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PLS-5 Additional Norms?



Question:
I’ve been using the PLS-5 Norms in 1-Month increments on the website. They work really well when I’m testing a child who is 2-10 or 2-11, but the scores are still high for children who are 2-6 (in fact, the scores are even higher than the scores in the PLS-5 manual. Why is that?
 
Answer:
The scores in the PLS-5 manual show the average score for a child in the 2:6 to 2:11 age range. When a 6-month age normative interval is used, a child who is 2:10 or 2:11 is being compared to a sample of children who are mostly younger than he or she is. The resulting score may be higher than expected. A child who is 2:6 is being compared to children who are mostly older than he or she is, so the six-month norm score may be lower than expected. The PLS-5 norms in 1-month increments can be used to compare a child to peers in the same 1-month age group. When using norms in 1-month increments, a younger child (e.g., one who is 2:6) is no longer being compared to a sample of children who are mostly older than he or she is, so the score will be higher than the 6 month norm reported in the PLS-5 manual. When using norms in 1-month increments, an older child (e.g., one who is 2:11 is no longer being compared to a sample of children who are mostly younger than he or she is, so the score will be lower than the 6 month norm reported in the manual. Children who are in the middle of the age range (e.g, age 2:9) will have scores very similar to the 6 month norms reported in the manual.

CLQT Administration


Nancy Helm-Estabrooks, ScD, CCC-SLP, BC-ANCDS – author of CLQT

Question:
On Symbol Trails, the examinee did Trials 1 & 2 correctly, but did not follow the instructions on the actual scored task. The examinee kept repeating “circle to triangle,” but she drew the lines in a scattered fashion, not paying attention to connecting circles to triangles or connecting objects of increasing size. According to the scoring criteria, the examinee completed 7 lines correct. Is the score actually 7? Should she consider the subtest to be spoiled?

Answer:
If the examiner follows the guidelines for instructions to the examinee, credit should be given for the lines connected correctly. The score is indeed a 7 and scoring procedures should be followed and reported. At the same time, the clinician needs to make a judgment whether or not that score appears to be reflective of intentional performance or not and qualify those concerns in the report. Certainly, the verbal repetition “circle to triangle” could be an indicator of lack of attention and “random drawing” (which ended up being rather accurate in this case), or it could simply be verbal rehearsal and a perseverating self-monitoring strategy during the task. Only the clinician giving the test can make the best judgment about that. The scoring, however, is based on actual performance given correct administration procedures.

Interpreting the Results of CELF®-4


Question:
I am attempting to interpret results of the CELF®-4 administered to an eight year, eleven month old female. Her core language score is 93, receptive is 121, and expressive is 96. I used the charts in the manual to determine that she does exhibit a significant difference between the two—a difference of 25 points which only occurred in .6% of the standardization population. I am having trouble explaining what impact this may have on her education. Any resources would be appreciated!

Answer:
Examining the difference between scores is relevant when a student’s scores are low in receptive and/or expressive language skills—you can use this information to report language strengths and weaknesses, consulting with the student’s teacher, and planning intervention. In this case, the student is scoring in the typical range of development—there is no reason to explain relative strengths and weaknesses from a clinical standpoint. Other than pointing out that the student’s receptive language skills appear to be exceptional, there is no educational impact related to the difference between the scores.

Digital Stimulus Books


We’ve been receiving some questions about our new Digital Stimulus Books. Here are couple of the most commonly asked ones.

Question:
I see the books work for Windows is there a Mac version?

Answer:
This first version is indeed only Windows compatible. We’re waiting for a final Mac version to review as we speak (should be about a month yet), and we’ve got the iPad version on our radar for what comes next.

Question:
Will it be possible to put this into Dropbox and then open it on an iPad?

Answer:
To use the digital stimulus book, the flash drive must be inserted in your computer’s USB port. So no, moving it to Dropbox and using on the iPad won’t work on two fronts right now.

English Test Items and PLS-5 Spanish


 

Question:
Why can’t I use the English test items that are on the PLS-5 Spanish with my English speaking students since PLS-5 Spanish is a “dual-language” test?

Answer:
PLS-5 Spanish items are ordered based on data collected from Spanish speaking children living in the United States and Puerto Rico. The item set, item order, and normative scores reflect the performance of children whose first language is Spanish, not English. Using the translated English items on PLS-5 Spanish to assess children who are monolingual English speakers are likely to result in inaccurate scores because children are being compared to an incorrect reference group

Wait Times Between Test Administrations


Question:

How much time should I wait between test administrations?

Answer:

The answer is that our tests (actually no tests) conduct studies to determine "optimal time between test sessions" because there are so many examinee variables in play.

Our recommendation is that you wait to retest a child until one or more of the following conditions are met.

You may retest a child if:

  1. Enough time has elapsed that the child is now in the next norm group (exception: the child was tested the first time shortly before he "aged out" from the previous norm group)
  2. Enough time has elapsed that the child no longer remembers his or her responses during the first test session, and/or
  3. Enough time has elapsed that there is evidence that the child has made progress (otherwise, why put the child through another test session.)

The “Impact Factor”


Question:

What does a journal’s “impact factor” mean?

Answer:

Essentially, the impact factor is a calculation of how frequently the articles in the journal are cited elsewhere—that is, the level of impact that the research in a journal has beyond itself. The higher the impact number, the better the journal is perceived.

The impact factor is a creation of Thomson Reuters. A helpful essay by the founder of Thomson Reuters (then named The Institute for Scientific Information®) can be scanned quickly here (use link below).

http://thomsonreuters.com/products_services/science/free/essays/impact_factor/

Here’s a recent SLP example, shared by Dr. Yaruss: Pascal van Lieshout, Editor in Chief for the Journal of Fluency Disorders (JFD) reported at the International Fluency Association (IFA) conference in France earlier this month that the impact factor for JFD is 4.8 – a record high and much higher than other journals in the field. Several of the most cited papers involve issues related to the speaker’s experience of stuttering (including factors such as anxiety and quality of life, which are evaluated through the OASES).

CLQT Symbol Trails


Question:

On Symbol Trails, the examinee did Trials 1 & 2 correctly, but did not follow the instructions on the actual scored task. The examinee kept repeating “circle to triangle,” but she drew the lines in a scattered fashion, not paying attention to connecting circles to triangles or connecting objects of increasing size. According to the scoring criteria, the examinee completed 7 lines correct. Is the score actually 7? Should she consider the subtest to be spoiled?

Answer:

If the examiner follows the guidelines for instructions to the examinee, credit should be given for the lines connected correctly. The score is indeed a 7 and scoring procedures should be followed and reported. At the same time, the clinician needs to make a judgment whether or not that score appears to be reflective of intentional performance or not and qualify those concerns in the report. Certainly, the verbal repetition “circle to triangle” could be an indicator of lack of attention and “random drawing” (which ended up being rather accurate in this case), or it could simply be verbal rehearsal and a perseverating self-monitoring strategy during the task. Only the clinician giving the test can make the best judgment about that. The scoring, however, is based on actual performance given correct administration procedures.

Which Items in CELF-4 are Appropriate to Target in Treatment


Question:

When administering all items in a CELF-4 subtest, how do we know which of those items are appropriate to target in treatment if all items are to be administered?

Answer:

Refer to the Item Analysis at the end of each subtest description in the Examiner’s Manual, Chapter 2 to examine the student’s patterns of correct responses and errors. Information from the CELF-4 Item Analysis (along with your other assessment results such as classroom observations, additional probes, dynamic assessment) can assist you in designing an individualized therapy plan for the student. CELF-4 , like all standardized assessment tools, is only one of the measures that should be used in a comprehensive diagnostic assessment process to determine if a child has a language disorder, to determine strengths and weaknesses, and to identify treatment targets if the child has a disorder.

Language, Literacy & Learning Behavior: A Design for Change


Lance M. Gentile, PhD

On October 20, 2011, Lance M. Gentile, PhD presented: Language, Literacy and Learning Behavior: A Design for Change

Dr. Lance M. Gentile, author of the newly-released OLAI-2, has taught for over 45 years. The numbers of children who have not acquired the foundations of language for learning in school have multiplied. The author will discuss the role of parents and professionals in teaching children the language, literacy, and learning behavior skills needed to be successful in school.

You may watch the recording here.

**please note that CEUs were only offered for attending the live webinar. We are unable to provide CEUs for watching the recording.**