E tl EF 4 Clinical Evaluation of Lai anguage Fu ndamentals 4 SPANISH EDITION Pato) BST CS CY ZONE O01 Salis OL nelN | Manual del examinador @PsychCorpCt (ieee t et cree’ Cee rere econ eee TA/S44 CELE Clinical Evaluation of Language Fundamentais 4 SPANISH EDITION Manual del examinador Eleanor Semel Elisabeth H. Wiig Wayne A, Secord with contributions from Henriette W. Langdon. Qi te: @PsychCorp Abrondf Harcourt Assessment ne@PsychCorp Atandot re Asean Spanish edivon transtaion copyright © 2006 by Harcourt Assessment, In, Copyrght © 2006, 1997 by Harcourt Assessment, Inc Standardization edition copyright © 2004 by Harcourt Assessment, lc Normative data copyright © 2004 by Harcourt Assessment, Inc Some material inthis work previously appeared in Clical Evaluation of Language Fundamentals, Fourth Ecition, Examiner's Manual eopyright © 2008, 1995, 1987, 1080 by The Psychological Corporation; Children’s Memory Scale, copyrighl © 1997 by The Psychological Corporation; and ‘Wioonsler Memory Scale copyright © 1997 by The Psychological Corporation, ‘All sights reserved. No part of this publication may be reproduced or transmitted in any frrn or by any means, electtonic o mechanical, eluding photocopy, recording, of any information storage ‘and retrival system, withaut permission in writing from the publisher, ‘The PS!logo and CELF are trademarks of Harcourt Assessment Inc. registered inthe United States ‘of America andlor other jurisictions. PsyehCorpis a trademark of Harcourt Assessment, Inc WPPSIis a trademark of Harcourt Assessment, Inc. Pinte inthe United States of America 0158008496 234567891011 2ABCDE Visit our website at www. PsychCorp.com Published by Harcourt Assessment, Inc, 19500 Bulverde Road, San Antonio, TX 78258, USA 1-800-271-8978, COC ( ( (Acknowledgments CHAPTER 1 Overview of the CELF-4 Spanish Assessment Process Age Range. Admi istration Time Uses Examiner Qualifications. Features Goals for Revising CELF-3 Spanish How CELF-4 Spanish Compares to CELF-3 Spanish . How CELF-4 Spanish Compares to the English Edition of CELF-4 Test Components... vee Manual del examinador (Examiner’s Manual) .. Manual técnico (Technical Manual) os Manuales de estimulos 1 y 2 (Stimulus Manuals 1 and 2) Folletos de registro 1 y 2 (Record Forms 1 and 2) Escala de valoracién del lenguaje (Observational Rating Scale) CELF-4 Spanish User's Responsibilities CHAPTER 2 Administration and Scoring Directions for Level 1 and Level 2 Assessments Competencies Needed for Using CELF-4 Spanish . Spanish Proficiency Needed to Administer CELF-4 Spanish...... Working With Interpreters if You Do not Have Near-Native Proficiency in Spanish Issues in Assessing Hispanic Students............. Interaction Patterns... . Comfort/Familiaity With the Testing Process Second-Language Learners The Prereferral Process Assessing the Student’s Spanish Proficiency— Should the Student be Assessed in English or Spanish? Assessing With BICS and CALP Skills in Mind. .. Assessment Does Not Equal Test Scores Contents 16 Vv 18Contents Administering CELF-4 Spanish ....... ‘Testing Environment Timing oe Rest Periods/Breaks o....0eee0+ Encouragement/Reinforcement Repetitions : ‘Test Accommodations and Modifications . Test Accommodations Test Modifications Reporting Adjusted Test Scores Using Alternate Vocabulary asa Test Accommodation Articulation Variations... Code Switching/Responding in English. . Use of Anglicisms...... 5 Out-of Age-Range Administration .. Testing for Reevaluation. Test Componexts. Getting Acquainted With the Testing Materials. Demonstration and ‘vial Items Recording and Scoring Responses Self-Corrections : Start Points, Discontinue Rules, and Stop Points Calculating Chronological Age. Language Environment Checklist Subtest Administration... Extension Testing Conceptos y siguiendo direcciones. Administration Directions Scoring the Items. Scoring the Subtest ..... Item Analysis for Conceptos y siguiendo direcciones. Extension Testing for Conceptos y Repeating the Directions . Modifying Item Content Estructura de palabras Administration Directions Scoring the Items. Scoring the Subtest Extension Testing for Estructura de palabras Indirect Imitation Item Analysis for Estructura de palabras Additional Resources. guiendo direcciones . <0 20 ECC OCEOCLC EEL iRecordando oraciones. ... Administration Directions Trial 1 Twial 2 ‘Test Items Recording Responses Editing Symbols Scoring the Items... Scoring Procedures Scoring Samples .. Scoring the Subtest Item Analysis for Recordando oraciones . Additional Resources. Extension Testing for Recordando oraciones, Repeating Items Modifying Item Content Visualization/Imagery, Formulacion de oraciones. Administration Directions «...- Seocing the Items, : Formulacién de oraciones Scoring Guidelines Scoring Procedure .. Scoring Key. Scoring the Subtest 5 Item Analysis for Formulacién de oraciones Additional Resources Extension Testing for Formulacién de oraciones.. Evaluating Complexity Controlling Complexity . Clases de palabras 1 (Receptive, Expressive, and Total Administration Directions Scoring the Items. Scoring the Subtest pprapnoeceeeores60 Item Analysis for Clases de palabras 1 Extension Testing for Clases de palabras 1. Examining Receptive Strategies Examining Expressive Strategies Clases de palabras 2 (Receptive, Expressive, and Total) Administration Directions Demonstration Item Trial 1. Trial 2 ContentsContents vi ‘Test Items Scoring the Items. Scoring the Subtest 25 Item Analysis for Clases de palabras 2 Extension Testing for Clases de palabras 2 Estructura de oraciones ..... Administration Directions Scoring the Items. Scoring the Subtest Item Analysis for Estructura de oraciones Extension Testing for Estructura de oraciones Identifying Information ‘Vocabulario expresivo. Administration Directions Scoring the Items. Gooonceooch Vocabulario expresivo Scoring Guidelines. Scoring the Subtest Item Analysis for Vocabulario expresivo. Extension Testing for Vocabulario expresivo Using Pictures asa Reference Definiciones de palabras Administration Directions .... Demonstration Item Trial 1 Trial 2. Test Items... Recording Responses Scoring the Items.........6.05 5 Definiciones de palabras Scoring Guidelines . Scoring the Subtest . cee Item Analysis for Definiciones de palabras Extension Testing for Definiciones de palabras Determining Baseline Vocabulary Using Familiar Words... 2.005 Using Pictures as a Reference Entendiendo parrafos Administration Direstions Trial Paragraph Test Paragraphs. Scoring the Items... Scoring the Subtest tem Analysis for Entendiendo parrafos 86 286 88 C1 ( ({ ( { Extension Testing for Entendiendo parrafos. ‘Administering Lower-Level Paragraphs. Priming the Student Completing the Scoring Summary Recording Subtest Scores. Using the Norms Tables in Appendix A de palabras 1 and 2... Subtest Confidence Intervals. Age Equivalents Zero Scores. Core Language Score and Index Sores. : Percentile Ranks and Percentile Rark Confidence Intervals Plotting Subtest and Composite Scores Determining Discrepancy Comparisons CHAPTER 3 Interpretation of Level 1 and Level 2 Assessments Interpreting Performance for a Child Learning a Second Language . Deriving Scores for Level 1 and Level 2 Deriv 1g Subtest Scaled Scores Deriving the Core Language Score Deriving Index Scores Receptive Language Index Score Expressive Language Index Score. . Language Content Index Score Language Structure Index Sore Language Memory Index Score ‘Working Memory Index Score ‘Norm-Referenced Standard Scores. ‘Using Confidence Intervals o Reflect Confidence in Obtained Scores Percentile Ranks ‘Test-Age Equivalents, Interpretation of CELF-4 Spanish Scores. Determining if There is a Disorder—Level | Describing the Nature of the Disorder—Level 2 Interpreting Differences in Index Scores. - Conaparing the Index Scores : Taking the Next Step in the Assessment Level 3 or Level Contents 88 eas = 88 9 89 89 89 90 -.90 90 -. 90) 3 92 4 100 100 100 = 100 102 102 102 103 108 +108 no 110 ho ll U2 m4 viiConsents CHAPTER 4 Administration and Interpretation of Level 3 and Level 4 Assessments. When to Administer Subtests to Evaluate Related Clinical Behaviors ... viii Phonological Awareness. Word Associations Rapid Automatic Naming Working Memory Subtests ........... Griterion-Referenced Subtest Scores ‘Conocimiento fonolégico Administration Directions... Scoring the Items Scoring the Subtest Interpreting Performance on Conocimiento Fonoligico Asociacion de palabras ‘Administration Directions “rial Item. fest lems Scoring the Items Asociacién de palabras Scoring Guidelines. Interpreting Performance on Asociacién de palabras Repeticion de niimeros | for Ages 5-16 Administration Directions Numbers Forward Numbers Backward Scoring the Items cee Repeticién de mimeros 2 for Ages 17-2 Administration Directions Numbers Forward Numbers Backward Scoring the ems ....... Secuencias familiares 1 for Ages 5-16 Administration Directions Scoring the Items... Error Types Accuracy Score and Bonus Points Scoring the Subsesc Secuencias familiares 2 for Ages 17-21 Administration Directions . Scoring the Items ...... Scoring the Subtest 18Contents - Interpreting Performance on Working Memory Subtests .......... M9 a Enumeraci6n répida y automética (ERA) . . 150 Administration Directions... 151 ~ Recording Time and Errors . wees 151 Scoring the Subtest... : — 151 - Interpreting Performance on Enumeracin répida y autornstica ves 152 = Time Scores an oe 152 as Error Scores pee bots 153, - ‘CELF—4 Spanish Authentic and Descriptive Assessment Measures (Level 4) . 154 — How the CELF-4 Spanish Clasificacion pragmatica and : Escala de valoraciGn del lenguaje (EVL) Relate to IDEA....-....0..000.065 154 When to Administer CELF—4 Spanish Authentic and Descriptive Measures. Clasificacion pragmatica (Pragmatics Profil). Escala de valoracién del lenguaje (Observational Rating Seale). . - Clasificacin pragmatic - Completing the Profile _ Scoring the Clasficacién pragmatica . - Interpreting Results of the Clasificacién pragma. seseeeeeeees 157 = Escala de valoracién del lenguaje (EVL) ........:-eeceesesseseseeseeeee 160 ‘Completing the Rating Form _— veveseeeeeese 160 oa Setting Up the Interview cee ee f 163 Completing the EVL ina Interview «+++ — 163 - Daring the Interview... raeanerrrosooeniecca 163 - Drawing Conclusions and Making Recommendations for Intervention . 165 _ Case Studies dette tees eee eneeeeenas 165 = Case Study 1: Alicia, 7 years 3 months .........-5+ oe 165 - Case Study 2: Lorenzo, 8 years 5 months i cone 169 Case Study 3: Jaime, 10 years 8 months... eee 173 . Case Study 4: Luz, 14 years? months bo beeeveeeeeseritertenteesess 17 APPENDIX A Subtest Scaled Scores ..........cseeecccee bosses 183 ~ APPENDIX B ~ Core Language Scores and Index Standard Scores veces 199 APPENDIX C Subtest Age Equivalents .. : veceteeeeee 27 APPENDIX D Percentile Ranks, Normal Curve Equivalents, and Stanines veces 249 APPENDIX E Scores for Criterion-Referenced Subtests............ oe 251Contents APPENDIX F CELF-4 Spanish Research Examiners APPENDIX G CELF-4 Spanish Examinees' Place of Or APPENDIX H English Translation of CELF~4 Spanish Subtest Items ..... REFERENCES List of Tables Table 1.1 Descriptions of CELF-4 Spanish subtests. Table 2.1 Conceptos y siguiendo direcciones item analysis... Table 2.2 Estructura de palabras item analysis Table 2.3. Recordando oraciones item analysis Table 2.4 Formulacién de oraciones item scoring rules and examples Table 2.5 Formulacién de oraciones item analysis. Table 2.6 Clases de palabras | item analysis. . Table 2.7 Clases de palabras 2 item analysis Table 2.8 Estructura de oraciones item analysis. Table 2.9 Vocabulario expresivo item analysis Table 2.10. Definiciones de palabras item analysis Table 2.11 Entendiendo parrafos item analysis Table 3.1 Type of scores available for CELF-4 Spanish subtests and indexes Table 3.2. Distances from the mean of subtest scaled scores Table 3.3 Distances from the mean of selected standard scores. ‘Table 3.4 Guidelines for describing the severity of a language disorder . . Table 3.5 Differences between index scores required for statistical significance by age Table 3.6 Frequency of differences between index scores in the standardization sample. . Table 4.1 Examples of acceptable ard unacceptable responses for AsociaciOn de palabras « List of Figures Figure 1.1 Figure 1.2 Figure 1.3 Figure 2.1 Figure 2.2 Figure 2.3 Figure 24 Figure 2.5 Figure 2.6 The CELF—4 Spanish assessment process model An alternate approach to using the CELE-4 Spanish assessment process model Subtests administered at each level of the CELF-4 Spanish assessment process. - Symbols used in the Folletos de registro | and 2 and the Manuales de Example of calculated chronological age Subtests administered at levels 1 and 2... Example of scored Conceptos y siguiendo direcciones items Example of scored Estructura de palabras items . Example of scored Recordando oraciones items timulos | and 2 287 261 263 291 50Figure 27 Figure 28 Figure 29 Figure 2.10 Figure 2.11 Figure 2.12 Figure 2.13 Figure 2.14 Figure 2.15 Figure 3.1 Figure 3.2 Figure 33 Figure 3.4 Figure 3.5 Figure 4.1 Figure 42 Figure 43 Figure 4.4 Figure 4.5 Figure 4.6 Figure 47 Figure 4.8 Figure 4.9 Figure 4.10 Figure 4.11 Figure 4.12 Figure 4.13 Figure 4.14 Figure 4.15 Figure 4.16 Figure 4.17 Example of scored Formulaci6n. de oraciones items Example of scored Clases de palabras | items Example of scored Clases de palabras 2 items ......++6220005 Example of scored Estructura de oraciones items Example of scored Vocabulario expresivo items. Example of scored Definiciones de palabras items. Example of scored Entendiendo parrafos items... Example of completed page 1 of Folleto de registro 1 Example of completed Subtest Score summary CELF-4 Spanish subtests that compose the Core Language and index scores .- The normal curve with CELF-4 Spanish standard scores and percentile ranks indicated Appendixes A and B norms tables, illustrating critical values in standard score points used to build confidence intervals at 68%, 90%, and 95% levels of confidence .. . Subtest Score summary with obtained scores, confidence intervals, and percentile ranks Score summary with discrepancy comparisons table. Subtests administered in levels 3 and 4. Example of scored Conocimiento fonoligico items. Example of scored Asociacién de palabras items. Example of scored Repeticién de ntimeros 1 items Example of scored Repeticion de mimeros 2 items Example of scored Secuencias femiliares | items Example of scored Secuencias familiares 2 items Example of scored Enumeracién répida y automética items... Example of a completed Clasificacién pragmtica. .. Example of Escala de valoracién del lenguaje with ratings . Alicia's CELF-4 Spanish results Lorenzo's Cl LE-4 Spanish results Lorenzo's CELF-4 English results... Jaime’s CELF-4 Spanish results. Jaime’s CELF-4 English results F-4 Spanish results... “4 English results, .. Contents 60 265 7 “7 78 -83 87 93 94 101 103 oa 106 -107 17 126 130 137 140 144 149 2152 159 162 =. 166 170 171 174 -175 “179 180 xiAcknowledgments ‘The development of atest cannot be achieved without the assistance and support of many individuals. While “it takes a village to raise a child,” it takes a nation to develop a bilingual norm-referenced test. The authors appreciate and acknowledge the extraordinary efforts of all the people who participated in the research for CELF—4 Spanish, We are grateful to the many children, adolescents, and young adults and their parents for giving their time and effort to this project. The students took ail subtests (many with extra test items); their parents rearranged schedules and many times provided transportation to the testing site—no mean feat for families busy with work and school. Field testing is a time-consuming process and would not have been a successful endeavor without the efforts of the bilingual speech-language pathologists, psychologists, and educa tors who participated as examiners. Examiners identified children at specific ages whose parents had specific levels of education, Parent consent forms were obtained for each child and each child was scheduled for testing. Often, testing sessions were rescheduled multiple times. The research edition was lengthy, and students sometimes needed to come to a sec- ond session to complete testing, We would especially lke to thank examiners who stayed with us for the duration of the study and tested extra cases so that we coulé complete our sample. Without their tenacity and perseverance in locating and testing children before and after school, on weekends (and even school holidays!) this test would not exist. More than. 100 clinicians in the United States, Puerto Rico, and Mexico worked with us for 12 months, to collect all the information needed to provide updated normative, validity, and reliability information for CELF—4 Spanish. Their names are listed alphabetically (by location) in Appendix F We also thank the following members of Harcourt Assessment. All contributed their ‘expertise to the development of CELF-4 Spanish. ‘Carol Lynn Waryas, vice president and sponsor of the CELF—4 Spanish project, and Patricia Zureich, director of the Communication and Allied Therapies Group, receive thanks for supporting this project from its inception. ‘The primary development team—Nancy Flores Castilleja, senior research director; Shannon Wang, research director; and Duke Mendoza, senior research analyst —did an extraordinary job of synthesizing previous field research and compiling this final edition Additional development support came from Debra Amon, research analyst; Lois Ciolli, sen- ior research director; Debra Garrett, research director; Noelle Howland, research analyst; Laura Schulte, research director; and Kathy Shapley, research director. Janet Murray, product manager, and Jim Hartz, product line manager, kept the project on schedule and on-poim. ‘The data collection team, led by Victatia Locke, director of sampling, added immeasurably to this project. They are: Gloria Angel, case review and examiner contact; Lauretta Bateman, study manager; Ruth Mendez, manager, sampling operations; and lay Overton, project coordinator. xiiiAcknowledgements xiv ‘The design and production team—Marian Zahora, designer; Stephanie Adams, director, production; Cyndi Sweet, production coordinator; and Robin Espiritu, production admin- istrator—ensured that this publication would be as easy to use as possible and would reach ‘customers in a timely manner. ‘Our thanks also to the editoriat department; Dawn Dunleavy, managing editor; Jennifer Meehan, senior editor; and editors Weslea Mile, Julia Friedland, and Konstantin Tikhonov read each test component with a close eye for detail and accuracy. ‘The psychometric staf, led by Jianjun Zhu, manager of data analysis operations, added their expertise during all phases of data analysis. Special thanks to Troy Courvill, psycho ‘metrician; Shea Haynes, data analyst; Anti Lin, psychometrician; Ermine Orta, data analyst; Eric Rolthus, psychometrician; and Charles Wilkins, senior psychometrician, David Quintero, supervisor in clinical hand scoring, assembled and trained a team of bilin- gual scorers to score more than 1,200 record forms received during the standardization phase of this project, and Matt Morris, software development manager, provided his support and expertise during the scoring phase of the research. Their contributions are ‘realy appreciated. Last, but not least, Henriette Langdon contributed her clinical expertise, educational experi- ence, and theoretical knowledge of bilingualism to CELE~4 Spanish. Her contributions add 10 the educational applications of CELF-4 Spanish and provide different perspectives to @ multifaceted assessment process. Henriette gave her time, effort, and personal and profes- sional commitment to the development. We are grateful to her for sharing insights and collegial friendship during the proces. Elisabeth H. Wiig December, 2005 { (Chapter 1 Overview of the CELF—4 Spanish Assessment Process The Spanish edition of the Clinical Evaluation of Language Fursdametals"-Fourth Edition (CELE-A Spanish) lke its predecessor CELF-3 Spanish (Semel, Wiig, & Secord, 1997), is an individually administered clinical tool forthe identification, diagnosis, and follow-up evaluation of language and communication disorders in Spanish-speaking students. Age Range ‘The age range is 5 years through 21 years. Administration Time Administration time for the four subtests that make up the Core Language score is 30-40 ‘minutes. The administration time for additional subtests varies, depending on the number of subtests administered and the age, attention, ability evel, and motivation of the stwdeet. Uses CELF-4 Spanish can be used to © determine whether a student has a language disorder; determine eligibility for services © determine whether a student has primarily a receptive or expressive disorder, or disorder that involves both; identify specific areas of language impairment (e.g., semantics, morphology, syntax); ‘© idernify conditions that may improve skills for classroom language adaptations and accommodations; ‘© identify underlying clinica issues (e,4, problems with working memory): ‘¢ plan curriculum-relevant intervention; and ‘© measure treatment efficacy.Chapter 1 Examiner Qualifications ‘The test can be administered by Spanish-speaking speech-language pathologists, school psychologist, special educators, and diagnosticians who have been trained and are experi- enced in administration and interpretation of individually administered, standardized language tests. An examiner must be a fluent Spanish speaker with near-native proficiency to administer the test and transcribe students’ responses. Ifthe examiner does not have near-native proficiency in Spanish, the test can be administered by a paraprofessional with ‘ear-native proficiency in Spanish who has been trained in test administration. (See chap- ter 2 for more information on the use of interpreters.) Features “4 Spanish was designed to incorporate the following features. ¢ CELE-4 Spanish presents the same four-level assessment process as the English edition of CELF4. © The test is a parallel, not translated, version of the CELE-4 English edition, © Test items were developed to represent the morphosyntactic rules of the Spanish lan- guage that best discriminate typical Spanish speakers from those identified as having a language disorder. © The selection of subtests and items is research-based, with normative data collected ‘0n 800 Spanish-speaking students in the United States and Puerto Rico. Studies conducted with monolingual and bilingual students indicated that the mean scores for both groups were similar, and that a single normative set was appropriate for identification of a language disorder (see chapter 2 in the Manual técnico for ‘more information on the study conducted with monolingual and bilingual Spanish speakers) The Manual téenico describes related reliability and validity studies that included 1,019 students © CELE~4 Spanish includes subtests that assess Basic Interpersonal Communication Skills (BICS) and some aspects of Cognitive-Academic Language Proficiency (CALP). See chapter 2 for additional information about BICS and CALP, CELF-4 Spanish has been redesigned to enable clinicians to better respond to state regula~ tions and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004) and to evaluate a Spanish-speaking student’s strengths and communication needs, parental concerns, and the possible need for asistive technology to develop an Individual- ized Education Plan (IEP; IDEA, 1997). CELF-4 Spanish is designed to use the same four- level assessment process that was developed for the English edition of CELF—4 (Semel, Wiig, & Secord, 2003). The four-level assessment process closely reflects the initial steps of the clinical decision-making process (McCauley, 2001; Salvia & Ysseldyke, 1998): (© Making a diagnosis © Determining eligibility ‘© Identifying strengths and weaknesses( ( ( Overview of the CELE-4 Spanish Assessment Process © Recommending classroom language adaptations and accommodations @ Planning curriculum-relevant intervention ‘© Measuring treatment efficacy You can choose any of the following paths with CELF-4 Spanish, in any order, to evaluate the student's general language abilities to determine if the student has a language disorder, 4 the nature ofthe disorder (strengths, weaknesses, affected modalities, content areas), conditions that enable the student to perform well, ‘© underlying clinical behaviors (working memory, automaticity of speech production, phonological awareness), or © how the disorder affects the student's classroom performance—authemtic assess- ment—with the Escala de valoracién del lenguaje (Observational Rating Scale) and Clasificacion pragmaitica (Pragmatics Profile), CELE Spanish provides you with a flexible, multiperspective assessment process for pin- pointing a Spanish-speaking student's language and communication strengths and weak- nesses and for making educationally relevant recommendations for intervention and accommodation. A schematic of the CELF-4 Spanish assessment model is shown in Figure LLL. An alternate approach to using the CELF-4 Spanish assessment model s illustrated in Figure 1.2. You can (a) administer the subtests in each of the four levels sequentially (Level 1 Level 2, and so on}, or (b) select one oF more levels to use in any order for any evaluation or assessment objective. This model was developed to provide you with the efficiency and flexibility to administer those subtests and tasks that respond directly to your objectives for assessment and evaluation. Level Identify whether or not there Isa language disorder normeeterenced Care Language score eves # ond 2 i arevatesasin chapters 2 ard 3 Level 2—Describe the nature ofthe disorder rormelerenced nde senes Level 3—Evaluate underlying clinical behaviors ‘iterion-efarenced & norm-referenced measures, Ita a ant seatiressed 9 Level 4—Evaluate language and communication in context authentic aod descripive measures of performance fespond to the intent of IDEA for classroom accommodations, avlapations, and enhancements FIGURE 1.1 The CELF-4 Spanish assessment process modelChapter 1 Identify whether oF not Evaluate language ‘here is a language and communication disorder eve 1) Incontext (level) CELE Spanish ‘assessment process Evaluate underlying clinical behaviors Level 3) FIGURE 4.2 An alternate approach to using the CELF-4 Spanish assessment process model tural assessment, and on current state and federa! legislation, C1 redesigned. The following development goals were established for CELE-4 Spanish: For the sake of convenient referencing, the CELF-£ Spanish assessment process is described asa series of levels; however this is not meant to prescribe the order of assessment. The ppath you choose for a particular student depends on your clinical judgment, the student's functional language, the language behaviors she or he presents, and the referral questions that must be answered. See Figure 1.3 for the list of subtests to be administered at each level, by age Goals for Revising CELF-3 Spanish Based on feedback from clinicians, diagnosticians, experts in the area of bilingual/multicul- 3 Spanish was ‘© Increase the scope and content of CELE-3 Spanish to respond to current trends in assessment, @ Make the CELE Spanish easier for clinicians to use and score: ‘@ Expand the test to include descriptive and authentic measures of communication skills. ¢ Lower the floor of the test to include students at age 5 years, ¢ Expand and refine features of the test to make the fest appropriate for a diverse Hispanic population, ‘¢ Develop new items that depict home, school, and community routines that are familiar to a wide range of Spanish-speaking students © Include subtests to evaluate phonological awareness, communication in context, and semantics (see Table 1.1 for a description of the subtests). ( (( f Level 1 Identifying whether or not there is a language disorder Core Language Score (CLS) Conceptos y siguiendo direcciones Estructura de palabras Recordando oraciones Formulacién de oraciones Level 2— Describing the nature of the disorder Receptive Language Index (RL!) Conceptos ysiguiendo direcciones Clases de palabras 1 & 2-Receptive Estructura de oraciones Expressive Language Index (EL!) Estructura de palabras Recordando oraciones Formulacién de oraciones Language Content index (LC) Conceptos ysiguiendo dlirecciones Clases de palabras 1 & 2-Total Vocabulario expresivo Language Structure index (Ls!) Estructura de palabras Recordando oraciones Formulacion de oraciones Estructura de oraciones Level 3— Evaluating underlying clinical behaviors Conocimiento fonolésico ‘Asociacion de palabras Enumeracién rapida y automatica Working Memory index (WMI) Repeticign de numeros-Total Secuencias familiares 1 Level -— Evaluating language and communication in context Clasiicacién pragmatica Escalade valoracian del lenguaje Overview ofthe CELE-4 Spanish Assessment Process Ages 9-12 Level 1 Hdemtifying whether or not there is a language disorder Core Language Score (CLS) Conceptos y siguiendo direcciones ecordando oraciones Formulacin de oraciones Clases de palabras 2-Receptive Level 2— Describing the nature of the disorder Receptive Language Index (RL!) Conceptos y siguiendo direcciones Clases de palabras 2-Receptive Expressive Language index (ELt} Recordando oraciones Formulacién de oraciones Clases de palabras 2-Expressive Language Content Index (LCI) ‘Clases de palabsas 2-Total Vocabulario expresivo (age 9) Definiciones de palabras (ages 10-12) Entendiendo parrafos Language Memory Index (LM) Conceptos y siguiendo direcciones Recordando oraciones Formulacién de oraciones Level 3— Evaluating underlying nical behaviors Conocimiento fonolégico Asociacién de palabras Fnurneractn rapida y autoratica Working Memory index (WMI) Repeticion de nimeros 1 Secuencias familiares 1 Level a— Evaluating language and communication in context Clasifcaci6n pragmstica Escala de valoracion del lenguaje Ages 13-21 Level 1— Identifying whether or not there isa language disorder Core Language Score (CLS) Recordando oraciones Formulacion de oraciones Clases de palabras 2-Total Definiciones de palabras Level 2— Describing the nature of the disorder Receptive Language Index (RL) Clases de palabras 2-Receptive Entendiendo parratos Expressive Language Index (EL!) Recordando oraciones Formulacién de oraciones Clases de palabras 2-Expressive Language Content Index (Lc!) Definiciones de palabras Entendiendo parrafos Language Memory Index (LMI) Recordando oraciones Formulacién de oraciones Evaluating underlying dlinical behaviors ‘Asociacion de palabras Enumeracién rapida y automatica Working Memory Index (WMI) Repeticion de numeros 1 & 2 Secuencias familiares 1 & 2 Level 4— Evaluating language and conimunication in context Clasticacién pragmnatica Escala de valoracion det lenguaje FIGURE 1.3 Subtests administered at each level of the CELF-4 Spanish assessment process‘Chapter 1 How CELF-4 Spanish Compares to CELF-3 Spanish With this revision, clinicians can quickly, efficiently, and accurately administer, score, and make judgments about a student’s Spanish-language abilities asa result of canges in CELF-4 Spanish from CELF-3 Spanish. Fewer subtests are administered in CELF-4 Spanish (four) than in CELF-3 Spanish (six) to obtain a Core Language score for students ages 5-8 years to determine the student's overall language ability and eligibility for language intervention. ¢ A Receptive Language index and Expressive Language index can be obtained by administering only one or two subtests in addition to the four Core Language subtests for CELF-4 Spanish, Administration of those additional subtests can also yield a Lan- ‘ontent index, a Language Memory index, and 2 {guage Structure index, Language: ‘Working Memory index. © CELF-< Spanish includes new subtests for vocabulary (Vocabulario expresivo), word knowledge (Definiciones de palabras), and phonological awareness (Conocimiento fonoligico). © CELF-4 Spanish allows for flexibility in selecting subtests and rating scales to admin- ister that are relevant to the objectives of a specific evaluation, How CELF-4 Spanish Compares to the English Edition of CELF—4 Clinicians familiar with the English edition of CELF—4 will find similarities in format, administration, and scoring, which may enable them to feel comfortabie rather quickly ‘with CELF-4 Spanish, However, there are enough significant differences betwcen the Eng- lish and Spanish editions of the test to warrant the careful review of a new test before administering it forthe first time, 1, For most subtests, the test items in CELF-4 Spanish are not translations of items in the English edition of CELE. Both tests have similar formats, administration directions, and scoring rules. 3. Both tests assess the same age range (5-21) and yield standard scores, percentile ranks, and age equivalents. 4. Both tests evaluate receptive and expressive language skill 5. CELF-4 Spanish has.a different number of test items in many of the subtests 6. CELF-4 Spanish was developed on a different standardization sample than the Eng. lish edition of CELF-4; raw scores and normed scores on CELE=4 Spanish are not comparable to raw scores and normed scores on the English edition CELIA Spanish subtests has different start points and discontinue rules than the English edition subtests of CELF-4. 8. CELF-4 Spanish does not include the subtests Sentence Assembly or Semantic Relationships. These two subtests were deleted from CELF-3 Spanish because the subtests did not differentiate between the performances of typical Spanish speakers and Spanish speakers identified as having a language disorder. 9, CELF-4 Spanish includes a Language Environment Checklist on the Folletos de registro (Record Forms) to assist the clinician in evaluating the influences of home and academic instruction on the student’s language skills Details and additional information about the goals of the revision, how CELF-4 Spanish compares to CELR-3 Spanish, and how CELF-4 Spanish compares to the English edition of CELF-4 can be found in chapter | of the Manual téenico.( ( ( ( if Gf ( ( (Overview ofthe CELF-4 Spanish Assessment Process TABLE 1.1 Descriptions of CELF-4 Spanish subtests ‘Subtest Conceptos y siguiendo ditecciones (Concepts and Following Directions) Estructura de palabras (Wer Structure) Recordando oraciones (ecalling Sentences) ‘Formulacién de oraciones (Formulated Sentences) Clases de palabras 1&2 (Word Classes 1 & 2) Estructura de oraciones (Sentence Structure) Vocabulario expresivo (Expressive Vocabulary) Definiciones de palabras (Word Definitions) Entendiende piteatos (Understanding Spoken Paragraphs) onocimiento fenolégico (Phonological Awareness) Enameracién répida y automatica (Rapid Automatic Naming) Asotiacion de palabras (Word Associations) Repeticion de euimeros 1 & 2 (Number Repetition 1 & 2) Secuencia familiares 1 82 (Familiar Sequences 1 & 2) lasificacién pragmstica (Pragmatics Profile) Excala de valoracién del lenguaje (Observational Rating Scale) Task Performed ‘The student points to abjects in the Manual de estimulos in response to oral directions ‘The student completes a sentence (loze procedure) with the targeted strucure(s ‘The student imitates sentences presented by the examiner ‘The student formulates a sentence about the visual stimuli presented using target words or phrases, ‘The student chooses the two words that are related and describes, ‘the relationship, ‘The student points to a picture that illustrates the given sentence. ‘The student identities an object, person, or activity portrayed in the Manual de estimulos. ‘The student defines @ word that is ramed and used in a sentence The student responds to questions about a paragraph presented orally by the ‘examiner. The questions target the paragraphs main idea, details, sequencing, and inferential and predictive waformation, The student blends syllables, segments phonemes and syllables, substitutes phonemes, deletes phonemes and syllables, and identifies sounds and syllables in words ‘The student names familiar colos, shapes, and shape-color combinations while being timed, ‘The student names words in specific categories in one minute. The student repeats numbers forward and backward, ‘The student names days of the week, counts backward, and orders other Information while being timed. ‘The examiner elicits information from a parent or teacher about the student's social language skills, ‘The parent, teacher, and student each rate the student’ classroom interaction and communication skillsChapter 1 Administration of CELF-4 Spanish has been streamlined with the addition of age-specific start points and performance-based discontinue rules across selected subtests. The start points and discontinue rules are based on the performance of Spanish-speaking students in the standardization sample, and they differ from the start points and discontinue rules in the English edition of CELF-4. The test provides new norms (data collected in 2004 and 2005) based on a nationally representative and inclusive sample by socioeconomic level for the Hispanic population in the United States. The 4st items show a variety of contexts and Were rigorously evaluated by an expert review panel to minimize gender and cultura biases. Feedback was obtained by clinicians participating in the standardization research. The revised extension testing procedures offer more thorough and current methods for probing problem areas, The development of the CELE-4 Spanish model, the test design, modifica- tions to CELF-4 Spanish items, new subtests, and evidence of reliability and validity that support the test’ sensitivity in diagnosing language-learning disorders are described in the Manual técnico, chapters 1 Test Components Manual del examinador (Examiner’s Manual) ‘This Manual del examinador contains all the administration directions for subtests that do not require the Manual de estimulos, guidelines for scoring all subtests, and directions for scoring and interpreting test performance, including norms tables. Manual técnico (Technical Manual) The Manual técnico contains a detailed description of the test purpose, design, and devel- ‘opment in addition to technical information (i... demographic characteristics of the sam- ple, and reliability and validity data) Manuales de estimulos 1 y 2 (Stimulus Manuals 1 and 2) Fach Manual de estimulos is spiral bound with an easel and includes tabbed divider pages for easy identification of the subtests. As you flip pages from back to front, the visual stimu: lus faces the student and the information you need to introduce the items is on the page facing you. Subtest names and items are abbreviated at the bottom right corner of each stimulus page so they are less distracting to the student. The tabbed divider pages are color- coded to match the subtests in the Folletos de registro. Folletos de registro 1 y 2 (Record Forms 1 and 2) The Folletos de registro contain demonstration items, trial items, fest items, and space for recording responses, time, and test results. Folleto de registra { includes all the subtests for students 5-8 years old, and Folleto de registro 2 includes all the subtests for students 9-21 years old. Scoring information is recorded on pages 1 and 3 of each Folleto de registro. Subtests that don't require a Manual de estimulos for administration are color-coded red for ages 5-8 on Folleto de registro | and blue for ages 9-21 on Folleto de registro 2. The Folletos de registro include item analysis tables to enable you to determine a student’s error patterns, areas for extension testing, and intervention/follow-up.(Overview ofthe CELF-4 Spanish Assessment Process Escala de valoracién del lenguaje (Observational Rating Scale) _ The Escala de valoracién del lenguaie is formatted as one sheet, printed on both sides, and bound on a tear-off pad, The forms are for you, the teacher, a parent/caregiver or guardian, - andthe student about 12 years or older) 0 complete, A > _ CELF-4 Spanish User’s Responsibilities - It is the responsibility of the test user to ensure that test materials, including the Folletos L de registro, remain secure and are released only t profesional who wil safeguard their proper use. Although review of test results with clients and/or their parents/guardians is appropriate, this review should not include disclosure or copying of test items, record - forms, or other test materials that would compromise the security, validity, or value of CELF-4 Spanish as a measurement too}. Under no circumstance should test materials be resold or displayed in locations where unqualified individuals can purchase or view partial or complete portions of CELF-4 Spanish. This restriction includes personal Internet web = sites and Internet auction sites. Because all test items, norms, and other testing materials LC are copyrighted, the legal affairs department of Harcourt Assessment must approve, in writing, the copying or reproduction of any test materials, The only exception to this, requirement is the copying of a completed record form for the purpose of conveying a = client's records to another qualified professional. These user responsibilities, copyright restrictions, and test security issues are consistent with the guidelines set forth in the Standards for Educational and Psychological Testing (American Educational Research Associ- ation [AFRA], American Psychological Association, & National Couneil on Measurement in Education, 1999), cre (( ( ( f Cee f Chapter 2 Administration and Scoring Directions for Level 1 and Level 2 Assessments Administration and scoring directions for the subtests that make up the Core Language score (Level 1) are presented frst in this chapter. Administration and scoring ditections for the subtests that form the index scores (Level 2) follow. These subtests provide a descrip- tion of the student’s performance across modality and content areas, as well as language strengths and weaknesses. The first level of the CELF-4 Spanish assessment process is based on the four subtests that form the Gore Language score. This score provides the information you need to identily a language-learning disorder and determine the student’ eligibility for services. The four core subtests provide the most reliable and diagnostically sensitive norm-referenced meas- ures of language performance by age. You can use the Core Language score to provide quantitative support fora student’ eligibility for special services ‘The second level of assessment provides you with a broader, quantitative view of a student’ language abilities, and measures areas of relative strength and weakness. You can determine a student's strengths and weaknesses in specific language modalities or content areas by administering one or two additional subtests to derive Receptive Language, Expressive Language, Language Content, Language Structure, and Language Memory index scores. You can also use the item analysis table for each subtest you administered to evaluate a students performance Competencies Needed for Using CELF—4 Spanish ‘You should have experience or training in administering, scoring, and interpreting results of standardized tests before attempting to administer or interpret CELF- Spanish. You should also have experience or training in testing children, adolescents, and young adults, ‘whose ages, linguistic and cultural backgrounds, and clinical history are similar to those of the students you plan to assess with CELF-4 Spanish. It is important to have knowledge of| bilingual language development, especially in the areas of second-language acquisition, including normal processes related to language acquisition in children from home and "1Chapter 2 12 educational environments that may support or not support the second language (Roscberry-MeKibbin, 2003}. These and additional factors are addressed below in Issues in Assessing Hispanic Students. If you are new to assessing individuals from culturally and linguistically diverse backgrounds, the following resources are helpful in providing a frame: ‘work for understanding the many factors affecting the Spanish-speaking students you will test: Genesee, Paradis, and Crago (2004); Goldstein (2004); Lynch ard Hanson (2004); Tabors (1997); and Taylor and Leonard (1999). Spanish Proficiency Needed to Administer CELF-4 Spanish To administer CELE Spanish, you must have native or near-native proficiency in Spanish, It is important that you are able to speak and read Spanish fluently without hesitations or mispronunciations of words in the stimuli. Examiners who are not fluent in Spanish may make errors in reading the administration directions andlor the test stimuli, resulting in, erroneously low scores for the student taking the test. You must know Spanish grammar sufficiently wel to score the student’ responses on the Estructura de palabras, Recordando ‘raciones, and Formulacién de oraciones subtests. If our knowledge of Spanish grammati- «al rules is poor, you might give the student a higher or lower score than he or she should have received for a response. Working With Interpreters if You Do Not Have Near-Native Proficiency in Spanish If you do not have native or near-native proficiency in Spanish, you will need to collaborate with other assessment professionals who do, or train an interpreter to administer the test and transcribe the student’s responses. [tis important to note that interpreters? backgrounds and training vary widely (Langdon, 2002). ranging from rigorous universit training programs often focusing on international or court interpreting, to continuing edu- cation or community education programs. A great deal of background training is necessary to prepare an interpreter to administer the tes. Training should include information about normal speech and language development; appropriate testing practices (e.g., communica- tion style, cues and prompts, transcription of responses); cultural factors among subgroups (c-gs view of teachers’ status, students’ comfort level in interacting with school staff, dialee tal variations); regulations governing testing (e.g., purpose of testing, parents’ rights and responsibilities, confidentiality issues); educational backgrounds (e.., students’ previous schooling experiences, interrupted vs. uninterrupted school experiences); and behavior management (eg, encouragement, redirecting to task) to name a few. It is not appropriate to enlist the aid of a schoo! staff member, parent, or sibling atthe last minute to administer atest as comprchensive as CELF—4 Spanish without training in these issues. A number of excellent resources are available that provide detailed methods for preparing and working with interpreters, incuding Kayser (1995), Langdon (2002), Langdon and Cheng (2002), Langdon and Saenz (1996), and Roseberry-McKibbin (2002, 2003). If an interpreter assists you in scoring a student’s responses, verify that he or she knows Spanish grammar sufficiently well to score the responses on the Estructura de palabras, Recordando oraciones, and Formulacién de oraciones subtests. Ifthe interpreter's knowl- edge of Spanish grammatical rules is poor, the test might be scored and interpreted incor rectly To assist the monolingual clinician working with an interpreter to evaluate test results, a translation of the CELF-4 Spanish demonstration, trial, and test items appears in Appendix H.Administration anc Scoring Directions jor {evel I and Level Assessments Issues in Assessing Hispanic Students The experiences of children of Hispanic origin vary greatly with regard to country of ori- gin, economic and educational experiences, religion, and languagets) spoken (Langdon, a 2004; Langdon & Cheng, 1992; Pena & Valles, [995; Zuniga, 2004). Hispanic students ~ assessed in the school systems today represent a continuum of backgrounds: those new t0 the United States, immigrants’ children who have lived in the United States all their lives, and families that have been living in the United States for multiple generations. Each stu- - dent is different. Some students speak only Spanish (while quickly learning English survival vocabulary]; some speak Spanish and English fluently; other Hispanic students speak n0 Spanish at all. The students you test can have skills anywhere along this continuum. A number of resources exist to assist clinicians in developing the competencies needed! to ‘work with students from Hispanic populations, Zxmiga (2004) provides a succinct overview of Latino cultural characteristics that are important to keep in mind when working with Spanish-speaking students. While providing a cultural framework, Zuniga emphasizes the importance of recognizing the differences that occur in each family and determining to ‘what extent cultural themes apply. When you are evaluating or making recommendations for intervention for any student, i is important to be sensitive to any issues that affect that student and his or her family. Hammer, Miccio, and Rodriguez (2004) and Kayser (1998) describe a number of different factors shat examiners should be aware of that may have an impact on test administration and interpretation of the student responses and cormunica- = tion style of children, adolescents, and young adults from Hispanic backgrounds, Examples of such factors include: the student's language dominance, lexical development and oral proficiency in both languages, past and present exposure to each language, the students - use of Spanish in daily life, whether the student is a simultaneous language learner or a _ sequential language learner, the age of second-language acquisition, and parental attitude toward bilingualism. ( ( Interaction Patterns ~ Individuals from nonmainstream cultures do not necessarily interact with adults (even a caregivers) in the same ways that children from mainstream cultures do (Westby, 2000) Differences between your communication style and that of the student you are testing may : cause misinterpretations of verbal and nonverbal communicative behaviors and, ultimately, result in scores that do not truly reflect the student’s language abilities. For example, for children from certain Hispanic households, maintaining eye contact during testing may be 7 perceived as disrespectful, Chikdren from certain, Hispanic households may perceive that ~ questioning an adult or asking for clarification is inappropriate, Comfort/Familiarity With the Testing Process Acculturation involves exposure to the new culture across a wide variety of dimensions and is a dynamic process (Millet-Jones, 1989) that affects test performance. Itis important to SS determine how familias and comfortable a student is with social, interpersonal, academic, and testing practices in the United States. Hispanic students raised in highly assimilated households are likely to be more comfortable talking with unfamiliar adults at school or in - the testing situation and are familiar with mainstream education practices of working one- Ee ‘on-one with an adult, answering questions fromm an adult who already knows the answer, working within time constraints, and attempting to provide a “best” performance. Hispanic = students from areas in which educational practices are similar to those in the United States 13Chapter 2 14 (e.g, from public schools in Puerto Rico) or who have aiready attended US. schools for several years may also be more comfortable with 2 testing environment. Young children with limited or often-interrupted educational experiences may come to a testing situation very uncomfortable answering questions or conversing with an unfamiliar adult. Some children come to the United States with no formal educational experiences or with a village school approach in which groups of children at varying levels are taught together. In nonmainstream environments, like a village school, children respond in groups. and more able chikiren assist less able children. Group accomplishments rather than indi vidual accomplishments may be celebrated in nonmainstream environments. If you are testing a young child who has limited experience in U.S. classrooms, you will need to spend time getting to know the child, establishing rapport, and providing additional encourage ‘ment and modeling of the target behavior in the practice and trial items. A student's lack of familiarity with the context in which an item is presented (pictures, vocabulary, questions, topics, and tasks) can cause a child to answer incorrectly even if he or she understands the concept being targeted. Test items that may reflect values and belief that are culture spe- cific and do not apply to the cultural background of the student being tested may also result in responses that do not receive full credit, although the student would be able to exhibit the language skill being tested in other circumstances, or given a different set of stimuli Failure to take these factors into account potentially might lead to the misdiagnosis ofa student. If you find that prompting and providing additional practice does not elicit the target behaviors it is not appropriate to continue testing using CELF-4 Spanish, It may be best to evaluate the child’s skills using alternate forms of assessment, such as observation of the student with siblings o Spanish-speaking peers. ‘When testing students from culturally and linguistically diverse populations, itis important to be sensitive to the context in which the student is communicating, Some students are members of families who have recently immigrated to the United States and who are strug. ling to become financially stable, There may be employment or housing concerns. The student’s family may or may not have a support network in this country and may or may not be it an environment in which Spanish is widely spoken. A student whose family is in transition may not be relaxed or comfortable in a testing situation. Those residing in the United States without documented residency may be particularly fearful of any scrutiny by persons in positions of perceived authority. Under some circumstances, parents may be sus- picious of the purpose of testing, resist an evaluation, and directly or indirectly corimuni cate their discomfort to the child, thus compromising the child’s performance and the validity of the evaluation. It may be necessary to meet with the child and parents over extended periods of time in order to build rapport and to clarify the nature and purpose of an evaluation, its confidential nature, and the manner in which results will be utilized (Harris, Echemendia, Ardila, & Rosselli, 2001) Second-Language Learners ‘Many of the students tested in the United States are bilingual, with English as the second Tanguage for most. Before testing a student, itis helpful to have information about the stu- ddent’s language history and his or her current language environment. Children exposed t0 two languages from birth are referred to as simultaneous bilinguals. These children learn both languages and typically acquite high levels of proficiency in them. If student learns a second language after age 3, he or she is referred to as a sequential bilingual. Genesee etal. (2004) differentiate between a child learning a second language carly in life froma child learning a second language ata later age. Patterns of language