Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies
Thursday, March 23, 2017
The assessment of a child’s language during the preschool years can be complex, not only due to variability in skill development, but also because of the differences between school and early childhood service criteria. By choosing an appropriate assessment battery based on strengths of the instrument, an SLP is often able to overcome the issue of qualifying children with different functional communication levels. During this webinar, participants will review best practice principles for early language assessment and learn how to choose between two widely-used comprehensive language batteries, the PLS-5 and CELF Preschool 2. Examples and analysis of common pre-schooler profiles will be provided through case studies.
After the completion of the webinar, participants will be able to:
- List at least one best practice procedure for evaluating a young child.
- Describe at least one score profile based on a preschooler’s performance on the PLS-5.
- Describe at least one score profile based on a preschooler’s performance on the CELF Preschool-2
Time-ordered Agenda (Eastern Time Zone)
|1:00 to 1:15||Review of Best Practice Early Childhood Evaluation Procedures|
|1:15 to 1:35||Uses and score analysis: PLS-5 Case|
|1:35 to 1:55||Uses and score analysis: CELF Preschool-2 Case|
|1:55 to 2:00||Questions and Answers|
About the Presenter
Dr. Adam Scheller is a Licensed Psychologist and Nationally Certified School Psychologist employed as a Senior Educational Consultant with Pearson Clinical Assessment. He earned his Ph.D. in School Psychology from Duquesne University and completed supervised training rotations at The Watson Institute and Allegheny General Hospital in Pittsburgh, PA and the Kennedy Krieger Institute in Baltimore, MD. Prior to joining Pearson, Dr. Scheller worked with children and young adults with special needs in both public and non-public special education school settings. Dr. Scheller’s clinical and training expertise lies in the application of neuropsychology within the scope of school-based practice. Specifically, he has focused on the interaction of complex cognitive processes and their impact on the learning, behavior, and socialization of children with TBI and Autism.
This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)
Program completion requirements: Participants are expected to be present for the entire program. Individuals who are not present for the full program will not be recommended for ASHA CEUs. No partial credit will be provided.
Who is Eligibility to Earn ASHA CEUs
Effective July 1, 2011, individuals must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs.
- ASHA Member (includes Life member and International affiliates)
- ASHA Certificate of Clinical Competence (CCC) Holder
- Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
- Credentialed by a state regulatory agency to practice SLP or audiology
- Credentialed by a national regulatory agency to practice SLP or audiology
- Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
- Currently enrolled in a masters or doctoral program in SLP or audiology
What is the ASHA CE Registry doing to determine eligibility?
In May and June 2011, ASHA will contact current CE Registry users who do not meet the new criteria and ask them to document eligibility. After July 1, 2011, if ASHA receive an ASHA CEU Participant form for an attendee who is not in their database as an “eligible” Registry user, ASHA will ask them to provide documentation of eligibility prior to awarding ASHA CEUs.
Any questions you might have concerning registry and transcripts send an email to firstname.lastname@example.org