The Clinical Evaluation of Language Fundamentals- Preschool, Second Edition [CELF-P2] Spanish is designed to assess the presence of a language disorder or delay in Spanish speaking students aged 3;0-6;11.
Category: Confidence Level
Commercially available standardized tests usually provide a confidence interval at two confidence levels. The test administrator can either be 90% or 95% confident that the child’s “true” score falls within the confidence interval. The higher the level of confidence, the wider the range of scores needs to be in order to ensure the child’s score really falls within the interval.
Construct Validity of the PLS-5
Alexandra Gibson and Elana Winters presented this poster at ASHA’s convention in Chicago in November 2013. Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia Uniersity. This course is required as part of the master’s SLP program there.
In that course the students must analyze the most widely used standardized tests to identify disorder/disability for children and adolescents. They analyze the tests’ validity, reliability, and significant biases among other factors. The information for the analysis is primarily from the test itself—generally the interpretive and technical manuals and the other information provided to anyone who purchases the test. That material is analyzed in light of the standards of the field, including the work of Dollaghan, Vance and Plante, Restrepo, and going back to even McCauley and Swisher‘s work of 1984. In the class students find and incorporate into their analysis any research on current or older versions of the test. Another part of the task is to analyze the significant biases including cultural and linguistic biases and biases related to socio-economic background.
Test Review: PLS-5 Spanish
PLS-5 Spanish (2012)_Pub_10.29.13.pdf
The PLS-5 Spanish is designed to determine the presence and severity of a receptive, expressive, or receptive-expressive language delay or disorder in monolingual Spanish speakers or bilingual Spanish-English speaking children from birth to 7 years 11 months. Read More
Law and Policy: NYCDOE Preschool Evaluations Fall 2011 Memo
NYCDOE Preschool Evaluations Fall 2011.pdf
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed. Read More
Understanding Assessment: The Importance of Understanding the Confidence Interval
Any child tested multiple times would produce a range of values due to test conditions, examiner, the child’s state (e.g., fatigue, boredom, lack of motivation, illness), etc. These scores may not be reflective of the child’s “true score.” For this reason, it is important to include a confidence interval whenever a score is reported. The confidence interval is a range of values surrounding the score obtained from the administration of a standardized test. Read More
