Preschool Language Scale 4 th Edition Year published: 2002 Type of test: Norm-referenced

General description of PSL-4 Individually administered standardized test of communication typically used with infants to children aged 6 years and 11 months who present characteristics of a language disorder or delay. It consists of two subscales to assess auditory comprehension/receptive and expressive skills. Individually administered standardized test of communication typically used with infants to children aged 6 years and 11 months who present characteristics of a language disorder or delay. It consists of two subscales to assess auditory comprehension/receptive and expressive skills.

General description of PSL-4  It also provides three supplemental measures which include an articulation screener, a language sample checklist and a caregiver questionnaire.  The test time is minutes (dependent on child).  Screen for a broad spectrum of speech and language skills in young children.  It also provides three supplemental measures which include an articulation screener, a language sample checklist and a caregiver questionnaire.  The test time is minutes (dependent on child).  Screen for a broad spectrum of speech and language skills in young children.

How is it measured?  Auditory and Visuality  As children grow older, materials used are changed from manipulative materials to pictures, and to asking questions.  Testing receptive of children using pointing towards examiner’s question.  Testing expressive language  Auditory and Visuality  As children grow older, materials used are changed from manipulative materials to pictures, and to asking questions.  Testing receptive of children using pointing towards examiner’s question.  Testing expressive language

How is it measured? Receptive:  Teacher asks child question and child responds by pointing at the picture. Example: 41.Understands expanded sentences Materials: Picture Manual page 28 Look at this picture. a. Point to the white kitten that is sleeping b. Point to a kitten that is not black. (Child points to any kitten that is not black) c. Point to the small black kitten in the box. Receptive:  Teacher asks child question and child responds by pointing at the picture. Example: 41.Understands expanded sentences Materials: Picture Manual page 28 Look at this picture. a. Point to the white kitten that is sleeping b. Point to a kitten that is not black. (Child points to any kitten that is not black) c. Point to the small black kitten in the box.

How is it measured? Receptive:  Teacher asks child question and child responds verbally Example: 41.Responds to where questions Now I’m going to ask you some questions about where you do things. Ready? a. Where do you sleep? b. Where do you play? Receptive:  Teacher asks child question and child responds verbally Example: 41.Responds to where questions Now I’m going to ask you some questions about where you do things. Ready? a. Where do you sleep? b. Where do you play?

Test components & Materials: Examiner’s Manual  Contains detailed information about administration scoring and interpretation procedure.  Contains information about research, test development and technical qualities.  Contains detailed information about administration scoring and interpretation procedure.  Contains information about research, test development and technical qualities.

 Contains color picture stimuli necessary for administering many of the test items.  Spiral bound and has an easel back to facilitate ease of use during administation.  Contains color picture stimuli necessary for administering many of the test items.  Spiral bound and has an easel back to facilitate ease of use during administation. Test components & Materials: Picture Manual

 Contains abbreviated directions for administering, and scoring test items.  20 pages in length and includes the PLS-4 Task Profile, as well as the Articulation Screener and Language Sample Checklist.  Contains abbreviated directions for administering, and scoring test items.  20 pages in length and includes the PLS-4 Task Profile, as well as the Articulation Screener and Language Sample Checklist. Test components & Materials: Record Form

Test components & Materials: Manipulatives  Used to facilitate interactions with the child.  Example: ball, blocks, bowls, box with lid, bubbles, cars, cloth, crackers or other snack, spoons, squeaky toy, teddy bear, toys & books, watch with a second hand or stopwatch, windup toy.  Used to facilitate interactions with the child.  Example: ball, blocks, bowls, box with lid, bubbles, cars, cloth, crackers or other snack, spoons, squeaky toy, teddy bear, toys & books, watch with a second hand or stopwatch, windup toy.

Reliability  Scoring and interpretation should be objective and consistent across examiners  Examine test-retest reliability  Scoring and interpretation should be objective and consistent across examiners  Examine test-retest reliability

Validity  Sources of validity evidence include evidence based on:  Test content  Response pressures  Internal structure  Relationships with other variables; and  Consequences of testing  Sources of validity evidence include evidence based on:  Test content  Response pressures  Internal structure  Relationships with other variables; and  Consequences of testing

Application in local context (Singapore)  As Singapore is multi-culture society, different languages are spoken. PSL-4 tests should be modified to cater to the 4 main languages used in Singapore i.e. English, Mandarin, Malay, and Tamil.  Can be useful for children with severe language delays  As Singapore is multi-culture society, different languages are spoken. PSL-4 tests should be modified to cater to the 4 main languages used in Singapore i.e. English, Mandarin, Malay, and Tamil.  Can be useful for children with severe language delays

Done by  Peilin  Evie  Michelle  Yvette  Tania  Geraldine  Evon  Stephanie  Crystal  Dawn  Samantha  Peilin  Evie  Michelle  Yvette  Tania  Geraldine  Evon  Stephanie  Crystal  Dawn  Samantha