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Transitioning From GFTA-2 to GFTA-3: Interpreting & Sharing Test Results

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Complimentary Webinar

Tuesday, February 28, 2017
12:00 p.m. to 1:00 p.m. Central

Register Here

Nancy Castilleja


GFTA-2/GFTA-3 scores may differ significantly, especially with children exhibiting certain error patterns. GFTA-3 research data showing age of emergence vs. mastery of speech sounds, combined with test scores, provide clinicians with data needed to make appropriate interpretations of test results and convey results in a meaningful way to stakeholders.

Learner Outcomes

After the completion of the webinar, participants will be able to:

  1. Describe at least two error patterns that may contribute to an examinee’s GFTA-2/GFTA-3 score differences
  2. Explain how to examine standard scores and additional speech sound emergence and mastery data in the Manual to appropriately interpret GFTA-3 results
  3. Describe average GFTA-2/GFTA-3 score differences and explain unusual score differences to parents and colleagues

Time-ordered Agenda: Central Time Zone

12:00 – 12:10 pm Content and Scoring Overview
12:10 – 12:20 pm Mapping Test Results using Emergence and Mastery Tables
12:20 – 12:40 pm Interpreting and Explaining GFTA-3 results
12:40 – 12:50 pm Case Study
12:50 – 1:00 pm Q&A

Register Here

About the Presenter

Nancy Castilleja is a speech-language pathologist who is a Senior Product Manager for speech and language tests at Pearson Assessment. Nancy has many years of clinical experience working with children and adults in community and school settings. Prior to her current role at Pearson, Nancy was Senior Research Director, with Harcourt Assessment, working with the test authors to develop speech and language assessments such as the PLS-3 and -4 and CELF-4 Spanish.


Nancy Castilleja

Financial: The presenter is employed by Pearson Clinical Assessment.

Non-financial: There are no relevant non-financial relationships to disclose.

The Pearson Assessment Division, the sponsor of this webinar, develops and distributes assessments and intervention tools for speech-language pathologists. Course information will only cover information that pertains to the effective and appropriate use of the GFTA-2/GFTA-3 test developed by Pearson Clinical Assessment. No other assessments will be discussed during this presentation.

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

Attendance Requirements

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 continuinged@asha.org