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f Administration and Scoring Directions for Level 1 and Level 2 Assessments acquisition differ significantly for the preschool sequential language learner and for @ student who has a strong language base in the first language before learning the second. Keep in mind as you ate testing that a child who has learned two languages from birth gen- erally exhibits proficiency in both languages, with little language interference. Other than vocabulary, which may be slightly restricted, bilingual speakers often master two languages quite well. In contrast, sequential language learners may exhibit some delay in mastering some aspects ofthe first or second language. In addition to reduced vocabulary, you may rote errors in the first language due to elements of language loss in the first language (often a normal part of second-language acquisition). In addition to the normal phenomena exhibited by second-language learners, the situation is further complicated by the environment in which the student is learning a second lan- guage. Second-language learners may be in an additive language environment or a subtrac- tive language environment. In an additive language environment, both languages are not ‘only used at home, in educational settings, and in the community, but are valued and sup- ported in all of these settings. In this type of environment, there are many opportunities for the student to practice both languages; there are abundant literacy experiences to support both languages: and the educational setting fosters academic achievement and enrichment of both languages. At the opposite end of the spectrum isa subtractive language environ- ‘ment, in which a student loses skills in the first language ashe or she is exposed to the second language. In a subtractive language environment, there are few apportunities to use the first language outside of the home, few to no literacy opportunities in the firs Language, and no support for the home language in the educational setting. In a subtractive language ‘environment, students do not have the opportunity to learn advanced vocabulary or abstract concepts in the first language. Without the support of language arts inthe first Janguage (i.e there is no formal grammar instruction), students not only fail to refine their skills in their home language, but they may begin to lose skills they had due to lack of prac~ tice (Genesee et al, 2008) Most of the students tested in the United States will be communicators in environments somewhere between the two extreme examples described above. As you assess each student, it is important to obtain information about the student's language background to assist you in determining if the student is exhibiting normal phenomena associated with second lan- ‘Ruage acquisition, Use the Language Environment Checklist on page 2 of the Folletos de registro to help obtain information about the student’s background. A number of other questionnaires/parent interviews are available (Kayser, 1998; Restrepo, 1998) The Prereferral Process Spanish-speaking students are often overreferred for special services in school settings (Ortiz, 1998). School districts have implemented referral processes to minimize the overreferral of Spanish-speaking students for speech and language testing (Brusniak & Juarez, 2004; Kayser, 1999). Many elements of these prereferral procedures are common across school districts and include: 1. The student should be given time to be exposed to the academic setting and to begin to learn English. In many cases, referrals for special services are not accepted for stu- dents during their first year in an English-only academic seting to provide students, time to begin to learn English and to begin the process of acculturation 2. ‘The classroom teacher should gather as much information as possible about the stu- dent's academic, physica}, social, and behavioral development as well as information 15Chapter 2 16 about the student’s communication skills and life experiences. Information should aiso be obtained from the parent(s) about the student's language usage across settings. 3. Inexperienced teachers can consult with colleagues who can recommend teaching strategies including, but not limited to, modifying, adapting, or supplementing the curriculum to give the student additional opportunities to demonstrate academic or communication abilities. The teacher's own experience and track record with students who are second-language learners should also be addressed to determine if there are factors other than the student’ lack of English proficiency that are responsible for the student's lack of academic success (Kayser, 1998). 4. Recommendations should be made for in-classtoom intervention before referral for any formal assessment is considered. The purpose of in-classroom intervention is to assist the student to become familiar with the academic requirements and procedures in the English-only classroom, One form of in-classroom intervention can be an instructional aide who is available to assist students with academic tasks. In addition, supplemental training procedures for students learning English as an additional lan- guage may be implemented by an aide, through a computer program, or in a formal ESL classroom setting. 5. In some school districts the student may leave the classroom to receive academic assistance in reading, math, or other subjects in a small group or one-on-one setting as needed. This supplemental instruction may be provided by special education, personnel, whether the child has or has not been identified as having a learning disability. Often, before- or after-school tutoring programs are also available and should be tried before referral for a speech and language assessment. Assessing the Student's Spanish Proficiency—Should the Student be Assessed in English or Spanish? [A student may be referred for 2 Spanish-language assessment fora variety of reasons: hav ing a Spanish surname, having family members who speak Spanish, or having been heard speaking Spanish among peers or with family members. Any of these reasons may or may not indicate that the child is proficient enough in Spanish to be assessed in Spanish. It is therefore very important to obtain as much information as possible about the student prior to administering CELF-4 Spanish. The Language Environment ChecKlist—on page 2 of the Folletos de registro is designed to help you explore the home environment and academic factors that affect the student’s Spanish-language proficiency and language preferences. In many school districts, an attempt is made to determine a bilingual student's language dominance to determine which is the best language for assessment. While parents know their child best, and their input is helpful in determining a student's language patterns and usage, keep in mind that some parents may believe an all-English program is superior to bilingual programs that enhance Spanish skills (Langdon & Cheng, 1992) and may down- play the student's language skills in order to influence his or her educational placement. One of the challenges Faced by clinicians is determining when a child has attained a level of second-language proficiency and linguistic competence that is acceptable to assess the child in the second language, for example, English (Wechsler, 2005). Professional ethical princi- ples and other testing standards should be consulted for general guidance in approaching the assessment of non-native English speakers (AERA et al, 1999; American Speech- Language-Hearing Association, 2005). The concept af a “dominant” language is losing favorAdministration and Scoring Directions for Level} aud Level 2 Assessments (Grice, 2002) as there is more and more evidence that proficiency in two languages occurs on a continuur, with individuals being able to understand or express some concepts better in one language and others ithe other language (Peta, Bedore, & Zlatic-Giunta, 2002). Proficiency can shift based on context, with some individuals being able to speak fluently about one topic in one language and other topics in the second language. This i especially true for students learning Spanish first as a home language, then English in school, Much of the student’s academic vocabulary may be in the second language. Currently, best practice in language assessment isto test in both languages to obtain a complete picture of the sta- dent’ skills (Ortiz, 2004; Anderson, 2004). To be assessed with CELE-4 Spanish, the student should be proficient enough in Spanish to converse fluently with you. Assessing With BICS and CALP Skills in Mind ‘Cummins (1981, 1984) describes a student's language proficiency by considering the context in which communication takes place. Basic Interpersonal Communication Skills {(BICS) rofers to a students ability to communicate about familiar routines and experiences BICS refers to communication in context-loaded and affective interactions, such as di cussing family members, and familiar and frequent leisure activities. Although Cummins? initial discussions centered on oral language communication, the concept of BICS can also be applied to reading content skills (eg. reading about a familiar experience and providing and responding to factual as well as hypothetical questions based on the content of the reading selections). CCognitive-Academic Language Proficiency (CALP) refers to the student’s ability 36 commu nicate complex/abstract concepts in formal academic settings. The concept of CALP encompasses more contextually reduced situations such as classroom lectures, the language used in textbooks, and teacher-made and standardized assessments, Clinicians are often asked to make iudgment about a student’ language proficiency in order to guide assessment and academic placement, Unfortunately, most tests that claim to assess language proficiency use solely contextually based environments to assess a student’ linguistic ability. Rarely are more abstract or conceptually loaded situations evaluated. A student who performs well on a test of Spanish proficiency that assesses only BICS may be identified as being sufficiently proficient in Spanish to take an academic achievement test in Spanish when he or she lacks the CALP to perform well on the test. Due to the results of proficiency testing, bilingual students may be identified as fluent speakers of English when they have only social language skills in English Because CELE-3 Spanish (1997) was designed to identify students who have language Jearning difficulties, the vocabulary requirements, as well as recall and processing that depend to a large extent on world knowledge, were designed to be at a relatively ow level so that Spanish-speaking students without advanced academic instruction in Spanish were not estoneously identified as having a language learning disorder. CELE~4 Spanish includes test items that not only identify students who lack the language abilities to interact in Spanish at a social level or in contextually based environments (BICS), but that also identify stu- dents who would have difficulty when confronted with advanced academic concepts in Spanish in a learning environment such as a classroom setting, in achievement testing, or in testing conducted as part of a referral for special services. Using CELF- Spanish, clinicians are able to determine if a student is having difficulty on, subtests that require cognitive-academic language (such as Entendiendo parrafos, Defini- ciones de palabras, and Vocabulario expresivo) and subtests requiring basic interpersonal 7Chapter 2 18 communication skills (most of the other CELF-4 Spanish subtests) Although a clinician can make preliminary recommendations based on CELE Spanish results and collabora tion with the student's teachers, itis important to remember that CELF—4 Spanish is not intended for the assessment of academic achievement. A Spanish assessment specifically designed to measure academic achievement in areas such as reading, math, spelling, lsten- ing, science, and/or social science should be used to determine if a student is performing. at grade level. For a more extensive discussion of BICS and CALF, their implications for assessment, and recommendations for placement, see Cummins (1983), Peregoy and Boyle (1997), and Roseberry-MeKibbin (2002). Assessment Does Not Equal Test Scores It is important to remember that a single test administration does not provide you with sufficient information to diagnose a language disorder. Evaluating the language skills of a Spanish-speaking student, whether the student is in a bilingual or monolingual environ ment, is a complex process. For an overall evaluation of a student’s language ability, the results of CELF-4 Spanish should be supplemented with a complete family and academic history, parent interview, results of other formal and informal measures, an analysis of a spontaneous language sample, the results of other linguistic and metalinguistic abilities tests, classroom behavioral observations, observations with peers, and evaluations of prag- matic and interpersonal communication abilities. Ifthe student is bilingual, it is best practice to evaluate skills in both languages. Administering CELF—4 Spanish Before you administer CELF-4 Spanish: © Stualy the administration and scoring directions thoroughly for each subtest you will administer. ‘© Practice adminivering the test, Follow all instructions precisely to maintain test reliability and to make appropriate comparisons and interpretations based on the standardization results. Failure to follow standardized administration procedures invalidates test results. Exceptions to this are discussed in the Test Accommodations section in this chapter, © Before the child is tested, review the information you have about the child and determine if you need to substitute alternate vocabulary for specific test stimuli, depending on the typeldialet of Spanish the child speaks. If you are not familiar with Caribbean or Cen tral or South American variants of Spanish, you may want to have a parent or older sibling review the test and determine if all the words used are familiar to the child. Words that may need to be substituted for a stimulus word should ideally be identi- fied before testing begins. © Complete the Language Environment Checklist (p. 2 of the Folleto de registro),Administration and Scoring Directions for Level | and Level 2 Assessments Testing Environment You shouid administer CELP—4 Spanish in a quiet, well-lit room that is free from interrup- tions and distractions, Sit next to the student at a table s0 that the Manual de estimulos is easily visible to both of you. Ifyou are right-handed, st on the student's right side. If you are left-handed, sit on the student’ eft side. This seating arrangement enables you to con: trol the visual stimuli and to observe and record the student’s responses, yet Keep your writ- ing hand and the Folleto de registro out of the student's direct view. An alternative seating arrangement is for you and the student to sit at right angles across the corner of a table, ‘making sure your writing hand is away from the student. The Manuales de estimulos contain the administration directions and visual stimuli you need to present the items. They are formatted so that when the closed book is standing on the open easel and facing you, you can open it and fip the pages away from you. The visuat ‘stimulus page faces the student and the directions page faces you. Administration and scoring directions for subtests that do not require visual stimuli are also included in this manual. Timing You will ned a stopwatch ora timepiece with a second hand to time the responses to the Secuencias familiares, Asociacién de palabras, and Enumeracién répida y automatica sub- tests. You do not need to time the other CELF-—4 Spanish subtests. Rest Periods/Breaks If the student needs a short break (fora drink of water or a restroom break) or rest using testing, take the break at the end of a subtest, o as not to interrupt administration of the subtest. Do not stop testing in the middle ofa subtest and resume administration of that subtest ata later time. If you st interrupt testing during a subtest, readminister the entire subtest when you resume testing Encouragement/Reinforcement {cis important to help the students you test fel at ease, especially young children who are not familiar with testing situations, Establishing and maintaining a good rapport facilitates the student’ interest and cooperation during test administration. Ifa parent accompanies a young child to the testing session, advise the parent or guardian to sit out of the student's ‘view, and to refrain from talking and repeating or rewording questions. may be necessary to reassure the parent or guardian that you will discuss any concerns or questions after the session, While you are administering the test, do not tell the student if his or her responses are right or wrong or bow many items he or she answered correctly. You may make general comments or reinforcing statememts sich as: “Un poco mas, casi vamos a acabar” or "Me {gusta la manera en que estas trabajando” If student becomes inattentive (fidget squirming, swinging legs), it may be a good time to take a break. 19Chapter 2 20 Test Accommodations and Modifications Repetitions You are not permitted to repeat item stimuli on subtests that are designed to evaluate the ability to process interpret, and recall or reproduce aulitory information, Do not repeat items in these subtests: Conceptos y siguiendo direcciones Recordando oraciones Repeticién de mimeros 1 & 2 Secuencias familiares 1 & 2 Inall other subtests, you can repeat items one time at the student's request or when it appears that the student was not attending during presentation of that item. However, do not repeat an item when the first response to that item was incorrect Specific test accommedations and modifications have been proposed to mitigate the effects of test bias with students from culturally and linguistically diverse backgrounds (Kayser, 1989; Langdon & Cheng, 1992; McCauley, 2001). It is important to differentiate test accom- ‘modations from test modifications. Test accommodations reflect minor adjustments made to the testing situation that do not compromise a standardized procedure. Test Accommod. Students with special needs, such as those who have motor, sensory, or cognitive impair- rents, are frequently referred for language evaluation. Depending on the impairment and the subtests administered, you may choose to adapt administration procedures to accom: ‘modate the student’s needs; otherwise, the test results may not represent his or her true lan- guage ability. For example, a student with motor impairment may be at a disadvantage if he or she is unable fo respond adequately or appropriately to subtests that require fine motor abilities for pointing to selected choices. If accommodations do not change the standard- ied test stimuli or procedures, scoring will not be affected. For example, ifa student names picture A, B, C, or D instead of pointing to the preferred response in Estructura de ora- ciones or Clases de palabras 1, you stil can use the norm-referenced scores ns, Speaking more slowly when presenting test stimuli, moving the Manual de estimulos closer or further away from a student so that he or she can see it bette, allowing the student addi- tional time to respond on nontimed subtests, or substituting appropriate dialectal vocabu- lary used by the student are examples of accommodations that do not compromise the standardized procedures that were used to develop normative data, When these accommo- dations are needed to elicit a student’s best performance, you can still use the norm referenced scores, Because there may be important educational implications for the student in the classroom, you should describe any accommodations you have made for the student in your report of assessment results Test Modifications Some modifications to the test procedures may provide you with additional qualitative information about a student. For example, continuing to test a stucfent below the age. appropriate start point (even if the student passed the start point items) or beyond the ceiling may provide you with additional information about the student’ skills. When administering additional items below the passed start point item or items beyond the ceilAdministrasian and Scoring Directions for Level 1 and Level 2 Assessments ing, you would not count scores obtained by the student on those items when calculating a saw score. To convert the raw score to a normative score, you must score the Subtest as though the student had not taken the additional items. Another procedure that provides you with rich qualitative information about the student is, to ask him or her to explain an incorrect response. While the stwdent’s explanation may provide you with information that will assist you in evaluating his or her language skills, the test item should be scored following the scoring criteria. Other modifications to the test result in atest admis from the way the test was standardited. For example: tration that is considerably different ‘© rewording and providing additional test instructions other than those allowed when, presenting tral items, ‘© providing additional cues or repeating stimuli on items that do not permit this, 1 allowing extra time for responses on timed subtests, ‘¢ skipping items that incorporate themes that are unfamiliar tothe student, ‘¢ asking the student for an explanation of correct or incorrect responses (when not part of the standard procedure), and ‘¢ using alternate scoring rubrics. All are examples of procedures that will provide you with additional information about the student's skills that you should report as a part of your complete assessment of the student's abilities (along with nonstandardized test results). You camo! report norm-teferenced scores for subtests in which nonstandardized procedures were followed. Modifications {invalidate the norm-referenced scores because alternate procedures change the difficulty of the tasks, Evard and Sabers (1979) note that “test norms are not applicable when extensive changes have been made in the test, because the standardization sample was not aémini tered the adapted version of the test” (p. 279). In an attempt to make a test more appropri ate for a given population, researchers proposing extensive modifications are likely to be violating the basic assumptions of the instrument being modified (Washington, 1996). ‘When numerous modifications need to be made, you need to evaluate whether the stu- dent’ skills are soficient to yield interpretable results. If numerous test items need to be modified in ways other than using alternate vocabulary, you may need to determine if the test isan appropriate tool for that student. When modifications to the test are made, you can use the subtest raw scores only 3s infor- mation about the items presented (e.g, you can report that the student completed 16 out ‘of 29 Estructura de oraciones items correctly). Reports of test performance from a non- standard administration must indicate the conditions under which the test was adminis- tered. Raw scores should not be translated to scaled scores, standard scores, percentile ranks, or age equivalents when a nonstandard test administration has been used, Reporting Adjusted Test Scores ‘While some practitioners recommend reporting an adjusted test score when modifications are made, this practice is not psychommetrically valid and is not recommended. Changing the task or directions and adding or omitting cues or practice tasks beyond what is described for each subtest changes the difficulty of the test tasks and irvalidates the use of standardized scores, Although modifying the task and providing additional cues are excel- lent testing strategies to elicit a best performance from a student, you cannot use the norm- 21Chapter 2 22 referenced scores. If you tes a student with a modified version of CELF-4 Spanish, inelade a description of the modifications made. Although you cannot report normative test scores, you can use a descriptive approach to reporting the student’ responses and reactions dur- ing testing, It is important to include a cautionary statement and descriptions of the accommodations and modifications you made during testing (Kayser, 1995; Wyatt, 2001) Keep in mind that the scores obained through a standard administration of CELE-4 Spanish represent only one part of a complete assessment of a Spanish-speaking student The scores provide you with information about how the student is performing relative to other Spanish-speaking students in the United States. To obtain a complete picture of a stu- dent's language skills, assessment results should be evaluated in conjunction with language sampling (conducted in both languages if the student i bilingual); extension testing (see suggestions for each subtest in this chapter): parent and teacher impressions obtained by the Escala de valoracién del lenguaje, dynamic assessment (Gutiérrez-Clellen & Pea, 2001, Peiia, 1996), narrative assessment (Fiestas & Peiia, 2004; Mario, Gillam, Peita & Gulley- Fachnle, 2003), parent and teacher interviews (Lanigdon, 1996; Restrepo, 1998), and obser- vations of the student in the classroom, on the playground, in the cafeteria, or at home. Using Alternate Vocabulary as a Test Accammodation ‘The vocabulary used in the CELF—4 Spanish test stimuli is typical of vocabulary used by Spanish-speaking individuals in the southwestern and western part of the United States. Some of the vocabulary is different from words used in Caribbean, Central American, or South American variants of Spanish. For example, the word used for car is carro in many parts of the United States; coche in Mexico; and auto in Argentina, Chile, snd Colombia, While a few of these words may be recognizable to speakers of another dialect of Spani other words are completely unfamiliar in another dialect. A student who uses the word _guineo for banana typically does not understand the word plétano. Words that can be sub- stituted for another are underlined on the Folleto de registro. Alternate vocabulary for the underlined word appears at the end of the test item. ‘The vocabulary used by Spanish speakers can vary depending on the child’s country of ori- ‘gin, the region of the child’s country of origin, and the area in which the child currently resides, For example, student from Panama may speak a dialect of Spanish typical of the northern half of Panama but not the southern, In addition to typically Panamanian words, the student might also use words used in South Texas that were learned after the family ‘moved to a San Antonio neighborhood. In certain Hispanic households, one parent may speak a Cuban variation of Spanish and the other may speak a Mexican variation If you testa student who speaks a variant of Spanish not used in the southwest or western part of the United States, you may want to review the test items that have alternate vocabu- lary with a parent or older sibling to verify that the words you will be using in testing are familiar to the student. Note: Do not substitute words in the administration directions or in the test items with synonyms that you may consider to be more familiar or more child-friendly. The alternate vocabulary on the test form represents words that vary across dialects, not synonyros within adialect. ee CCE f (( ( ( ia Acdinistration and Scoring Directions for Level I and Level 2 Assessments Articulation Variations On certain target tasks children may respond in a way that reflects the effect of coarticula- tion of the target words rather than @ dialectal variation, Examples Subtest: Estructura de palabras ftom Number: 9 Response: “dela” for de lla whem Number: 25 Response: “vas ir yunds like a prolonged /a/ instead of saying va a ir) Do not count responses reflecting coarticulation processes as errors. In some variants of Spanish, the final /s! is aspirated, for example, /dos! is pronounced /do"Y by students from Puerto Rico and other Caribbean countries. Aeticulation variations or articulation errors should not be counted as errors when scoring CELF—4 Spaaish subtests Code Switching/Responding in English Bilingual students may use a few English words or phrases in their responses to test stimuli, especially on the Vocabulario expresivo, Definiciones de palabras, Secuencias familiares, and Enumeracién répida y automstica subtests. You may mark the students responses as correct when: ‘¢ The student has substituted a word in English for one that would meet the scoring criteria if it was a word in Spanish. On the Asociaci6n de palabras subtest, 2 student ‘may say,"perros, patos, gatos, bunnies, marranos, pajaros” when naming animals, ‘© The student uses an English grammatical form that is parallel to the form tested in Spanish. For example, in Estructura de palabras, a student may say esté sleeping on Tem 1 for esta durmiendo. Code switching is not typically indicative ofa language disorder. Use of code switching is a typical language pattern for families in which two languages are spoken, especially in casual conversation. Code switching may be used by children who are in the process of learning a second language. Yotng children often learn some concepts in Spanish, others in English (Older children may knaw specifi acaclemic vocabulary only in English. Code switching may also be used by bilingual speakers to convey a concept better in one language or the other. Restrepo and Gutiérrez-Clellen (20085 indicate that there is litle to differentiate the code switching patterns of bilingual children with and without specific language impair- ‘ment (SLI) For example, children with SLI did not engage in code switching that violated ‘grammatical rules. While there appear to be differences in the code switching patterns of students in an environment in which both languages are valued and supported in academic settings fram those in which the home language is not supported in academic settings, there is currently not enough research to verify that code switching signals the presence or absence of a disorder or to determine if reducing code switching facilitates second- language acquisition 23