
• Select the pictures
This identifies the
• 1= correct response
that illustrate
semantic, morphological, • 0= incorrect response
referential meaning
and syntactic structures
• Discontinue after 4
of the sentences
that interfere with a
consecutive 0 scores.
student’s comprehension.
Note: You can administer Sentence Comprehension to a student who is older than the age range but who appears to be functioning at a
younger age level developmentally. The raw scores cannot be translated to age- appropriate standard scores or percentile ranks.
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Demonstration and Trials 1, 2, and 3
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Done to familiarize the student with the format of the test
Test Items
○
Proceed to the age- appropriate start point in the Record Form and the
corresponding item in the Stimulus Book.
○
Introduce each item by saying, Point to…
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Item Analysis
○
○
Circle all the items scored 0.
Analyze the correct and incorrect items to determine
error patterns in the student’s responses.
Linguistic
Concepts
Start Point
Ages 5-6:
Item 1
Ages 7-8:
Item 10
Reversal Rule
Perfect score in two
consecutive items from
start point; if not go
back to Item 1 and test
forwards.
Repetitions
No repetitions are
allowed.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Objective
Record Form 1 To evaluate the student’s
ability to:
Stimulus Book
• Interpret spoken
1 (red tab)
directions that contain
basic concepts, which
require logical
operations such as
inclusion and exclusion,
orientation and timing
• Identify mentioned
objects from among
several pictured choices.
Implications for Intervention
If the score is below average,
you can analyze error according
to the categories in the item
analysis table.
Recording and
Scoring
•
•
•
This identifies the categories that
cause the greatest proportion
difficulty.
Intervention should be designed
to progress:
• Sequentially from a simple,
two- choice format to a more
complex, multi- choice format
1= correct
response
0= incorrect
response
0= no response or
“I don’t know”, or a
similar response
Response Key
● A small version of the visual stimuli annotated with the correct
response.
● This will help you score the student’s response quickly.
•
•
•
•
Response Key
1, 2, 3= specified order of individual responses
= any order of response
and= both must be selected
or= either may be selected
Administration Directions
● The targeted concept in each trial and test item is italicized.
● Do not emphasize or change the intonation/ loudness of any of the italicized
words.
Repeating the Directions
● Administer the Test Items the student missed and repeat the stimulus direction if
necessary.
● If the student receives a score of 1 on half or more of the repeated items,
repeating verbal instructions may be a valuable strategy in the classroom for
this student.
● Do not use these post- assessment responses to calculate the student’s scores.
• Demonstration
• If the student responds correctly, proceed to Trial 1.
• If the student does not point to the named pictures, repeat the Demonstration Item and
demonstrate pointing, if necessary.
• Trials
• If the student requests a repetition, responds incorrectly, or does not respond within 10
seconds, repeat each Trial.
• Test Items
• Introduce each item by saying, Now let’s try some more. Remember to point to the
pictures that I tell you. Listen carefully because I can’t say it again.
• If the students points to the picture before you finish reading the item, say, Listen
carefully and do not point until I am finished.
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Item Analysis
○
Circle all the items scored 0.
○
Analyze the correct and incorrect items to determine error patterns
in the student’s responses.
Word
Struct
ure
Start Point
Reversal Rule
Ages 5-8: Item
1
There is no reversal rule.
Repetitions
Discontinue Rule
One repetition is
allowed on request or
when it appears that the
student was not
attending.
• Do not repeat an item if
the first response is
incorrect.
Do not discontinue.
Administer all items.
•
Materials
Needed
Objective
Record Form 1
Stimulus Book 1
(purple tab)
To evaluate the student’s
ability to:
• Apply word structure rules
(morphology) to mark
inflections, derivations,
and comparison
• Select and use
appropriate pronouns to
refer to people, objects,
and possessive
relationships
Implications for
Intervention
Knowledge and use of
morphology to modify or
extend word meanings are
important as these skills
relate directly to the early
and later acquisition of
literacy.
If the score is below
average, you can identify
which morphological rules
resulted in an incorrect
response with item analysis.
Recording and Scoring
•
•
•
Compute the raw score by
adding the scores of
individual items.
Record the raw score in the
Record Form.
If the student gives a
response that is different
from the target response
but demonstrates the
targeted structure and is
meaningful to the context
of the item, record the
response and give credit.
Note: You can administer Word Structure to a student who is older than the age range but who appears to be functioning at a younger age
level developmentally. The raw scores cannot be translated to age- appropriate standard scores or percentile ranks.
Administration Directions
● Word Structure Items are grouped according to
the morphological structure or pronoun category
tested.
• Demonstration
• Introduce the demo item by saying, “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. I’ll do the first one. Listen.
Here is a boy (point) and here is a… (point and pause) girl.
• Trials
• Now let’s do some more. This time I want you to finish what I say.
This boy (point) is standing and this boy is… (point and pause).
• If the student responds correctly: proceed to Trial 2
• If the student requests a repetition, responds incorrectly, or does not
respond within 10 seconds: repeat Trial 1
• If the student still responds incorrectly, say, “I want you to
say, “…sitting,” to finish what I was saying.
• Test Items
• Introduce the Test Items by saying, Now let’s do some more.
Listen carefully to what I say about the picture and help me
finish what I say about each one.
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Item Analysis
○
Circle all the items scored 0.
○
Analyze the student’s errors according to the morphological rule
categories (e.g. regular plural, possessive, contractible copula)
indicated in the table.
Word
Classes
Start Point
All Ages: Start at ageappropriate Demo and
Trial Items, then:
Ages 5-10: Item 1
Ages 11-14: Item 13
Ages 15-21: Item 20
Reversal Rule
Perfect score in two
consecutive items from
start point; if not:
• Ages 11-14: Go to
Demo and Trials for
9-10, then to Item 1
• Ages 15-21: Go to
Item 13. If scores on
13 and 14 are not
perfect, go to Demo
and Trials for 9-10,
then to Item 1
Repetitions
•
•
One repetition is
allowed on request
or when it appears
that the student was
not attending.
Do not repeat an
item if the first
response is incorrect.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form 1
for Ages 5-8
Record Form 2
for Ages 9-21
Stimulus Book 1
(green tab)
Objective
To evaluate the student’s ability
to:
• Understand relationships
between words based on
semantic class features,
function, or place, or time of
occurrence.
Implications for
Intervention
If the score is below
average, you can identify
which morphological rules
resulted in an incorrect
response with item analysis.
Recording and Scoring
•
•
•
•
Performance on this test
depends on the student’s
vocabulary and on
metalinguistic awareness
and analysis in identifying
the logical bases for word
associations.
•
•
Circle the words that the student
gives in response.
1= selects both correct words
0= selects one or more incorrect
words
0= if no response, “I don’t
know”, or a similar reply
Discontinue testing after 4
consecutive 0 scores.
Compute for the raw score for
the test by adding the scores of
the items administered and 1
point for each item preceding
the student’s start point.
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On stimulus pages with 3 pictures,
name the pictures in this order.
●
On stimulus pages with 4 pictures,
name the pictures in this order.
Administration Directions (for Ages 5-10)
• Demonstration
• Introduce the item by saying, I am going to say some words and show you some
pictures. Two of the words go together. Look and listen as I say the words: puppy,
frog, dog (point to the pictures as you name them).
• Puppy and dog (point) are the two words that go together best. Proceed to Trial 1.
• Trials
• Say, Now let’s do it again. (Do trial items).
• If the student requests repetition, does not respond within 10 seconds, or identifies
two unrelated words, repeat the question.
• If the student responds incorrectly, give the answer.
• Proceed to Test Item 1.
• Test Items
• Say, Here are some more. Look, listen, and tell me which two
words go together.
• For each item, show the stimulus page and say the words
indicated in the record form.
Note: Before Item 9, inform the student that there will be 4 words to
choose from for the succeeding items. Before Item 13, inform the
student that the remaining items do not have pictures.
Administration Directions (for Ages 11-21)
• Demonstration
• Introduce the item by saying, I am going to read some words. Two of the
words go together. Listen to the words: fish, milk, fin, spider.
• Fin and fish are the two words that go together best. Proceed to Trial 1.
• Trials
• Say, Let’s do some more. Remember, two of these words go together,
they are related. Listen to the words and tell me the two words that go
together best. (Do trial items).
• If the student requests repetition, does not respond within 10 seconds, or
identifies two unrelated words, repeat the question.
• If the student responds incorrectly, give the answer.
• Proceed to Test Item 13.
• Test Items
• Say, Now I will read some more words. Listen carefully to each set
of words and tell me the two words that go together best.
• Read the Test Items in the sequence listed.
• If a student age 11-14 years does not meet the reversal rule
criterion for Items 13 and 14: go back to the Demo and Trial Items
for ages 9-10 and administer them before going. Continue testing
until discontinue rule is met.
• If a student age 15-21 years does not meet the reversal rule
criterion for Items 20 and 21: go back to Item 13 and test forward. If
the student still does not meet the reversal rule criterion for Items 13
and 14, go back to Demo and Trial Items for ages 9-10 and
administer them before going to Item 1. Continue testing until
discontinue rule is met
Note: If you are testing a student who is suspected of
having a language disability or intellectual deficiency
(regardless of chronological age) you may want to start
testing by administering the Demo and Trial Items for Ages
9-10, test from Item 1, and continue testing until the
discontinue rule is met.
Item Analysis
○
○
Circle all the items scored 0.
Analyze the correct and incorrect items to
determine error patterns in the student’s
responses.
Following
Directions
Start Point
Ages 5-8: Item 1
Ages 9-11: Item 6
Ages 12-14: Item 10
Ages 15-21: Item 14
Reversal Rule
Perfect score in two
consecutive items from
start point; if not go
back to Item 1 and test
forward.
Repetitions
No repetitions are
allowed.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form 1
for Ages 5-8
Record Form 2
for Ages 9-21
Stimulus Book 2
(magenta tab)
Objective
To evaluate the student’s
ability to:
• Interpret spoken directions
of increasing length and
complexity
• Follow the stated order of
mention of familiar shapes
with varying
characteristics such as
color, size, or location
• Identify among several
choices the pictured
objects that were mention.
• These abilities reflect
short- term and
procedural memory
capacities.
Implications for Intervention
If the score is below average, it •
is important to identify the
aspects of the spoken
•
instruction that interfere with
the student’s ability to respond •
correctly.
These factor relate to the:
•
• Length of the command (i.e.,
memory capacity and
•
working memory)
• Number of adjectives used
• Serial or left-right
orientation
Recording and Scoring
1= selects both correct
words
0= selects one or more
incorrect words
0= if no response, “I
don’t know”, or a similar
reply
Discontinue testing after
4 consecutive 0 scores.
Compute for the raw
score for the test by
adding the scores of the
items administered and
1 point for each item
preceding the student’s
start point.
Administration Directions
• Demonstration
• Introduce the item by saying, Here are some pictures. I will
point to the circle (point and pause).
• Now you point to the picture that I name (proceed to demo
items).
• If student responds correctly, proceed to Trial 1.
• If the student requests repetition, responds incorrectly, or does
not identify any one of the shapes within 10 second, repeat
the Demonstration Item.
Administration Directions
• Trials
• Say, Now, I would like you to point to the pictures in the same order I tell
you. Point to the circle and a square.
• If the student responds correctly, proceed to Trial 2.
• If the student requests repetition, responds incorrectly, or does not identify
any one of the shapes within 10 second, repeat the instructions.
• For Trials 2-4 and Test Items, instruct the student that you will say “go”
before he starts pointing.
• Test Items
• Say, Now let’s try some more. Remember to point to the pictures in the
order that I tell you. Do not point until I say, “Go”. Listen carefully because I
can’t say them again.
• Proceed with Test Items.
Response Key
● A small version of the visual stimuli annotated with the
correct response.
● This will help you score the student’s response quickly.
•
•
•
•
Response Key
1, 2, 3= specified order of individual responses
= any order of response
and= both must be selected
or= either may be selected
Item Analysis
● Analyze the student’s errors according to the categories
in the Following Directions item analysis table.
● Count errors on two- and three- level commands, errors
related to the number of internal modifiers, and errors
related to orientation.
Formulated
Sentences
Start Point
Ages 5-8: Item 1
Ages 9-11: Item 8
Ages 12-14: Item 10
Ages 15-21: Item 13
Reversal Rule
Perfect score in two
consecutive items from
start point; if not go
back to Item 1 and test
forward.
Repetitions
•
•
.
One repetition is
allowed on request
or when it appears
that the student was
not attending.
Do not repeat an
item if the first
response is
incorrect.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form 1
for Ages 5-8
Record Form 2
for Ages 9-21
Stimulus Book 1
(orange tab)
Objective
To evaluate the student’s ability
to:
• Formulate complete,
semantically and
grammatically correct, spoken
sentences of increasing length
and complexity
• Using given words and
contextual constraints imposed
by illustrations
• These abilities reflect the
capacity to integrate
semantic, syntactic, and
pragmatic rules and
constraints while using working
memory.
Implications for
Intervention
If the score is below
average, analyze errors
in the item analysis table.
This will identify stimulus
words and grammatical
markers that cause the
student the greatest
difficulties in integrating
sentence components to
create complete,
grammatically- accurate
propositions.
Recording and Scoring
•
•
•
Record the student’s
response VERBATIM.
See scoring rules.
Compute the raw score
for Formulated Sentences
by adding the scores of
the items administered
and, unless the reversal
rule was applied, 2 points
for each item preceding
the student’s start point.
Administration Directions
• Because you must write the student’s verbatim response for each item,
you may find it helpful to audio record administration of this test.
• Demonstration
• Introduce demo item by saying, Here is a picture of people in a library. I will
use the word book in a sentence to talk about this picture. “The girl is
reading a book.” Or I could say, “A book is on the table.”
• Trials
• Say, Here is another picture. Now you make a sentence about this picture
using the word _______. You must make your sentence about something in
the picture. Look at the picture to help you think of what to say.
Administration Directions
• Trials
• If the student produces a sentence that is appropriate to the stimulus
picture and incorporates the stimulus word, record it and proceed to
Trial 2.
• If the student hesitates, requests a repetition, or produces a phrase or
sentence that does not include the stimulus word or is not appropriate
to the stimulus picture, repeat the item and add, Remember, make a
sentence about the picture and use the word _____.
• If the student does not respond with the stimulus word in an
appropriate context, record the response, and say, You could have
said … (give a sample sentence).
• Record it and proceed to Trial 2.
Administration Directions
• Test Items
• Introduce the Test Items by saying, Now, I will say some
more words and show you some more pictures. I want you
to tell me a sentence using each word I say. You must
make your sentences about the picture and must use the
word I tell you in your sentence.
• Proceed to the age- appropriate start point and the
corresponding item in the Stimulus Book.
Scoring Rules
• The stimulus word must be used CORRECTLY.
• First, look for the stimulus word. If it is not used, score it 0.
• The stimulus word must be used as presented; tense and plurality
may NOT be changes.
• The semantic meaning of the stimulus word may not be changes.
• The sentence response must be about something in the picture.
Accept a response even if it is remotely related.
• The sentence response may be a part of a dialogue between or
among people pictures.
• An animal may be considered the speaker.
Scoring Rules
• The sentence may be stated in the first person.
• Responses may be in the form of questions or
statements.
• If two or more sentences are given in response to an
item, score only the sentence that contains the stimulus
word.
Score
Rule
A complete
that usesSentences
the stimulus word as required, is pragmatically appropriate, and is
Scoring
Key forsentence
Formulated
2
semantically and syntactically correct.
This is a logical, complete, meaningful, and grammatical sentence
1
A complete sentence that uses the stimulus word as required, is pragmatically appropriate, and has
only one or two deviations in syntax or semantics.
Consider use of weak vocabulary and inappropriate vocabulary as semantic deviations.
0
One of the following:
• A complete sentence that does not use the stimulus word or does not use the stimulus word
correctly.
• An incomplete sentence.
• A complete sentence that uses the stimulus word, but has 3 or more deviations in syntax or
semantics.
• A complete sentence that is neither logical nor meaningful.
• The response is not even remotely about the picture.
Item Analysis
● Use the item analysis table to determine error patterns
in the student’s responses.
● Circle all items that were scored 0 or 1.
● Use the table to categorize the student’s incorrect and
correct item responses to determine which sentence
categories to target.
Recalling
Sentences
Start Point
Ages 5-6: Item 1
Ages 7-8: Item 6
Ages 9-11: Item 9
Ages 12-14: Item 13
Ages 15-21: Item 16
Reversal Rule
Perfect score in two
consecutive items from
start point; if not go
back to Item 1 and test
forward.
Repetitions
No repetitions are
allowed.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form
1 for Ages 58
Record Form
2 for Ages 921
Objective
To evaluate the student’s
ability to:
• Listen to spoken sentences
of increasing length and
complexity, and repeat
the sentences without
changing word meaning
and content, word
structure (morphology), or
sentence structure
(syntax).
• Semantic, morphological,
and syntactic competence
facilitates immediate
recall (short- term
memory).
Implications for
Intervention
If the score is below
average, analyze errors in
the item analysis table.
This will identify the length
and complexity variables
that cause the greatest
proportion of difficulties.
Recording and Scoring
•
•
•
•
Students with language
disorders have the greatest
difficulty when sentences
contain subordinate or
relative clauses.
•
3 (0 errors): repeated the sentence
verbatim
2 (1 error): A response with a single
word changed, added, substituted, or
omitted.
1 (2 or 3 errors): Any response with 2
or 3 words changes, added,
substituted, omitted or transposed.
0 (4+ errors): Any response with 4 or
more words changes, added,
substituted, omitted, transposed and
omission or change in sequence of
phrases containing 4 or more words.
If the student’s response is not an
exact repetition, write it verbatim or
edit the printed stimulus sentence to
reflect the student’s response. .
Administration Directions
• You may audio record the administration of this test and
transcribe the responses in the Record Form later.
• Trial
• Say, Now I am going to say a sentence. I want you to listen
carefully and repeat what I say. Let’s try. (Read the sentences).
• If the student repeats the sentence verbatim, record it and proceed to
Trial 2.
• If the student does not repeat the item accurately, does not respond, or
requests repetitions, say, Let’s try again. Listen carefully and (repeat
the sentence).
• Test Items
• Say, Now let’s try some more. Remember to listen
carefully and say exactly what I say because I can
only say it one time.
• Do not repeat any Test items.
Editing Symbols
Scoring Procedures
1. Look at the student’s response and compare it to the
stimulus sentences. Count any word that is changes,
added, substituted, or omitted as one error.
2. Count each transposition that changes the meaning of
the words as 2 errors.
Scoring Procedures
3. It is acceptable to use accurate contracted (can’t) and
non- contracted (can not) forms and is not counted as
an error.
4. Do not count repetitions as a result of dysfluency or
stuttering as errors.
5. Do not consider articulation errors when counting
errors.
Scoring the Test
● Compute the raw score for the test by adding the
scores of the items administers and, unless reversal rule
was applied, 3 points for each item preceding the start
point.
● Add scores in each columns and write the total.
● Then add the numbers in the subtotal to compute the
raw score for the test.
Understanding
Spoken
Paragraphs
Start Point
All ages start at the
age- appropriate Trial
Paragraph and Items.
Reversal Rule
Repetitions
There is no reversal rule. No repetitions if the
paragraphs are
allowed. On items, one
repetition is allowed on
request or when the
student was not
attending.
Discontinue Rule
Do not discontinue.
Administer all items
appropriate for the
student’’s age.
Materials
Needed
Record Form
1 for Ages
5-8
Record Form
2 for Ages
9-21
Objective
To evaluate the student’s
ability to:
• Sustain attention and focus
while listening to spoken
paragraphs
• Create meaning from oral
narratives and text
• Answer questions about the
content of the information
given
• The questions probe for
understanding of main
idea, memory for facts and
details, recall of event
sequences, and making
inferences and predictions.
Implications for Intervention
The student’s item response •
patter provides evidence
of linguistic, metacognitive,
and metalinguistic
awareness skills.
•
Recording and Scoring
if the child’s response is
ambiguous but could be
correct, probe once with, Can
you tell more?
If student’s response is not an
exact repetition of a listed
response but capture the
intended meaning, score it as
correct.
• Trial Paragraphs
• Say, Listen carefully to what I am going to read to you. Afterwards,
I will ask you some questions about what I read.
• Read the title and the paragraph at a conversational level and rate,
and then read the associated questions on the Record Form,
• Repetition is allowed only for trial paragraphs.
• Test Paragraphs
• Say, Now, listen carefully to the next paragraph. I can read it only
one time. Remember, I will ask you questions about it.
• Read the paragraphs and ask the associated questions.
• Test paragraph may only be rad once.
• Test question can be repeated once.
Word
Definitions
Start Point
Ages 9-16: Item 1
Ages 17-21: Item 3
Reversal Rule
Perfect score on two
consecutive items from
start point; if not go
back to Item 1 and test
forward.
Repetitions
•
•
One repetition is
allowed on request
or when it appears
that the student was
not attending.
Do not repeat an
item if the first
response is incorrect.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form
1 for Ages
5-8
Record Form
2 for Ages
9-21
Objective
To evaluate the student’s
ability to:
• Analyze words for the
meaning features
• Define words by referring
to class relationships and
shared meanings
• Describe meaning that are
unique to the reference or
instance
Implications for Intervention
If the student scored below •
average on this test, item
analysis can help identify
•
the content categories that
present the greatest
difficulties.
•
Recording and Scoring
Record the student’s response
VERBATIM.
If the response is vague or
incomplete but may be correct,
prompt by saying, Can you
tell me more?
Compute the raw score for the
test by adding the scores of
the items administered and,
unless the reversal rule was
applied, 1 point for each item
preceding the student’s start
point.
• Demonstration
• Say, I’m going to tell you a word and use it in a sentence. I
will then ask you to define the word- tell what the word
means. You can define or explain what a word means by
telling what kind of thing it is and by telling some thing
about it.
• For example, I may say, The word is giraffe, as in: The
children said, “The giraffe is over there.” You can the me
what the word giraffe means by saying, “A giraffe is an
animal with a long neck and spotted skin that lives in Africa
or a in a zoo.”
• Trials
• Say, Now, I will tell you another word and ask you to define
it. The word is _____. (Use it in a sentence).
• Supply the correct response if the student is unable to answer.
• Test Items
• Say, Now let’s do some more. Remember to listen to the word
and the sentence I tell you. Then you define the word- tell me
what the word means.
• Present the Test Items.
How to Read Response Choices
• A slash /: indicates that either word or phrase listed is correct.
• Words in parentheses ( ) : mean the information is optional
and the response is correct with or without it.
• Information in brackets [ ] : indicates directions to the
examiner.
• If the student provides a meaning that is not contextually
appropriate for the sentence given but is an acceptable
definition of the word, credit the response.
Item Analysis
● Use the item analysis table to determine error patterns
in the student’s responses.
● Circle all items that were scored 0 or 1.
● Use the table to categorize the student’s incorrect and
correct item responses to determine which sentence
categories to target.
Sentence
Assembly
Start Point
Ages 9-11: Item 1
Ages 12-21: Item 4
Reversal Rule
Perfect score on two
consecutive items from
start point; if not go
back to Item 1 and test
forward.
Repetitions
•
•
One repetition is
allowed on request
or when it appears
that the student was
not attending.
Do not repeat an
item if the first
response is incorrect.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form
2
Objective
To evaluate the student’s
ability to:
• Formulate grammaticallyStimulus Book
acceptable and
2 (pink tab)
semantically- meaningful
sentences by manipulating
and transforming given
words and word groups.
Implications for Intervention
Recording and Scoring
If the student scored below •
average on this test,
analyze errors according
•
to the categories in the
item analysis table.
•
Analysis will provide
evidence of structures that
are not yet acquired.
•
•
Circle the letter corresponding
to the student’s response.
If the student gives a response
not listed in the Record Form,
write it verbatim.
1 point: two sentences that
match responses listed for the
item
0 point: does not give two
correct sentences
Discontinue after 4 consecutive
0 scores.
• Demonstration
• Say, Here are some words that can be made into two
different sentences: tall, the boy, is. “The boy is tall.” This
sentence tells something. That’s one way of doing it. Here’s
another sentence with the same words, “Is the boy tall?” This
sentence asks something.
• Proceed to Trial Items.
• Trials
• Say, Now, I want you to try it. Make two sentences using the
words I show you: _____________. Use only those words.
• If only one sentence was produced, say, Now make another
sentence with the words.
• If the student requests a repetition, responds incorrectly, or
pauses for more than 10 seconds, say, Remember the words
are ________. Make a sentence with those words.
• If the student cannot produce a sentence, say, You could have
said… (present an option)
• Test Items
• Say, Now, let’s do some more. Each time, you will make two
sentences using the words I show you, If you need me to, I
can repeat each once. Both sentences must be logical and
make sense.
• For each item say, Make a sentence with these words.
• After the student’s response, say, Now make a different
sentence.
• Test Items
• Say, Now, let’s do some more. Each time, you will make two
sentences using the words I show you, If you need me to, I
can repeat each once. Both sentences must be logical and
make sense.
• For each item say, Make a sentence with these words.
• After the student’s response, say, Now make a different
sentence.
Semantic
Relationships
Start Point
Ages 9-16: Item 1
Age 16-21: Item 4
Reversal Rule
Perfect score on two
consecutive items from
start point; if not go
back to Item 1 and test
forward.
Repetitions
•
•
One repetition is
allowed on request
or when it appears
that the student was
not attending.
Do not repeat an
item if the first
response is incorrect.
Discontinue Rule
Discontinue testing after
0 scores on 4 consecutive
items.
Materials
Needed
Record Form
2
Objective
To evaluate the student’s
ability to interpret sentences
that:
Stimulus Book • Make comparisons
2 (olive tab) • Identify location or
direction
• Specify time relationships
• Include serial order
• Are expressed in passive
voice
Implications for Intervention
If the student scored below
average on this test, item
response analysis can
identify categories of
concepts and relationships
that are inadequately
developed.
Recording and Scoring
•
•
•
•
•
Circle the student’s responses.
1 point: both correct
0 point: does not select both
correct choices
Compute the raw score for the
test by adding the scored of
the items administered and,
unless reversal rule was
applied, 1 point for each item
preceding the student’s start
point.
Record the test raw score on
the Record Form.
• Trials
• Say, I’m going to read you some problems to figure out. Each
problem has 2 correct answers. Let’s do one and see if you can tell
me the 2 correct answers. (Read the stimulus phrase and response
choices).
• The student may respond by saying the words on the stimulus page, by
naming the letters (a-d) that corresponds to choices, or by pointing.
• If the student names two correct answers, proceed to Trial 2.
• If the student provides only one correct choice within 10 seconds, or
requests repetition, say, Listen carefully to the problem again. Two
of the choices are correct.
• If still the student does not response correctly, say, You should have
said ______.
• Test Items
• Say, Now let’s do some more problems. Remember to tell me
the two correct answers. If you need me to, I can repeat each
one once.
Pragmatics
Profile
• Is a checklist of speech intentions that are typically
expected skills for social and school interactions in
classrooms.
• Used in conjunction with parent/caregiver and teacher
interview, language sampling, and other test procedures.
Materials
Objective
Needed
Record
To identify verbal and
Form 1 for non-verbal pragmatic
Ages 5-8 deficits that may
negatively influence
Record
social and academic
Form 2 for communication.
Ages 9-21
Implications for
Intervention
Students who score
below average on the
Pragmatic Profile have
difficulties establishing
relationships with
peers and adults in a
variety of social
contexts.
Recording and Scoring
• 4: always or almost
always
• 3: often
• 2: sometimes
• 1: never or almost never
Completing
the Score
Summary
Step 1: Record the Test Raw Scores
● Raw score: sum of item scores for every subtest
● Record the raw score for each subtest administered in the
appropriate box on page 1 of the Record Form.
Step 2: Convert Raw Scored to Scaled Scores Using the Norms
Tables in Appendix A
● Locate the age- appropriate tables in Appendix A to convert
each test raw score to norm- referenced scaled score.
Step 3: Determine the Percentile Ranks
● A percentile rank: expresses a student’s score relative to his/her
age group in percentile points.
● Convert each test scaled score and each composite standard
score to a percentile rank by using the table in Appendix D.
Step 4: Determine the Test- Age Equivalents
● An age equivalent: provides a gross estimate of a student’s
performance in relation to students of all ages tested in the
normative sample.
● Convert each test raw score into a test- age equivalent.
● Test- age equivalents are reported in Appendix C.
Step 5: Determining Core Language Score and Index Scores
● The tests required for the Core Language Score and each Index
Score are listed in the second summary box.
● Transfer the test scaled scores from the Test Scaled Score chart
to the appropriate spaces of the Core Language and Index
Scores Chart.
● Sum the test scales scores for each composite score listed and
write the total in the Sum of Scaled Scores Column.
Example:
● To compute the Core Language Score for a student age 7: sum
the Sentence Comprehension, Word Structure, Formulated
Sentences, and Recalling Sentences test scaled score.
Test
Interpretation
• CELF- 5 Test Results will help you determine if a student has
language disorder
• Comparison of Select index Scores will help determine and
describe the nature of the student’s language disorder.
• Description of different types of norm- referenced
information (i.e., standard scores, confidence intervals,
percentile ranks, and test- age equivalents) will help determine
the severity of student’s language disorder
• Growth Scale Values provide a measurement of student
progress across repeated test administrations.
Test Scaled Scores
• Sentence Comprehension (SC)
• Linguistic Concepts (LC)
• Word Structure (WS)
• Word Classes (WC)
• Following Directions (FD)
• Formulated Sentences (FS)
• Recalling Sentences (RS)
• Understanding Spoken Paragraphs (USP)
• Word Definitions (WD)
• Sentence Assembly (SA)
• Semantic Relationships (SR)
• Pragmatic Profile (PP)
• Test scaled scores are used to compare the student’s performance to the
typical performances of the same- age norm group.
• These scores are derived from the total raw scored for each test and are on
a normalized score scale that has a mean of 10 and a standard deviation
(SD) of 3.
Composite Scores
• The Core Language Score and Index Scores are
composite scores.
• Composite scores: are standard scores based on the sum
of various test scaled scores.
• Composite scores reflect a student’s abilities in a skill
area across multiple tasks.
• The Core Language Score and Index Scores are on a normalized
standard score scale that has a mean of 100 and an SD of 15.
Percentile Ranks
• This indicates a student’s standing relative to others of the
same age in the norm group as points on a score scale at
or below a given score.
Test- Age Equivalents
• This are provided for norm- referenced tests.
• This identifies the age in years and months for which the
score was the mean for that age group.