1. Clinical Evaluation of Language Fundamentals- 5th Edition
CELF-5
The norm-referenced language test administered in our clinic, and a popular test administered by SLP’s in the schools, is the Clinical Evaluation of Language Fundamentals-5th edition. The materials for this language battery includes a manual (which includes administration directions for all subtests as well as to convert raw to derived scores using the Appendices in the back), 2 easels, two protocol forms of the test according to the child’s age. an observation Rating scale form to use as an initial observation of the student’s language skills, and the reading and writing supplement forms that are used to examine the impact of language on the child’s academic performance. Additionally, the authors recommend using a tape recorder for some subtests that require the child to provide lengthy verbal answers.

2. Clinical Evaluation of Language Fundamentals- 5th Edition
CELF-5
Materials
Examiner’s Manual
Stimulus Books 1 & 2
Record Forms (protocol)
Form 1: Ages 5-8
Form 2: Ages 9-21
Observation Rating Scale
Reading and writing Supplements 1 & 2
The norm-referenced language test administered in our clinic, and a popular test administered by SLP’s in the schools, is the Clinical Evaluation of Language Fundamentals-5th edition. The materials for this language battery includes a manual (which includes administration directions for all subtests as well as to convert raw to derived scores using the Appendices in the back), 2 easels, two protocol forms of the test according to the child’s age. an observation Rating scale form to use as an initial observation of the student’s language skills, and the reading and writing supplement forms that are used to examine the impact of language on the child’s academic performance. Additionally, the authors recommend using a tape recorder for some subtests that require the child to provide lengthy verbal answers.

3. CELF-5 (Clinical Evaluation of Language Fundamentals)
A comprehensive tool for the identification, diagnosis and follow-up evaluation of language and communication disorders
Administered by SLP, Psychologists, SpEd
Ages: 5-21 years old
Record Form 1: 5-8 years old
Record Form 2: 9-21 years old
The CELF-5 is a comprehensive tool for measuring children’s language abilities and is used to diagnose and identify specific language deficits. This norm-refereneced test can be administered by SLP’s, psychologists or special educators. It can be administered to children ages 5-21 years old. Form 1 is used for children 5-8 years old and form 2 for children ages 9-21 years old. For this test, all subtest directions and guidelines are provided in the manual and then prompts for each item on a subtest are provided with the item in the protocol. So you may be presenting some items using the easel but there are no directions in the easels. Also, the test authors provide a digital version of the manual, which we have uploaded to blackboard and a small handout with only the directions for each subtest so that you don’t need to use the manual during test administration- you can just use this packet to read the initial directions, demonstration items, and trial items before proceeding to the test items that you’ll read from your protocol. But you will need the manual for additional information on scoring and administration.

4. Next, we’ll look at the content, in other words, what is it we are measuring using this test? The CELF was designed as a step-by-step assessment process that categorizes the types of information examined using a variety of subtests. Initially, the child’s language skills are observed in authentic contexts to gain a sense of the difficulties he or she may be having and if language is negatively impacting the child’s ability to participate and succeed in the classroom. The CELF-5 provides an Observation Rating Form that can be used in addition to anecdotal notes in the classroom and at home. Then based on the initial observation, the CELF-5 subtests that measure the Core Language skills are administered to determine first, if a language disorder is present. Third, certain additional subtests are administered to examine specific language skills more in-depth such as the child’s receptive and expressive language. For both the second and third steps in this process, the first page of the test protocols(called Record Forms in this test) help you determine what subtests you will need to administer in order to report this interpretive data. In this third step, you can also look at pragmatic language or how language impacts reading and writing performance. Finally, all of this information is used to plan specific and appropriate interventions to support and develop the child’s language skills.

5. Step 1 : Collect authentic information about language
Observational Rating Form
Anecdotal notes in context

6. Step 2: Identify the presence of a language disorder.
Core Language Score
Overall measure of child’s language abilities
Typically used to identify presence/absence of a language disorder
Once presence of lang. disorder is evident, then define based on modality affected (receptive, expressive, etc.)
Combines Individual Subtest Scaled Scores:
Record Form 1: SC, WS, FS, RS
Record Form 2 (9-12y.o.): WC, FS, RS
Record Form 2 (13-21 y.o.): FS, RS, USP
Let’s first take a look at the first step in the process of administering the CELF. First, to determine if a language impairment exists, specific subtests will need to be administered in order to get a Core Language Score. The core language cluster score is used to indicate if the child has a language disorder. This score is reported as a standard score, which means the score is based on a mean of 100 and SD of 15, therefore the average range is between Below average scores for the Core Language cluster would support a profile of a language impairment. On record form 1, four subtests are administered to determine this cluster, On record form 2, based on the child’s age, you will administer the following subtests. In the following slides, you’ll see what the subtest acronyms stand for.

7. Step 3 : Describe the nature of the disorder: Indexes
Step 3 requires looking at the cover of your protocol, which indicates any additional subtests you need to administer examine any of these five indexes scores: receptive or expressive language and language structure, memory, content. Subtests are typically used to inform multiple clusters so you may only be administering around 4-6 subtests for the CELF, depending on the age of your child and the index scores you plan to explore. In the clinic, we typically look minimally at Receptive and Expressive Language Indexes. If language is an area of concern you may want to look at any of the other two remaining clusters. The Language Content Index is found on both Record form 1 and 2 so can be examined for all ages. The Language structure index is only found on Record Form 1 for younger children and looks at grammatically correct sentences when speaking. The Language Memory Index, can only be found on Record form 2 for older children and measures the child’s ability to manipulate language-based information in short term memory. The newest edition of the CELF also allows the examiner to administer two short subtests to look at reading comprehension or structured writing and to examine pragmatic language. These require a separate test protocol or scoring sheet.

8. Administering the CELF-5
Determine what form to use
Determine Indexes to explore
Use the chart on Record Form p1 to determine necessary subtests to administer
Administer subtests in any order
Record subtest raw scores on first page of protocol
Use Appendix A & B in Manual to change raw to derived scores
Use derived scores to examine child’s profile
Follow these steps when administering the CELF-5: First, based on your child’s age, determine the form you will use. *Second, decide what indexes you will explore. To do this, look at page 1 of your protocol and look at the second section title Core Language Score and Index Scores- follow the row of each index you intend to measure, and for any white box in that column look at that column to see the subtest associated with it. *Once you have decided what subtests you’ll administer, you can administer them in any order. *You’ll then add up the raw scores for each subtest and transfer those scores to the first section on the cover page of the protocol, titled Test Scaled Scores. *Next, you’ll input these raw scores into the computer scoring program, which will give you derived scores for each subtest and cluster. *Finally, use those derived scores to determine the child’s profile of strengths and needs by using the scaled scores to determine the Index Scores.

9. CELF-5 FINE POINTS TAPE RECORD! Demo & Trial Items Repetitions:
subtests that require you to write responses verbatim: FS, RS, WS, USP & WD.
Demo & Trial Items
ALWAYS give before test items administered
If child unable to do these after prompting/encouraging, discontinue test
Repetitions:
do not repeat items on subtests that evaluate student’s receptive language (the ability to process, interpret and recall or reproduce auditory info): RS, FD.
All other subtests, you can repeat items one at a time or as needed. Don’t repeat when the first response is wrong.
Some important things to know about the test as a whole: *tape record any subtests that measure expressive language since these often require the child to provide lengthy verbal responses. These include but are not limited to: Formulated Sentences, Recalling sentences, Word Structure, Understanding Spoken Paragraphs and Word Definitions. *Every subtest on the CELF begins with a demonstration of the task and then trial items. If the child is unable to complete the trial items successfully, even with prompting, discontinue the test. *Finally, repetitions of directions and items are not always allowed on the CELF. The best way to remember which tests allow repetitions is that any receptive tasks that measure understanding do not allow repetitions; some of these include Recalling sentences, Concepts and Following Directions, number repetition and familiar sequences. You will also notice on the protocol, at the beginning of every subtest is a row of subtest guidelines, which includes a box that says if repetitions are allowed or not. One thing to remember is that you can repeat items one at a time as needed but don’t repeat directions or items when the child’s response is wrong because then you are indicating they should change their response.

10. BASAL RULE Applies to ALL subtests:
Use suggested starting points
If begin at #1, basal is already set
If begin later than #1, student must get perfect score on first two items administered
If YES, award full credit for items prior to the start point and proceed with the subtest
If NO, go back to Item 1 and administer all items before the start point. Don’t re-administer items student missed but continue testing beyond this point
The basal rule is never mentioned on individual subtests because it is the same rule for every subtest in the CELF. *When administering subtests, use the suggested starting points. *If you are directed to begin at item #1, then your basal is automatically set. However, if you begin at a later item, then the student must get a perfect score on the first two items administered in order to establish a basal. Many subtests on the CELF have multiple points possible. So on those subtests a perfect score means you awarded the child full credit. Sometimes you may be unsure of how to score a child’s response; in these cases, do not use those items to count towards a basal or ceiling and administer extra items if necessary. If the child does not get the first two items perfectly correct and a basal is not established, you must go back all the way to item 1, administer all items before your starting point, skip items already administered and continue testing to achieve your ceiling or until you reach the end of the test. ****EXAMPLE*** you can see here on this subtest that the examiner started with Item 8 for a child that was 7 years old, the child answered the first question correctly but not the second. Therefore, the examiner immediately went back to item 1, administer all those up to item 8, skipped item 8 & 9 that were already administered, and then proceeded until the child hit the ceiling at item 23, which on this test is called the discontinue rule.

11. CELF-5 SCORING RULES
When uncertain “how to score a response and cannot decide if you should discontinue a subtest, administer more items until you are certain the discontinue rule has been met.
If, during scoring, you find that you administered items beyond the point at which you should have discontinued testing, do not award points for the items beyond the correct discontinue point, even if the student’s response would have earned credit.” (p. 15).
The CELF provides some scoring guidelines to follow. First, due to the complexity of scoring some responses, like I stated on the last slide, if you are unsure how to score a response, do not use that item to count towards the ceiling or basal until after you complete the test and go back to score it. Therefore, do not use that item to count towards the ceiling during administration and continue testing, even if this results in administering extra items. If after going back and scoring the items you find that you reached a ceiling sooner than you ended the test, use that first ceiling as your true ceiling and do not count any items that were correct after this ceiling towards your raw score. Unlike the Woodcock Johnson tests, there is not double ceiling rule.

12. CELF-5 SUBTESTS on BOTH Form 1&2 Following Directions (FD)
Recalling Sentences (RS)
Formulated Sentences (FS)
Word Classes
(WC)
Understanding Spoken Paragraphs (USP)
Pragmatics Profile
Listed here are all the subtests that are common to both forms 1 and 2: Concepts and following directions, recalling sentences, formulated sentences, word classes (which is made up of two tasks: receptive and Expressive, which are combined to get the total score), expressive vocabulary and two criterion referenced tasks: familiar sequences and number repetition. Due to the age difference on the two forms, each form has additional subtests that are unique to that group of students. We’ll look at these next and then I’ll go through each of the subtests to describe the guidelines.

13. CELF-5 ADDITIONAL SUBTESTS
Form 1 (ages 5-8)
Word Structure (WS)
Sentence Completion (SC)
Linguistic Concepts (LC)
For Form 1, three subtests measure early language skills: word structure, sentence completion, and linguistic conepts. You can see here the cover of the protocol for form 1. on this protocol, in the first column is listed the subtests that could be administered for this age group. In the second column, you’ll write the raw score. And then in the third column, you’ll write the scaled score for that subtest by using the Appendix A to convert the raw score to the derived score. Remember a scaled score has a mean of 10 with a standard deviation of 3, which makes the average range We can use a 1point rule of thumb for describing borderline scores only in the average range so that a 7 is “low” average and 13 is ‘high’ average, with the understanding that these are still average. Then in the next section titled Core language Score and Index Scores, you’ll write the subtests scaled score for each cluster that will be computed in the appropriate box, add those up in the row, then use Appendix B to convert that total to a derived score, which is a standard score. For a standard score, the mean is 100 and standard deviation is 15 so the average range is For the standard score, given the broader range, we can use a 2 point rule of thumb only for describing the borderline scores in the average range so that is low average and is high average. There’s no need to compute confidence intervals, age or grade equivalents. But you will change the index scores to percentile ranks using Appendix D in the manual. You can see that in this Index Scores section, there are 5 different indexes that can be examined: Core language, Receptive & Expressive Language, Language Content and Language Structure. These indexes begin with broader interpretations at the top and progress to more specific language skills as you go down the rows. The first row is the core language score, which is used to determine if a language impairments exists. You can see that there are 4 white boxes in this column, which represent the 4 subtests you will need to administer in order to determine this index score: these include Sentence Comprehension, Word Structure, formulated sentences and Recalling sentences. In the clinic, we at least focus also on receptive and expressive language so you can use these rows to figure out additional subtests you’ll need to administer. However, if there is a concern with the child’s language then looking at any of the remaining indexes will be helpful. You’ll follow the same process to determine what subtests you’ll administer. Subtests will only be administered once but the scaled score can be used to support multiple interpretive indexes. For example, Sentence Comprehension is used for the core language score as well as receptive language and language structure indexes.

14. CELF-5 ADDITIONAL SUBTESTS
Form 2 (ages 9-21)
Word Definitions
(WD)
Sentence Assembly (SA)
Semantic Relationships (SR)
Form 2, has three additional subtests for older students: word definitions, sentence assembly and semantic relationships. Just like on Form 1, you will fill in the raw score in the first section titled Test Scaled Scores and then use the Core Language Score and Index Scores to determine which subtests you will administer based on the Index scores you want to examine. Minimally, you’ll computer Core Language, Receptive Language, and Expressive Language. In the remaining slides we’ll explore each of the subtests.

15. Word Classes (WC) SCORING: (item analysis table: protocol)
“which go together?”
Manual p. 46
Easel: only ages 5-10 use stimulus book 1
Repetitions- OK
SCORING: (item analysis table: protocol)
Circle the words student gives in response
Correct responses are in bold: circle 1 or 0
Discontinue after 4 consecutive zeros
Word Classes measures the ability to understand relationships between words based on certain features such as function, class, place or time; this is important in the classroom for vocabulary development. *directions for this subtest are in the manual starting on page 46, and it’s broken down by age: one set of directions for ages 5-10 and the other for years old. Remember that for all subtests, you will present a demo item to introduce the child to the task and then two trial items to give the child practice with the skill. For, *younger children, they are presented with pictures in stimulus book 1, one example is shown here, whereas older children are presented with only verbal lists of words without any associated pictures. On this subtest, * repetitions are allowable. As you can see here on the portion of the protocol, there is information for each subtest about the starting point, reversal rule (otherwise known as the basal rule), repetitions, and the discontinue rule (also referred to as the ceiling). The child is read a list of words or shown a set of pictures and asked, which two go together or are related. When the child responds, you circle the two words the child said and circle 1 if it was correct or 0 if it was incorrect. There are various starting points, so adhere to the basal rule of the first two correct. The ceiling rule is four consecutive incorrect responses. *You can see here is a picture of the manual page 46 that describes the subtest, what it measures, implications for interventions, and then on the following page * directions to administer it with what you see to the child in bold font.

16. Following Directions (FD)
“point to the…”
Easel: student side
Stimulus book 2 Manual p. 51
NO Repetitions BUT make sure have child’s attention before giving item
SCORING: (response key)
1,2,3= specified order
and= must point to both or= can point to either
Following directions measures the ability to understand and follow verbal directions, much like those procedural directions given in a classroom. It has starting points for all ages and is * presented in stimulus book 2 * All of the directions for the subtest are in the manual starting on page 51. You can see here an example of an item on this task: the child is shown a series of black and white objects and may be directed to: Point to the black triangles after you point to the small circle, go. This task may be difficult for some children, particularly since they must wait to hear the complete direction before pointing. This may require some behavior management in order to help the child wait to point. Every item requires you to say Go at the end of the direction so when you present an item, first gain the child’s attention, then read the direction, then quickly check what the correct response is on the protocol, set yourself up to look at the child’s side, then say GO and record the child’s response. *No repetitions are allowed on this subtest, so make sure you have his attention before presenting the item. *Provided here are ways to record the child’s response based on the requirements of the task: if the child was directed to point to objects in order, write the numbers above the pictures the child pointed to, You can see here an example of this type of response on the protocol on items 3. the word “and” indicates the requirement to point to both items. The word “or” allows two possible responses. For each age group, there are different starting points so it is important to remember the child must get the first two items correct in order to meet the basal rule. If the child does not meet this criteria, then you immediately go back all the way to Item #1, administer those items, then skip those you administered already and continue testing until you get 4 consecutive zeroes.
Protocol

17. Recalling Sentences (RS)
“say the sentence back to me”
TAPE RECORD! Manual p. 74
NO Repetitions- make sure child is listening
SCORING (p. 77): Use editing symbols
1 error
any word changed, added, substituted or omitted
transposition that doesn’t change meaning: The play castle was built by the boys and girls
2 errors
transposition that does change meaning: The tractor was followed by the bus
Count contractions as 2 words (using appropriate contracted form ok)
Dialectal variations (guidelines p. 78 & Appendix I)
3: zero errors
2: one error
1: two-three errors
0: more than four errors
Recalling Sentences requires the child to say a sentence presented to him orally, back to the examiner verbatim. This task is measuring the child’s ability to follow grammar and syntax rules on a recall task. You should tape record this test so that you can go back to check your records. Sometimes as adults we instinctively change incorrectly stated sentences to be grammatically correct so be conscious of recording exactly what the child said. Even small errors such as omitting the word “the” is an error. This subtest is all oral so there is no easel and all directions and trials are presented from the manual on page 75. *no repetitions are allowed since this is a receptive task, and make sure you have the child’s attention before presenting any item. *The protocol provides the sentences for each item so that you will note any errors on them: you can use the editing symbols provided as a key on the protocol, these are very similar to those used when recording a child reading a passage on the IRI. Based on the number of errors in the child’s sentence (or changes made to the sentence), she can receive between 3 to 0 points with 3 being a completely correct sentence, 2 points for only 1 error, 1 point for 2-3 errors and 0 points for 4 or more errors. 1 error represents any word that is changed, added, substituted or omitted as well as any transpositions of words (when you change the order of the words in a sentence) that doesn’t change the meaning of the sentences. For example, if the child switched boys and girls in this sentence : the play castle was built by the girls and boys, this error would be counted as 1. However, transpositions that change the meaning of the sentence in which the order of the words matters, is 2 errors. For example: if the child switched tractor and bus in the following sentence: the tractor was followed by the bus, this would be 2 errors because the meaning of the sentence has been altered. Also, the child might change words into contractions, which is okay if they are the correct form of the two words but when there’s an error in the contraction, count the word as two words and score appropriately. For example, The child can say Won’t for Will not and score each word separately. Finally, an item analysis table that would help you do an error pattern analysis is available in the protocol* as well as a guide for scoring dialectal differences is located in Appendix I with some guidelines on page 78.

18. Formulated Sentences (FS)
“use it in a sentence”
TAPE RECORD! Repetitions OK
Stimulus book 1 Manual p. 55
Write responses verbatim
SCORING: (scoring guide p. 60)
Credit Rules:
Can be part of a dialogue, animal can be speaker, can be stated in 1st person, can be in form of a ? or statement
If give 2 sentences, score each sentence separately & score sentence with the word
Zero points
No target word used, target word change, or not about the picture
Dialectal Variations: p. 57
2: complete & accurate sentence using target word
1: complete sentence using target word with one or two errors
0: doesn’t use word, incomplete, 3 or more errors, or not about picture
Formulated sentences can be challenging to record since you present the child with a picture and a stimulus word and then asked them to use it in a sentence. You’ll need to write down their sentence and then use the manual to score each item. *you’ll present the items in the easel and *repetitions are okay on this test. *Again, you’ll be writing the child’s responses verbatim and here are *some scoring guidelines to follow. To child’s sentence can receive up to two points credit. So she can receive full credit if she includes dialogue in the sentence, has an animal speaking, is stated in 1st person or is a question. If the child gives more than 1 sentence, the manual says to score each sentence separately and use the highest point sentence. Since a sentence is automatically scored zero when the target word is not used, you’ll just need to score and use the sentence with the target word in it. A sentence is scored a zero when the target word is not used or is changed, when the response is not about the picture and when there are too many errors in the sentence. You’ll need to use the manual to score each item individually- a scoring guide with specific criteria for each item is provided on pages 60 to 71- you should not score this test without using that guide. Also rules for appropriate dialectal variations can be found in the manual on page 57.

19. Understanding Spoken Paragraphs (USP)
“retell the story”
TAPE RECORD Manual p. 81
Repetitions: NO for paragraphs, 1x for questions
Administer the trial and all 3 stories for child’s age
Can read trial paragraph & ?’s 2x if needed
In TRIAL: if answers are vague/incomplete, prompt for answers only in trial by providing cues
In TEST: if answers are ambiguous say, “Can you tell me more?”
SCORING: (error analysis table on protocol)
()= answer is optional, comma=multiple parts, / = either is correct
This task measures listening comprehension, which is the ability to hear information, understand it and answer questions about that information. For understanding spoken paragraphs, the child is introduced to the task by listening to a trial paragraph and comprehension questions and then for the test, the child is read a set of 3 short passages aloud and then is required to answer 4-6 comprehension questions per passage, which is similar to determining the child’s listening comprehension level on the IRI. I would *definitely tape record this subtest so that you can go back and score responses. As this is an all oral task, there is no easel for this subtest and directions are read from the Manual beginning on page 81. *repetition rules are different for trial items versus test items as well as for the paragraphs vs. questions. *For the trial paragraphs, when you’re teaching the child the task requirements, you can reread the paragraph and questions twice if needed. But on test paragraphs, you can NOT repeat paragraphs (so make sure the child is paying attention before reading the paragraph to her) and you can repeat all comprehension questions once if the child wasn’t attending or asks for a repetition, but as for all tests do not repeat the question if the first answer is incorrect since you’ll be cueing to the child that the answer was wrong and she may change her response. *When administering the trial paragraphs, if the child’s answers are vague, prompt for more elaborate responses by saying, ”Tell me more” or giving some clues to the responses (the clues are only possible on the trial paragraph since you’re teaching her the task). *when the student is answering questions for the test paragraphs, you cannot prompt with clues but when the answer is ambiguous and you feel like she knows more, you can say, “Can you tell me more?” *This subtest also has an error analysis table in the protocol to analyze her performance based on the type of questions that were answered right and wrong.

20. “define the word- tell what the word means”
Word Definitions (WD)
Record form 2
“define the word- tell what the word means”
TAPE RECORD!  Directions: Manual p. 88
Write responses verbatim! Discontinue: 4 consecutive zeroes
Repetitions: OK: If vague response, prompt: “Can you tell me more”
SCORING: error analysis table in protocol
AND= both criteria required; OR= either criteria required
/ = either is correct; ()= optional response; [ ] examiner directions
See manual for more guidelines
Word definitions is an expressive vocabulary task for students ages 9-21 years old that presents the child with a word used in a sentence and asks him to define it or describe it. *I would recommend tape recording the child’s responses but *write down the child’s responses verbatim to ensure accurate scoring. This is an all oral task so you’ll read directions, demos and trial items from the manual on page 88 and then read each item prompt from the protocol. There are different starting points so adhere to the basal rule and the discontinue rule is 4 consecutive zeros. *repetitions are okay on this subtest. If a child’s answer is vague, ask them once per item, “can you tell me more”. *scoring each item takes time due to criteria specific to each item. You’ll score a one or zero based on how well the response meets the designated criteria for each item. Each item will show that the child needs to say two or more pieces of information such as that shown in the Trial 1 here (for Mustard, the child must say both it’s a condiment AND it’s brown or yellow). The word, “AND” indicates both criteria are required, OR means either part is acceptable for a correct response, a slash in one criteria indicates either response is okay, parentheses mean that the response is optional, and brackets provide directions to the examiner. The child also might provide a more novel response than indicated in the criteria so be sure to write responses verbatim that you can then check for accuracy after you complete testing- you can refer to the manual for more criteria as it states that some words have multiple definitions that are correct but do no match the use of the word in the sentence provided- these responses are still correct. Such as for riddle, it is looking for a definition that refers to a brain teaser but it could also mean to fill with holes such as to riddle with bullets, which can be accepted as correct.

21. Sentence Assembly (SA)
Record form 2
“put the word into 2 sentences”
Stimulus book 2 Manual p. 93
Repetitions: OK
Discontinue: 4 consecutive zeroes
SCORING: error analysis table in protocol
write student’s response verbatim if not listed
1 point: gives 2 accurate responses
0 points: gives 1 or no responses
Sentence Assembly requires students ages 9-21 years old to create syntactically correct sentences using parts of sentences, which is related to engaging in classroom discussions by flexibly rephrasing information or responding to questions. *You can see here that the child is presented with chunks of a sentence in the stimulus book 2 and must create 2 unique sentences using ONLY these words. *Repetitions are okay on the subtest. * There are different starting points so adhere to the basal rule and the discontinue rule is 4 consecutive zero scores. *to analyze the child’s responses, an error analysis table is provided in the protocol. You’ll need to write the child’s responses verbatim if the sentence doesn’t match one of the listed responses. Award 1 point for 2 accurate sentences and 0 points for only 1 sentence or incorrect sentences.

22. Semantic Relationships (SR)
Record form 2
“a teenager is older than…”
Stimulus book 2 Manual p. 97
Repetitions: OK
Discontinue: 4 consecutive zeroes
SCORING: error analysis in protocol
Must get both correct to score 1
Finally, for students ages 9-21, semantic relationships measures the student’s ability to understand relationships between words and interpret sentences. *In the stimulus book 2, the child is shown 4 choices, is read a sentence and is directed to choose the two options that agree with the statement. For example, for the item shown here, the examiner says, “teenagers are younger than…” and the student is expected to answer “adults and grandparents”. *You may repeat items *and there are different starting points with a discontinue rule of four consecutive incorrect responses. *To receive full credit (or one point), the child must provide both correct answers. The protocol also provides an error analysis chart.

23. Sentence Comprehension (SC)
Record form 1
“which picture represents the sentence”
Stimulus book 1 Manual p. 34
Repetitions: OK
Discontinue: 4 consecutive zeros
SCORING: item analysis in protocol
Circle letter corresponding to student’s response (correct responses are bold font)
Then circle 1 for correct, 0 for incorrect A B C D
For children ages 5-8, Sentence comprehension examines children’s grammar within complete sentences instead of at the word level. The child is shown *in easel 1, a set of 4 pictures, is read a sentence and then is expected to point to the picture that accurately represents the sentence. *repetitions of the sentence are okay but not after the child answers incorrectly * and the discontinue rule is 4 consecutive zero scores. *When scoring the test, circle the letter that corresponds to the picture the child pointed to (as a guide, correct responses are in bold font on your protocol) and the grid represented here shows the A is always the top left corner, then B is the top right corner, C is bottom left and D is bottom right. You’ll circle 1 for correct and 0 for incorrect. And there are different starting points so adhere to the basal rule of 2 correct in a row before proceeding to find the ceiling.

24. Linguistic Concepts (LC)
Record form 1
Linguistic Concepts (LC)
“Point to…”
Stimulus book Manual p. 38
Repetitions: NO
Discontinue rule: 4 consecutive zeros
Italicized word in item prompt: target concept but examiner does not emphasize in directions
SCORING: item analysis in protocol
1, 2, 3= specified order; = any order; and = both; or = either
Linguistic concepts is administered to younger children, aged 5-8, and measures understanding of concepts such as and, before, or after, which is important when following classroom directions. It’s very similar in format to the subtest Following Directions because in the previous edition it was actually only one test. In this edition, the authors separated it into two subtests so that we could determine if the child understood concepts separate, which is a separate skill from procedural following directions. *This subtest presents the child with a picture in the stimulus book 1, which you can see here, and then asks the child to point to specific pictures based on certain concepts. For example for this item, you can see the prompt is “point to the house AND a flower- for which the child points to the house and any one of the three flowers. *You cannot repeat the directions on this test. *There are different starting points so adhere to the basal rule of two correct in a row and count all items below the basal as correct. If the first two are not correct, go back to item one and test forward. You may stop the test when the child incorrectly answers four items in a row. *the prompts for each item are in the protocol and include one word that is italicized; this is the target concept for that prompt so it is italicized only for error analysis so do not place emphasis on the word when reading the prompt. *For scoring, like the other tests, there is an item analysis table in the protocol with that subtest. And like the following directions subtest, each item indicates the required response such as if there are numbers on the pictures then the child needs to point to those pictures in a specific order, if there’s a star on multiple pictures then she can point to them in any order, if there’s the word “and” then she must point to all pictures indicated, and if the word “or” is indicated then either picture can be selected.

25. Word Structure (WS)
Record form 1
“Listen carefully to what I say about the picture and help me finish what I say about each one””
Stimulus book 1 Manual p. 42
Repetitions: OK
Administer ALL items!
Blue line on protocol indicates page change
SCORING: Item analysis on protocol, Appendix I: dialectal variations
Write response or circle it; correct responses are in brackets
If response is related with correct structure, score as correct
If related but incorrect, prompt, “Can you say it another way?”
Word structure is administered to children ages 5-8 and measures morphological rules such as word endings, prefixes, pronouns, possessives and so on. *The test presents the child with pictures in the easel in stimulus book 1 and the examiner asks the child to provide the correct form of various words. The initial direction is: listen carefully to what I say about the picture and help me finish what I say about each one” *repetitions are okay on this subtest *Since every item examines a different grammatical form, you must administer ALL items. *In the protocol, the targeted structure is examined with multiple items, sometimes across two pages so each section is labeled (such as Posessive Pronouns or Future tense) and the* blue lines in the protocol indicate a page change. Directions to the examiner are in parentheses (as you can see here) and words in brackets are the acceptable responses (see here). For test items, be careful not to say the correct answer. As is the case with all subtests, the manual provides general guidelines with directions for the demo and trial items and then all item prompts are in the protocol. You can see here one example of an item that measures the child’s knowledge of Third Person singular. For each set of items, the examiner presents a demonstration item to model the skill: for this set, you say, “The girl likes to swim, each day she (point to item, pause) swims”. Then you present the test items for that set across one or two pages. Here, the examiner points to the boy and says, “The boy likes to read, everyday he..” and the child is expected to say READS. Then you present the last one on this page: “here the bird eats, here the bird… for which the child should say, “FLIES”*When scoring the test, there’s an item analysis table in the protocol with the subtest and Appendix I provides options for dialectal variations that are not included in the brackets. When the child responds, you circle the correct answer if it is provided in the brackets or write it on the line if it is not in the brackets. If the child says a related word and uses the correct form that the item is looking for such as says “playing” instead of “swinging” when looking at the correct use of the ending –ing, then score it correct. If the child’s response is close but not totally accurate, such as “had ridden” for “rode” when looking at irregular past tense verbs, then ask the child once, can you say it another way and then score appropriately. Don’t forget to administer ALL items so there’s no basal or ceiling rule on this subtest.
This concludes the CELF tutorial and the language assessments lecture.