Using PLS-4 With Families Who Speak Multiple Languages
Question, from Terri W.:
Our SLPs have been having discussion about using the PLS-4 with families who speak more than one language. If a family is reporting that they speak both English and arabic at home and that the child understands both languages, can you report the standard score and percentile or should you just be reporting the raw score? We have reviewed the manual and cannot find the information.
Answer:
3.5% of the PLS-4 standardization sample spoke a language in addition to English (see Table 6.13 in the Examiner’s Manual). The standardization sample included children who “could speak and understand English and were able to take the take in the standard fashion without modification.” [page 175, Examiner's Manual]
If the child you are testing responds well in the test environment and understands and speaks English well enough to take the test in the standard fashion without modification, you can use the standard scores.
If the child you are testing is unfamiliar with and uncomfortable with participating in the test tasks with an unfamiliar adult or lacks proficiency in English, you should try alternative testing strategies (e.g., dynamic assessment; language sampling) or describe the skills the child was able and unable to do in the PLS-4 test session. Raw scores provide no information and should not be reported.
2 Responses to Using PLS-4 With Families Who Speak Multiple Languages
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Lori Baker says:
See info about using PLS-4 with ESL students.
I am a NYS certified ESL teacher and CCC/SLP with a NYS license. I have tested children for speech-language difficulties and it seems clear to me that it is completely inappropriate to use scores as you suggest. The disability must be in the native language so it is important to get that information in addition to English ability. The tests should be used to gather information about strengths and weaknesses and the report should be written in a narrative rather than test scores. Translating the test violates the validity of the test but it is critical to determine if the child does not know a concept or if the child only knows it in L1 or L2.