Share in practical tips and insights, inside information, stories and recollections, and expert advice.
- May 9–12, 2012
2012 CASLPA Conference
- July 27–29, 2012
ASHA Schools Conference 2012
- AUGUST 30, 2012
PLS-5: Administration, Scoring, and Interpretation – Complimentary Webinar
“I have a particular question in regards to a discrepancy between LCI and LMI. There was a +22 point difference, which is unusual. The Core language and RLI, ELI, LCI and LMI were all in the average range, with LC being the highest at 110 and LM being the lowest at 88. This is why the difference is unusual. What does this mean? The child is 9-5 and was referred for a full eval due to problems with written and narrative expression.”
Dr. Wiig’s Answer:
This profile points to the need for evaluating the child’s working memory abilities with the memory subtests of CELF-4 and to assess retrieval of word associations (Word Associations subtest) and the speed of retrieval and naming (RAN subtest). The results of these subtests, together, should be able to identify if there is evidence of executive function disorders (e.g., working memory, word retrieval, and processing speed deficits). RAN processing speed for color-form combinations is associated with executive attention, working memory for visual input and cognitive shifting (temporal-parietal functions) and deficits are often reflected in inadequate reading fleuncy and reading comprehension. Word Associations probe frontal lobe executive functions associated with conscious retrieval from memory store, and inadequacies can be reflected in word finding difficulties when speaking and writing.
The Working Memory Index probes for inadequacies in immediate memory (digits forward) and working memory (digits backwards) and sequential learning through the internalization of familiar sequences to a point where these have become automatic.