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LanguageThe Clinical Evaluation of Language Fundamentals-5th Edition (CELF-5) consisted of the administration of a variety of subtests that assessed both expressive (oral) and receptive (comprehension) language, through semantics (word meanings), morphology and syntax (word and sentence structure), and memory (recall and retrieval of spoken language). Joey’s performance on these subtests was recorded, scored, and then interpreted according to his age, 10. The index scores derived within the CELF-5 provide information about a student’s general performance abilities in the areas of core language, expressive language, and receptive language. Review the tables below to compile the clusters accurately for your case. Delete any cluster tables that don’t apply to your case. And copy and paste the subtest descriptions to the clusters that accurately represents your case. If any subtests are repeated, write, Discussed Previously in the analysis section and only include the subtest number and name (no description). There is no need to change the descriptions of subtests.ANALYSIS OF PERFORMANCE: In this section, if the subtest is an area of strength, area of need or there is informal information pertinent to that subtest, open it with a sentence(s) that describes the child’s performance. For example, if your child struggled with a certain subtest, write a sentence in the interpretation column that addresses this (e.g., Joey struggled with this task as he often …). Also, add examples in this section below that are important to how your child performed on the test such as ones that reflect a pattern of errors/difficulties in an area of concern as well as examples that reflect higher skills in an area of strength. Be thoughtful and purposeful with what you include. SCALED SCORE: input the derived score achievedINTERPRETATION: Write the interpretation of the derived score: above average, etc. Use the normal curve to provide interpretations for parents.You will delete this table when finished. Use these test descriptions to compile your cluster tables for your child. Use the cover of the CELF protocol to compile tables for each cluster you achieved. Copy and paste these descriptions, then delete this table. If the test is repeated across clusters, in the second table it is mentioned, include only the name of the test (no description) and in analysis column write: Discussed previously.SubtestSentence Comprehension (SC)Evaluated the student’s ability to interpret spoken sentences of increasing length and complexity, and to select pictures that illustrate the meaning of those sentences. Word Structure (WS)Measured the ability to apply word structure rules in spoken language such as selecting and applying the appropriate pronouns to refer to people, objects, and possessive relationships. Formulated Sentences (FS)Measured the ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity (i.e., simple, compound, and complex sentences), using given words (e.g., car, if, because), and contextual constraints imposed by illustrations.Recalling Sentences (RS)Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax).Word Classes (WC)Measured the ability to understand relationships between words based on semantic class features, function, or place or time of occurrence. The child was asked to identify two words that were related in a series of 3 to 4 words.Following Directions (FD)Measured the ability to interpret spoken directions of increasing length and complexity, follow the order of familiar shapes with varying characteristics, and identify from among several choices the pictured object that was mentioned.Understanding Spoken Paragraphs (USP)Measured the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity while creating meaning from oral narratives. The child was asked to listen to a spoken paragraph and use critical thinking strategies to interpret beyond the given information, make inferences and predications, and recall main idea, facts and details.Semantic Relationships (SR)Measured the ability to interpret sentences that make comparisons, identify location or directions, specify time relationships, include serial order, or are expressed in a passive voice by choosing two options out of a series of four related to spoken sentence.Sentence Assembly (SA)Measured the ability to formulate grammatically acceptable and semantically meaningful sentences by manipulating and transforming given words and groups. The child was shown a set of words or phrases in mixed order and asked to create two sentences from these.Word Definitions (WD)Measured the ability to analyze words for their meaning and define words by relationship. The child was asked to give a detailed definition for words.Core Language Score: The Core Language score is typically used to make decisions about the presence or absence of a language disorder. For the Core Language Cluster, Joey received a standard score of ----, which was ----.SubtestAnalysis of Performance Scaled Score(=10, S=3)InterpretationReceptive Language Index: Measured listening skills and auditory comprehension. Joey received a standard score of --- and a percentile rank of ---, which were ----.SubtestAnalysis of Performance Scaled Score (=10, S=3)InterpretationExpressive Language Index: Measured the ability to produce language. Joey received a standard score of --- and a percentile rank of ---, which were ----.SubtestAnalysis of Performance Scaled Score (=10, S=3)InterpretationLanguage Content Index: Measured the depth of vocabulary and ability to use words. Joey received a standard score of --- and a percentile rank of ---, which were -----.SubtestAnalysis of Performance Scaled Score (=10, S=3)InterpretationDiscussed previously Language Memory Index: Measured the ability to remember language. Joey received a standard score of --- and a percentile rank of ---, which were ---.SubtestAnalysis of Performance Scaled Score (=10, S=3)InterpretationDiscussed previouslyDescribe your child’s performance overall on the CELF-5Dynamic Language AssessmentFor each assessment, identify the assessment and the author (if applicable), describe what was measured, describe how it was administered and provide examples. Then write a paragraph describing the child’s performance and insight gained. If you did not administer informal reading assessments then delete this section. Include a picture of your intervention, students’ work, etc. if applicable.Language Summary:Wirte a summary of the child's language skills by combining information learned from informal assessments such as observations of testing behavior, parent/teacher information, school observations with that learned from the CELF-4. Was any information from informal assessments supported by the results of the CELF? Summarize skills- do not use subtest names.TABLES FOR THE APPENDIXCOMPLETE ONLY THE TABLE FOR YOUR CHILD AND DELETE THE REST. THESE WILL BE INSERTED AT THE END OF THE REPORT.DELETE ANY ROWS THAT CONTAIN SUBTESTS OR CLUSTERS THAT YOU DID NOT ADMINISTER TO YOUR STUDENT.Clinical Evaluation of Language Fundamentals- 5th Edition (CELF – 5)A norm-referenced measure of receptive & expressive language skills.Test NameScaled Score(=10, S=3)InterpretationSentence ComprehensionLinguistic ConceptsWord StructureRecalling SentencesFormulated SentencesWord Classes Following DirectionsUnderstanding Spoken ParagraphsWord DefinitionsSentence AssemblySemantic RelationshipsCORE & INDEX SCORES(Standard Score =100, S=15)ScoreStandard ScorePercentile RankInterpretationCORE LANGUAGE SCORE Subtests WC, FS, RS, USP, SRRECEPTIVE LANGUAGE INDEX Subtests WC, FD, USP, SREXPRESSIVE LANGUAGE INDEX Subtests FS, RS, SALANGUAGE CONTENT INDEX LANGAUGE MEMORY INDEXLANGAUGE STRUCTURE INDEX ................
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