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Clinical Evaluation of Language Fundamentals - Fourth Edition (Celf-4)
Clinical Evaluation of Language Fundamentals - Fourth Edition (Celf-4)
Clinical Evaluation of Language Fundamentals - Fourth Edition (Celf-4)
LANGUAGE FUNDAMENTALS-
FOURTH EDITION
(CELF-4)
Group Members:
Jennifer Heitkemper, Terri Mooney, Jackie
Schultheis, Courtney Combs, and Christin
Assi
Test Background
◻ Author
Eleanor Semel, Ed.D
Elisabeth H. Wiig, Ph.D
Wayne A. Secord, Ph.D
◻ Publisher
Pearson Education, Inc.
◻ Age Range
5-21 years
◻ Cost:
Screening Test- $262
■ Includes: Screening Test Examiner’s Manual, CELF-4 Screening Test Record Forms (25), CELF-4
Screening Test Stimulus Book
Purpose
◻ An evaluation tool that is used to identify, diagnose,
and conduct follow-up evaluations of language and
communication disorders in patients between the
ages 5 and 21 years old.
Observational Rating
Scale
The CELF-4 Assessment Process Model
Test Administration
◻ Stimulus Book is set up as an easel and placed
between examiner and examinee
Directions shown to examiner
Visual stimuli shown to examinee
◻ Directions for each subtest are written on stimulus
book and Record Form
◻ Certain subtests allow repetition
◻ Certain subtests have a ceiling
Give example
Subtests-Level 1
◻ Concepts & Following Directions
◻ Word Structure
◻ Formulated Sentences
◻ Recalling Sentences
◻ Word Classes 2
◻ Word Definitions
Concepts and Following Directions
Word Structure
Formulating Sentences
Subtests-Level 2
◻ Word Classes 1
◻ Sentence Structure
◻ Expressive Vocabulary
◻ Word Definitions
◻ Sentence Assembly
◻ Semantic Relationships
◻ Word Associations
◻ Number Repetition 1
◻ Familiar Sequences 1
Rapid Automatic Naming
Level 3 Assessment Demonstration
◻ Familiar Sequences
All Ages
Repeat familiar sequences as fast as possible
■ Alphabet
■ Days of the Week
■ Odd Numbers
■ Etc.
◻ Number Repetition
All Ages
Repeat numbers forwards and backwards
Subtests-Level 4
◻ Pragmatics Profile
Strengths Limitations
◻ Results give clinicians a ◻ Full test is time consuming to administer
◻ Clinician needs to be very familiar with
broad view of student’s dialects or language communities to which
language skills a student is exposed
◻ Any modifications made to the test
◻ 4 Levels of assessment invalidate the norms so scores cannot be
allow for deeper reported
understanding of possible ◻ No indication of normalization on ESL
children
underlying problems ◻ Lack of engaging content for some
◻ Multiple composite scores subtests (ex. Recalling Sentences and
Phonological Awareness)
to assess student’s ◻ Heavy reliance on memory
strengths and weaknesses
Test Reliability
◻ Does this test provide consistent scores?
◻ Test-Retest Reliability
◻ Internal Consistency
📫 Positives
📫 Negatives
◻ Construct Validity