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    Protocolo PLS5 (1)

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    5K views48 pages

    Protocolo PLS5

    Uploaded by

    EricaScolari

    Copyright:

    © All Rights Reserved
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    Age: Sex: Grade: School: SPANISH] EDITION Examiner: er Teacher: eee. | or" le on aa : 5 Protocolo Minas(-)revuarotoscoree [= TestDate lu Total Plus (+) EC Standard Score + tienoxe — vail Seat a i: . a lation Screener Raw Score Date:__y. Dote:_y. Date: mn _ C1 Twicol ac] ec ac} «cj acl x ac} | no em | alana eaniaes ‘stadministration ‘2nd sdministration ‘3rd administration 4 administration mS ioreherenaeey a |S |S | a | |e petra 1-8 Sanne 2 - - - Cuestionario de comunicacién en el hogar eM | = | pemnenrecteemrene | | | [Eira rom PLS Spanish resus alili|=]| Ciyccor cdma perro zo Auditory Comprehension PLS-S Spanish presents items in both Spanish and English. Items are frst administered in ‘Spanish. Refer tothe flow chart on page 13 of the Manual de adimsnistracion y puntuacion {or directions on the correct administration order for bilingual Spanish-English speakers. General Directions Segre tace erat Josrepaning wae aan tracey Basak Three consecutive scores of 1. Reverse to the previous age start point until3 consecutive scores of I are achieved. Continue testing from this point forward. Ceiling for Spanish administration: 6 consecutive scores of 0 Ceiling for dual language administration: Spanish administrtion—6 consecutive numbered items that do not meet the score criteria, (Le, 0 or with the Administer in English bax checked); English administration—6 consecutive numbered items with scores of 0 Scoring: Record a ‘minus symbol nse for each part of the item (e.g, subitems, band ), A plus symbol (+) = correct; incorrect. ‘When scoring items fora monolingual Spanish speaker, add the numberof subitem correct responses (+) and. compare tothe pas criteria. Then, circle the appropriate score (1 or O) inthe score area. ‘When scoring items fora bilingual Spanish-English speaker, add the number of sbitem correct responses (4) from the Spanish administration and compare tothe pass criteria. If the pas criteria are met, circle 1 fr the item in the score area. Ith pass criteria ae not met, check the box labeled Aidmiistrin English as reminder {o administer in English the subitems missed (-) during the Spanish administration. Ater administering all appropriate items in Spanish, administer items in English as instructed in the Manual de administracion y ‘puntuacién. For each item, add the numberof correct Spanish and English responses and compare that (otal to the ass criteria. Circle the appropriate score (Lor 0). For ACI-20, circle the method{s) of assessment used to score the item: CR (Caregiver Report), O (Observation), and/or E (Elicitation), See the Manual de administracion y puntuacin for detailed scoring and recording information, EE ee © Start: Ages 0:0-0:2 and 0:3-0:5 {1B lances momentarily ata person who talks to him or her Materials: none ‘Score: = Glances atthe speak for one second (BB Enjoys caregiver’ attention Materials: none Score: |= Smiles, cs, ranos (1B) Reacts to sounds other than voices in the environment ‘Materials: squeaky toy EG Materials none ‘Score: 1 = Looks at speaker intently (maintains eye contact for 2 or more sto the sound (stares, eyes open wide, ete) 10) Score 10 Score 10 ‘Score 10. onde EE (BO turns head to locate the source of sound Materials: squeaky toy Soave: Ture © Start: Ages 0:6-0:8 and 0:9-0:11 UBB Raspes new sound Matar: shoot ofpper tos ona ay og Score Score, 10) at locate the sound Score 109] links, stare, or searches forthe new sound aks the toy or rata and mouths Pena eee) ) ‘Score = Shakes or bangs one or more objects ) “Materials: atl, spoon, keys on a key ring, bow, infant toy Developmental Tasks for Ages 0:9-0:11 | Materials: none Hold out your hands (palms up) and say, Ven acé. (Come here.) (Score: = Responds by moving forward into your arms or cnging to caregiver | “Materials: toys or objcts thatthe child has previously shown an interestin (eg, a | ‘Show the child the toy/object and say, Oops! while dropping it, so the child has to look for it, ‘Score: 1 = Looks for dropped or fallen abject PLS 5 Spano itn Prtcolo 3 PLS-SSpuish Eton Protocolo 4 ‘Auditory Comprehension Materials: toys or objets that he caregi lea, wind-up toy, dock, teddy beer bot, cup) ‘Note. Refer to the Manual de administracin y puntuacién for complete administration and scoring directions. Say, Vamos a jugar. (Let's play) witha 505 ily blore reaching far ebect “Materials: toys or objects that the child has praviusly shown an interest in og, rattle, squeaky toy) ‘Note. Refer to the Manual de administracin y puntuacién for complete administration and scoring directions. ‘Ask the caregiver to point to each object or family member and say, Mira 2 (Look at) {name ofthe object or person). ‘Score: = Looks atthe toys, objects, or people the caregiver ind © Start: Ages 2:0-2:5 TPES errs ‘Materals:2 cups, spoon, car, 6 blacks, comb, ball | Note, Refer to the Manual de administracion y puntuacin for complete administration and scoring directions. Place the objects infront ofthe child. Say, Place the objects infront ofthe child. Say, | {Mira todos estos juguetes! Voy ajugar con los bloques. (Alternate: cubos) Look at these toys!I'm going to play withthe blocks. | Stack three blocks. Gesture and say, Juega ti también. ‘Stack three blocks. Gesture and say, You play too. ince, eons ppg ih ee ihe demons playing tte | [+ ©] Co admin nt i Si inn lang vies |= rst ig BEC [Seer for Spanish adit ton a ualingsse nine: = Ore rel sing to assay] | [5 ©] Administer in Engh f ‘Score for Spanish administration or duel language adminisuoon: 1 One example of sing objects toward self 1 Not. Ifthe child demonstrates ate’ dreied ply (eg, feeding the caeiver, combing the caregiver bal), crete child for s. ee ULL (BU Folios ont mies dkecaions with gestural ence Score Materials bal box without ey ons key tng 4.0] [1] Adminsterin English Note. Refer to the Manual de administracién y puntuacién for complete administration and scoring directions. a. Aviéntame la pelota (model throwing the ball) _ 4, Throw me the ball (model throwing the ball). (Alternate for Aviéntame: Tirame; for pelota: bola, balén) ', Dame as laves (hold out your hang). — _b. — Giveme the keys (hold out your hand). . Pon{a pelota en la caja (point to where the ball goes). (Alternate: bola,balén) «= ___ Putthe bal inthe box (point to where the ball goes). 4. Other: — Other: ‘Score fr Spanish adminstretion or du language administration: 2:11 Start: Ages °o s IB oc ai oti 6 poopie cargivr or anther prvoa looks abd iat to without naming them oe Mater toy or objects the child hs shown an ierst previously Sete 10 Procedure a: Sit in front ofthe child and engage his or her interest in a toy or activity. Suddenly stop playing with the child, tit your head to the side and look ata toy a picture, ‘ora person behind the child. Wait forthe child to respond, Procedure b: ‘Continue playing, Stop suddenly, point to something behind and say,;Mira (Look) Do not name the object o (eons exact lows nie ee ed (Bil otis fama object from a group of objects without SERRE Matas et ee all cp, kay an ky, spor Aresacoment objects ck, bow dvoksavelytay which/whom you are pointing. dor point on part or Cl Admins in English Note. Refer to the Manual de administracion y puntuacién for complete ‘administration and scoring directions. Line up the fist set of objects in front ofthe chil. Extend your hand palm up and say, Line up the first set of objects in front ofthe child. Extend your hand palm up and say, 0. Damelta/t.. Give me the, Use the format the child is most comfortable with Use the format the child is most comfortable with: {Dénde ests _? Enséiame ‘Agarra__. Whereisthe 7 Show me Get the After the child gives you an object, say, Thank you and remove it from sight. Replace After the child gives you an object, say, Gracias and remove it from sight. Replace ti s cis teach object that the child gives you with one ofthe replacernent objects, ‘each object that the child gives you with one ofthe replacement objects 2: lapelota (Alternate bola, balén) a — thebatt b, lataza (Alternate: aso) +b thesup (Alternate: glass) «. elcaro (Altemate: coche auto) < — thea 4. lacuchara — 4 thespoon ish administration or dual languege administration: { =Two correct Ps Spenen atin Preto 5 LSS Spans itn Protocols 6 ‘Auditory Comprehension eee Matorils: book, duck, teddy bear Place the materials near the child, but far enough away so the child needs to shift position to reach objects. |. Agarra el ibro ytréelo aqui, por favor. Hold out your hand. ’. As the child picks up the book, hold up your hand at chest level to signal stop. Say, iEspera! Ifthe child reaches for any object other than the book, proceed with subitems cand d by naming any of the other objects thatthe child did not reach for. Give credit appropriately. © Quise decirelpato. Agarra el patoy tréelo aqui, por favor. Hold out your hand. 4. After the child gives you the duck, say, Ahora agarra el ositoy déseloa Point to and name the person inthe room (e.g, mamé, papi). (Alternate: toma, coge) Bitincaeca neem Eine (23) Understands inhibitory words (other than No) (Seaford or {A identifies photographs of familiar objects Materials: Manual de dibujos pp. 8 (practice) Tell the caregiver, Le voy a padi que sefiale algunos dibujas pars que su ‘nlfto(a) pueda ver lo que tiene que hacer. ‘Turmto the first page in the Manual de dibujo. Say, _ (child's name for the caregiver, sehale la pelota. (Alternate: bola, bal6n) Wait for the caregiver to point. Sefiale la cuchara, Wait forthe caregiver to point. ‘Cue as needed for practice only ‘Turn the page and tell the child, ‘Ahora sigues ti. ;Mira todos estos dibujos! Sela... a elgatito la galeta (Alternate: bizcocho) ol biberén (Alternate: tetera, tetero, mamila, botell,bibi) 4. lamanzana € elpajaro £ elvaso language adninisivain: 1 = Child stops, withdraws, orp |4, Get the book, and bring it here please. Hold out your hand. — As the child picks up the book, hold up your hand at chest evel to signal stop. Say, Waitt _— Imeant to say the duck. Get the duck and bring ithere please. Hold out your hand. | After the child gives you the duck, sy, Now get the beor and give eto Poin to and name the person in the room (eg, mama, dacdy). Sooo [1 ©] C1 Adminsterin Engtish ‘Score for Spanish administration or dual language administration: 1 = One correct one, b ¢, od ‘Score [eo] Dadninistern tte ig frastee ston. (Practice) Tell the caregiver, m going to ask you to point te some pictures so that your child can see what he (or she) needs to do. ‘Turn to the first page in the Manual de dibujos. Say,___ (chie’s name or the caregiver, point to the ball. Wat for the caregiver to point Point tothe spoon. Wait forthe caregiver to point. 1 aaministerinsngtish ‘Turn the page and tel the child, [Now it's your turn. Look atall these pictures! Point to. the kitty the cookie the bottle the apple the bird Items 25 and 26 Administer simultaneously, using the same procedure. Materials: teddy bear, cloth, spoon, cup, bowl, pitcher Note. Refer to the Manual de administracién y puntuacién for complete administration and scoring directions. Introduce the bear by saying, | fyou are readministering ths tem in English, reintroduce the bear by saying, Este es mi amigo Don Osito. Vamos a jugar con él Let's play with Don Osito again. Proceed with the administration. 4. Don Ositotiene hambre. Dale algo de comer. Don ostois tungry. Give him something to eat. b, Don Ositotiene ed, Dale algo de beber (Alternat: tomar) _—_ b.__ Don Osito‘s thirsty. Give him something to drink. <. Don Osta tiene suefo. Acuéstalo a dormie. _ & Don stois sleepy. Make him got sleep. (BBY Engages in pretend play (other-directed play) ‘Score 10 ainsaiono dul (Bil understands the verbs comer, tomar/beber, and dormir (eat, drink, sleep) in context (eetr yee ke ee ‘Matorals: 3 napkins, cups, smal pitcher teapot or creamer) Note, Do not gesture, look at, o nod toward the objects as you administer the subitems. Note, Refer to the Manual de administacin y puntuacién for complete administration and scoring directions. Pat the napkins on the table close tothe child. Scorer Spa sii or Say, Vamos a comer. Por favor ayiidame. Aqui estin las servilleta. Let’ eat Please help me. Here are thenapkins. , Dame una servilleta. — a — Givemeanapkin, b, :Dénde ests tu servilleta? Wait fr the child to show you or take another napkin. ___b,____Where/is your napkin? Wait forthe child to show you or take another napkin, Say, Ahora vamos a tomaralgo. Ti sirve. (Alternate: beber) ‘Now let's get something to drink. You pour. Encourage the child to use the pitcher and cups. «. Afler the child pours the drinks, say, :Dénde est mi taza? (Alternate: vaso) © After the child pours the drinks, say, Whereis my cup? 4. :Dénde esté la tuya? — d__ Whereis yours? Say, Mmm... ricol Por favor ayidame a guordar todo. Mmm...that was good. Please help me lean upnov. (BF) Understands pronouns (-me, tu; me, your) il C1 adminstern Ents, ip ilo: Une cocina ~ Sera fr Spars dintrton or dl (BBY Understands pronouns (mi, tuya; my, yours) lf Administering rite = Ow eaecion gwd ‘Score for Spanish administration or dual iangueg PAS Spanish Elton Protocolo 7 PLS Spanish Eon Protacolo 8 © Start: Ages 3:0-: 3:5 Materials: teddy bear Note. Refer to the Manual de administracin y puntuacién for complete administration and scoring directions. Using the wording the child is most comfortable with, say, Enséfiametu__. Apuntahaciami__. {Dénde estdelfla__de Don Osito? a. nariz aa b, ojols) & mano(s) 4. oldois) (Alternate: orejals]} ©. cabeza Using the wording the child is most comfortable with, say, Show me your. Pointtomy__. Where's thebears_? | ‘Materials: none | Using the wording the child is most comfortable with, say, Using the wording the child is most comfortable with say, Enséfiame__. Déndeestin__? ‘Showme _. Whereare__? 2. tuslos zapatos — 8 yourrthe shoes ». tua camisa/biusa — b — yourrthe shirt } © tusilos pantalonesishort (Alternat: pantaloncills, pantalones cortos) — & — yourkthe pantsishorts | 4. tua faldartrajevestido — de — youre sirtidress | «. other (eg, sombrero [Alternate:gorra, cachucha), abrigo [Alternate:saco, = — other (e.g, hat, coat): cchaqueta, chamarral): Score fr Spanish administration Materials: Manual de divas pp. 4-5 [Ahora mira a todos estos fos. Enséfiame al que... a. duerme: b. come « juega dl bebe (Alternate: toma) @. corre £ sebaha Nise ct PS en (G2 Follows commands without gestural cues Materials: box with id, teddy bear cup, spoon Note, Do not use gestures when presenting the item directions. [If this is the first time that you are presenting the bear tothe child, introduce it by saying, Este es mi amigo Don Osito. Vamos a jugar con él 10 Ifyou are reintroducing the bear, say, ‘Vamos a jugar con Don Osito otra vez. Mira estos juguetes. Put the bear inthe box while the child watches, then put the box, cup, and spoon ‘on the table. a. Abrela caja y dame a Don Osito. a ’. Put the teddy bear on the table. Say, Agarra la taza y dale jugo @ Don sito. —f- (Alternate for agarva: toma, coge; for taza: vaso) ¢. Agartala cuchara y dale comida a Don Osito. © (Alternate: toma, coge) {BBY Understands use of objects Matorals: Manual de dibjos p.8 Mira todos los dibujos. Enséfiame el que. 8. usas para tomar agua. (Alternate: beber) b, tepones en l pie. = = . Seusa para cocinar la comida, _ raver videos. (Alternate: mufhequitos,caricaturas, peliculas) 4. ‘Scare for Spaish administration or dual anu . seus D1 Administer in English Ifyou are readministering this item in English, reintroduce the bear by saying, Let's play with Don Osito again. Look at these toys. ut the bear inthe box while the child watches, then put the box, cup, and spoon on the table ‘Open the box and give me Don Osito. Put the teddy bear on the table. Say, Take the cup and give some juice to Don Osi ‘Take the spoon and give Don Osito some food. ‘cae for Sprsh dination or dul inquge anna: = wo corect put on your foot. luseto.cook food. use to watch videos. (Alternate: cartoons, movies) LSS Spano Elon Procol LSS Spanien on Prccals 10 © Start: Ages 3:6-3:11 SC eee Y 3s: teddy bear, 8 blacks in sealable plastic sandwich bag ‘If this is the frst time that you are presenting the bear tothe child, introduce t by saying, Este es mi amigo Don Osito. Vamos ajugar con él. 1f you are reintroducing the bea, sty, Varo jugar con Don Ost or ex Ifyou are administering this item in English, reintroduce the bear by saying, Let's ‘Note. Refer to the Manual de administracién y puntuacién for complete ara | daministraton deena ‘Say, ;Don Osito me dijo que tiene mucha hambre!_ Don Osito told me he is very hungry! Sit th bear onthe table and hod up the bag of blocks Sith bearon te table and hold up the bag of blocks Say, Vamos jugar que esto logue om fees (Alerae:cubos) Lat pretend hat thee cheered Let the child select blocks from the bag Let the child select blocks from the bag. a Daleunafresn Don Ost, — Fs — sive Don ostoonestrombery | bees — FE — civemesome srowtares | eiitetdaibdicien Kone geno! rae threat ofthe errs | d. Vamos a comer fresas. Pretend to eat {Mmm —_ Let's eat strawberries. Pretend to eat. Mmm! | hora pon tedastas fess ona bola — Fe — Now pt a ofthe strates i the ite bo. ‘Materials: box with id, teddy bear, duck | Pathe eid onthe alent ofthe hid Hold hos Had he il trator atime | Aquiestd Don Osito. Ponlo adentro de'a caja. (Alternate: dentro) = | '. Aqui ests Dosa Patita. Ponia sobre la mesa. (Alternate: encima de) Put the box with lid on the table infront ofthe child. Hold the toys. Hand the child one toy ata time. _— Hereis Don Osito, Put him inside the box. Devel ESaeceren © Star 4: ‘A Understands partiwhole relationships Materials: Manual de dibujos p.7 Say, Mira este dibujo. Enséfiam {a puerta del carro (Alternate: coche, auto) b, lanarizdel perro «€. lacola del perro (Alternate: el rabo) 4, fas ruedas del carro (Alternate for ruedas: gomas, lantas; for carro: coche, auto) Ages Score 10 Bore ‘core fr Spanish administration or dal anguege adinstton: Score 10 (BBY Understands descriptive concepts (pesado, iguales; heavy, same) Materials: Manual de dibujas pp.8-8 Say Mira ests dibyjos (Point to each picture) 1. Aqui hay una piedra, una flor y una pluma. ae Enséfiame el que es pesado. (Alternate: roca) ', Mira estos dibujos. (Point to each picture.) = Enséfame los que son iguales. : ‘Score for Spanish administration or dual ang (BB) Makes inferences Score Materials: Manual de didujas pp. 10-12 10 Say, Mira estos dibujos. Enséilame el que contesta mi pregunta. 4, Carlitos estaba jugando afuera y se le mojaron los zapatos. —i £Cémo plensas que Carlitos se mojé los zapatos? Db, Ana se lastime las rodillas y os codos. .Cémo piensas que selastimé? b. ¢, Sandra tenia mucha hambre cuando legé a su casa después dela escuela. {Qué piensas que hizo Sandra cuando llegé a su casa? "Score for Spanish sdminisaton or © Start: Ages 4:6-4:11 and 5:0-5:5, (86) Understands negatives in sentences Materials: Manual de dbus pp. 13-15 1. Miralosnifies. Enséhame al nifio que no esté durmiendo. ‘Mira las gallinas y los nidos. Enséfiam (Alternate: blanquillos) Mira estas bebés. Enséfiame la bebé que no esta lor 1 nido que no tiene huevos. io. [1 Adminsterin English ‘Look at this picture. Show me. the door of the car the nose ofthe dog thetail of the dog the wheels ofthe car D1 Administer in Engish Look at these pictures Here is arock, a lower, and a feather. ‘Show me the one that’s heavy. Look at these pictures. ‘Show me the ones that are the same. age administration: 1 = One corect 1] Adminsterin Engh Look at these pictures. Show me which picture answers my question. Carlitos was playing outside and got his shoes wet. How do you think he got his shoes wet? ‘Ana hurt her knees and elbows. How do you think she got hurt? Sandra was very hungry when she came home afterschool. |What do you think Sandra did when she got home? administration: 1 Two correct C1 Administer in Engish _— Look atthe boys. Show me the boy who isnot sleeping. _— Look at the hens and the nests. Show me the nest that does not have eggs. (Alternate: chickens) — Look at these bat ‘Show me the baby who s not erying. ‘Score for Spanish administration or dual language administration: 1 = Two comect PLS Spanish Eon Proeato 11 PLS Spanish ion Protocole 12 Auditory Comprehension ‘ (HD Understands diverse desires ‘Score E ‘Materials: teddy bear, Manual de dibujos pp. 16-17 O Aaministerin English [this the first time that you are presenting the bear tothe hil, introduce it by saying, Este es miamigo’Don Osho. Vamos juger con a. Ifyou are reintroducing the bear, say, Vamos ajugar con Don Osito otra vez, ‘Note, Refer to the Manual de administracin y puntuacién for complete administration and scoring directions. Ifyou are readministering this item in English, reintroduce the bear by saying, Let’ play with Don Osito aga ‘Walk the bear across the table and say, a. Aqui viene Don Osito. Es hora de comer y tiene hambre. —&. __ Here comes Don Osito. I's time to eat and he's hungry. Show the picture ofthe pizza and the sandwich, Show the picture ofthe pizza and the sandwich. El puede comer pizza o un sindwich. Enséfame a ti cuél te gusta mis? He can eat pizza or a sandwich, Show me which food you like better (Alternate: emparedado, tort, sanduche) 'Sé que te gusta mas ella) (name food child picks) pero Don Osito realmente le {know you like (name food child picks) better, but Don Osto really kes gusta ella} (name food child did not pick). (oame food child did not pick). Enséfiame jcudl se va a comer Don Osito? ‘Show me which one Don Osito will ea. ’, Ahora Don Osito esta listo para algo dulce. — _b. __ Now Don ositois ready for something sweet. ‘Show the picture ofthe ice cream and the cookies. ‘Show the picture ofthe ice cream and the cookies. Puede escoger entre el helado las galletas. He can choose between icecream or cookies. (Alternate for helado: mantecado, nieve; for galletas: bizcochos) [Enséflame at cual te gusta més? ‘Show me which one you like better. ‘Séque te gusta més ellas) (name food child picks) pero a Don Osito realmente le ‘know you like (name food child picks) better, but Don Osito really likes gusta clas name food cid didnot pick) (name food child did not pick), ‘Score for Spanish administration or ual language edniistaton: 1» Two coroot ‘Note. The child does not need to say the word to receive credit. Pointing at it in the Manual de dibujos is sufficient to award credit. BY Understands qualitative concepts (largo, alto, corta; long, tal, short) Score Materials: Manu de seit Jet 10] [ Administerin English ‘a. Mira estos animales de jugu _ TH Look at these toy animals {hdl ese que ene el pescuaza argo? (Alternate cuello) Which one has along neck? b, Miraa estos nitos recogiendo manzanas. —_b. — Lookat these boys picking apples. {Cua nif es alto? Which boy ital? . Estos nifos tienen cuerdas de saltar. & These children have jump ropes. Enséfame la cuerda de saltar que es corta, ‘Show me the ump rope thats short. (Alternate for cuerda(s| azols]; for de salar: para saltar, para brincat) EBs ‘Score fr Spanish adminstraon or dal language administration: |= Two corect {BB Understands pronouns (ella, él ellos; she, he, they) ‘Score Materials: Manual de cbuiospp. 21-22 10] [1] Adminsterinsnglish Say Enséhame.. shew me. 4. Ellaestd en las excale a. sheisonthe stars. bs lest ona piscina (Alternate: albers) — bh — Heisinthepoot «Ello estin eno plscina. (Alternate: lberca) —€___ Theyareinthe oot ‘Score fr Spanish administration or dy language sdminstation: | = Two eareet (BBY Understands sentences with post-noun elaboration Materials: Manval de dibujos p. 23-24 jo. Point to each kitten and say, (practice) Say Mira est Este gatito es negro, este gatito es anaranjado y este gatito es blanco. Enséfame el gatito anaranjado. (Alternate: naranja) ‘Cue as needed for practice only. ‘Ahora mira estos gatitos. Enséihame.. a. el gatito blanco que esté durmiendo, ’. un gatito que noes negro. (Child may point to any kitten that is not black.) el gatito negro y pequerio que esté ena caja. (Alternate: chiquito) Sera for oleh eal of dl ingyen T= © Start: Ages 5:6-5:11 Bisa Materiel: Manca de dtujosp. 2-26 Note. Refer to the Manual de administracin y puntuacién for complete administration directions. Say, Mira todos os dibujos: perro, manzana, gato, sila, ‘ama, barquillo, caballo y pastel (Alternate for barquillo: cono; for pastel: bizcocho) Enséiame, 2. todos los animales. (perro, gato, caballo) ». todos los que son comida. (manzana, barquillo, pastel) ‘Ahora mira todos los dibujos: mufieca, shorts, pelota, fresa,camisa, vestido,osito yy naranja. (Alternate for shors: pantaloncillos, pantalones cortos; for pelota: bola, balm; for vestido: trae; for naranja: china) Enséiiame.. todas las cosas que nos ponemos. (shorts, vestido, camisa) 4. todos los juguetes (pelota, muieca, osito) tral Score 10 a 1] Administer in English (practice) Look at this picture, This kitten is black, this kitten is. Show me the orange kitten. ange, and ths kitten is white, Show me the black kitten. Show me the white kitten. ‘Now look at these kittens. Show me... the white kitten thats sleeping. ‘kitten that not black. (Child may point to any kitten that is not black.) the small black kitten that sin the box. 1 Administer inEngish Look atall the pictures: dog, apple, cat, chair, bed, ice-cream cone, horse, and cake show me. allthe animals. (dog, cat, horse) allthe things we eat. (apple, ice eream, cake) ‘Now look at all the pictures: dol, shorts, bal, strawberry, shirt, dress, bear, and orange. Show me... _ alle things we wear. (shorts, dress, shirt) _—alleho toys. (ball, dol, bear) ‘Score fr Spanish adminisivtion or dual language administration: 1= Tires correct categories (3 correct pictures in each category) LS Spanish Ein Procol 13 PLS 5 Span stan Protocols 14 at ai (BBE taentifies colors ‘Note. Ithe child has parti or total color lindoes, donot administer this tem and donot inch Materials: 8 crayons (red, yellow, blue, green black, brown, arange, purple) Scatter the crayons on the table. Say, Mira los crayones. (Alternate: crayolas) Enséfiame el de color... a. rojo », anaranjado (Alternate: naranja) . amarillo 4d. morado (Alternate: violeta, pirpura) e. verde f azul WEB iadessands ocd tou Materiel: Menual doctyos 27 ‘Noe Refrtothe Manual de administration y purtuacn fr complete administration and scoring directions (practice) Say, Quiero que mires todos los perros. tssthee ol reall or es grea (Armas: arr, carmen) Cues netded for pectic nly scishanm. xlporenee iia aie Iethe cl points othe smal black dog with spots ask zttay ote perro negro que et peausti? b,elperre bianco que es grande. Ifthe child points to the big white dog with spots, ak, Resta tana oeenten €.elperropequefo con manchas. (alternate cgay Seora for Spanish ieee eras Materials: Monvl de abjspp. 28-31 (cena) ry egy laps te aa ins [Bouse eet ate eter ean Saree iste org settee ent ponchdy ln por aposn (6) (aiternte gma ued) (ae at needed for prac oly a. Mientras caminaba a su casa, Elsa vio un perro con manchas blancas. (a) 6. cuando se desert ln encnt suc de peuca que se aac ap 2) 6. Porque hacia frio afuera, el nifio se puso un suéter y cerré la ventana. (d) L ‘when applying the discontinue rule, Ci Administerin English Look at all the crayons. Show me the colo [1 Administer in English (practice) want you to look at all the dogs. | ‘Show me the big brown dog. Show men. the small black dog. If the child points tothe small black dog with spots, ask, ‘Are there any other small back dogs? — the big white dog. [Ifthe child points to the big white dog with spots, ask, Are there any other big white dogs? _— the small spotted dog. Cl Administerin English (practice) 'm going to tell you something about one ofthese pictures. Find the picture that 'm talking about. Sara was sad because her bicycle hada flat tre and she couldnt go fr a ide. (€) — While walking home, Elsa saw a dog with white spots. (a) —— When he woke up, the boy found his teddy bear, which had fallen tothe floor. (¢) © Start: Ages 6:0-6:5 and 6:6-6:11 (i Understands qa aa Matwals: Manual de usp 32 To) Mia estos jos. Seti, 4. caduaniml ial, mon, igre, clefante) _— b, todos os juguetes. (troca, pelota,cubos, museca) icine: Matra: Manz de dnjospp. 3-38 mH (pac Smee ies gps ra mara peo eee Rietame ene oe ee ude, plum) ‘ rsecanial eeynesbesniy : a caereieen aii ap _® pose ik pe nena ii) ores ea punlooscrostevetiemi) fll (cline ciactcoaiaaia some iliaas _@ Enséfiame el que no va con los otros. (vaso) ete / ¢, Mira estos dibujos: destornillador, cuchara, llave de tuerca, martillo. 1 Enséhame el que no va con los otros. (cuchara) (Alternate for destornillador: desarmador; for Have de t (Bi tenses intial sounds Motels Moral de dios. 37-40 (practice) Say, Escucha las palabras y mira los dibujos, Point to each picture and say, ‘do, perro, Sartén, gorra. Enséfame el dibujo que empiece con el sonid psig the initial /p/ in ‘enpex (perro) (Rerati be ae easy eyo ‘Cue as needed for practice only. ‘ana no, puerta, palos Ensciame el dibuje que emplece con el sonide /n, como en nena, (nido) {01 nif, libro, abot Enséname el dibujo que emplece con el sonido, como en sope. (sol) zapato,pluma, cart, flor, sila, gato sito, cama Ensehame los dos dbujos que emplecen con el sonido Ik, como en care. (Carrolcoche, cama) (Alternate fr zapat: tenis for carro: coche) If child points to only one picture, say, Enséfiame otro. Score fr Spanish a iucha, sombrero) ATTA Administer in Enoch Look at these pictures Point to. _— each animal. (giraffe, monkey, ier elephant) ruck, bal, blocks doll) Erasers re tao hes Sa eT an Spaces anki omen en Look at these pictures: cookie, t-shirt, shorts, dress. ‘Show me the one that doesn't go with the others. (cookie) ook at these pictures: slats orange apple, banana, Showme the one that doesn't go with the others (glass) (lternate cup) Look at these pictures: screwdriver, spoon, wrench, hammet. ‘show me the one that doesn't go with the others. (spoen) Administer in English (practice) Listen to the words and look at the pictures. Pointto each picture and say, Kat, dog, pan cap. Show me the picture that begins with the sound /p, as npg (pan) Emphasize the initial /p in pg. _— frog, nest, door sticks ‘Show me the picture that begins with the sound /n/, as in nose. (nest) sun, giet book, tree ‘Show me the picture that begins with the sound /s/, asin sit. (sun) shoe feather, car, lower, chalr cat, bear, bed ‘Show me the two pictures that start withthe sound /k, as incup. (ca, cat) __If child points to only one pletue, sy, Show me another T= Two eo LSS Spano Eaton Protocolo 15 PLS-SSpaneh ion Proce 18 ‘Auditory Comprehension Bick EEE Mattls: Manual dedbvosp. 1 Say, Mira estos dibujos. Seal a. algunas galletas. ‘The child must point to at least two cookies, but not all the cookies, ’, media galleta. una galleta entera. (Alternate: bizcocho[s]) © Start: Ages 7: and 7:6-7:11 (BB) Demonstrates emergent literacy through book handling and concept of word Motels: 2 Spanish and 2 English star books ‘When testing in Spanish, use the Spanish books; when testing in English, use the English books. ‘Show the child the two Spanish books. Say, Mira mis libros. Este habla de. Estehablade_.Sefalael libro que te gusta. After the child selects a book, remove the other book from the child’ view. ‘Hand the selected book, upside down and back cover up, to the child 4. Say, Toma, ahora td agarra el libro. (Alternate: toma, coge) CCreditif child corrects orientation of book. Say, Vamos aver ellibro, b, Enséfiame la portada. (Alternate: cubierta, pasta) Enséfiame una pigina en el libro. 4. Turn to another page in the book. Say, Seftala una palabra en esta pgina. Tasks Score 10 1 Administerin English Look at these pictures. Point to... some cookies. half cookie. awhole cookie. Score 1.0] [1] Adminiserin English Show the child the two English books. Lookat my books. This oneis about _. Thisone's about Point tothe book you like ‘Aer the child selects a book, remave the other book from the child view. Hand th selected book, upside down and back cover up, te the eid 4. Here, now youtake the book. Let'slook at the book b, __ Showme the cover. < _— Show mea pagein the book. 4d. Tura to another page inthe book. [Seo fo Spanish dnstroton od ang Point to» word on this page soja eniorvb-Fourerwet —] a (FAD Understands time/sequence concepts (siltimo, primero; last, first) Materials: Manual de dbus p. 42 Say, (Mira Estos dibujos muestran aun nfo que se bafié. El nif lené la bafiera de ‘agua. Se lavé Ia cara y el cuerpo. Jugé con sus juguetes. Lego sesalié de la batiera y ‘se sec6. (Alternate: pla, tina, banadera) EnséAame, 8. qué fue lo que el nic hizo a timo. i, qué ue lo que el nic hizo primero. ‘'S8. Understands false beliefs Meterials: ty bear, box wth i, ball If this is the frst time that you are presenting the bear to the child, introduce it by ‘saying, Este es mi amigo Don Osito. Vamos ajugar con él. Ifyou are reintroducing the bear, say, Vamos a jugar con Don Osito otra vez. Note, Refer to the Manual de administracién y puntuacién for complete ‘administration and scoring directions. Don Ositoesté jugando con su pelota favorita. El tiene que ise'a comer. Por esto, ‘puso su pelota adentro de esta caja, para que no se ede y la pueda encontrar mas re para jugar de nuevo, (Alternate for pelota: bola, balén; for adentro: dentro) Have the bear put the ballin the box and replace the lid. Put the bear behind you. Say, Don Osito ya se fue a comer! Voy a mover a pelota y poneria debajo dela mesa. ‘Take the ball out ofthe box and place it under the table, either in your lap or on the floor. Move the bear out from behind you and say, ;Uh oht (Ahi viene Don Osito! ‘a :Dénde va a buscar su pelota? (dentro defen la caja) b, :Porqué vai buscar ahi? (Allies donde la puso.) ‘Ahora tdile a Don Osito dénde esté su pelota verdaderamente. Do not score. (Alternate: bola balén) ‘Score fr Spanish adminstretion or dual anguage administration: = Two correct SO D1 Administer in English ‘Look! These pictures show a boy who took a bath. The boy filed the tub with water. He washed his face and his body. He played with his toys. Then he got out ofthe tub and [0] dried off. Show me, 4. what the boy did last, b__—_what the boy did first. [1 Administerin Engtsh ‘you are readministering this item in English, reintroduce the bear by saying, Let's play with Don Osito again. Now Don Osito is playing with his favorite ball. He needs to go eat, so he put his ball inthis box. hat way it won't roll away andhe can find itlater to play again. Have the bear put the ball inthe box and replace the id. Pu the bear behind you, Don Osito has gone to eat!m going to move the ball and put it under the table. ‘Take the ball out ofthe box and place it under the table, either in your lap or on the flor. ‘Move the bear out from behind you and say, Uh oh! Here comes Don Osito! Where will he look for his ball? (in the box) Why willbe fook there? (Thats where he put i) Now you tell Don Osito where his bal really is. Do not score. LSS Spanish Ein Protocolo 17 PLS Spanish ion Protocol 1 page 39 of the Protocol Materials: Manval de dibujas p. 43-48, audio recorder (optional) ‘Note. Refer to the Manual de administracién y puntuacién for complete administration and scoring directions. Note. Cele, underline, and make notes on the story on the Protocolo to record the information the child provides. ‘Record a plus (+) foreach part ofthe story that the child retells. Use this information to score the child’ retelling ofthe tory (EC49-51) on page 39 ofthe Protacolo, Este es el cuento de dos niiosy su perro Capi. Escucha el cuento. This sa story about two children and their dog Capi. Listen tothe story. ‘Quiero que time cuentes después que yo termine. ‘want you to tellme the story after tm fnished. | (1) Miguel y Maria tienen un perro lamado Capi. Capile gustaba dormiralacrillade (1) ___ Miguel and Maria have adog named Capi. Capi liked to sleepon an old, blue blanket by |" Iappuerta sobre una vieja colcha azul. (Alternat: frazada, cobija, manta) thedoor. | @Q) Una noche estaba lloviendoy loviendo,iCapi se mojé todito! — 2) — Onenightit rained and rained. Cap got soaking wet! (3) Miguel e dijo su hermana, "Capi se esté mojando en alluvia. Qué podemoshacer ___(3)__ Miguel told his sister, “Capi is getting all wet inthe rain. What can we do sohe doesn't para que Capino se moje?” get wet?" (4) miguel y Maria decidieron hacerle una casita a Capi Alda siguiente encontraron __(4)___Miguel and Maria decided to make Capi a doghouse. The neat day, they found abig | ana caja grande que podian usar. sturdy box they could use. (6) Trabajaron muy dure tratando de construirla casita perfecta. Miguelhizouna _-_(5)___They worked very hard making the perfect ttle house. Miguel cut a door inthe box. puerta en a aja, Luego e hicieron un techo con una pieza de metal. ‘Then, they used a piece of metal to make aroot. (6 Cuando terminaron, Capi se fue corriendo."Creo que no le gusté jo Maria. _-—-_(6)___ When they fnished, Capi ran away. "think he didn lke it” sald Maria, (7) Pero Capi regresé pronto arastrando su viejacolcha azulylappusodentrode —-—»_(7)__But soon Cap came back dragging his ol, blue blanket to put inside his little house. | sueasita, (Alternate: frazada, cobija, manta) (6) Ahora, cuando lueve, Cap ests sec, calentito y contento en su nueva casa. — (8) — Now, when trains, Caplis dry warm, and happy in his new house. ‘Tum back tothe first page ofthe story and say, hora td cuéntame el cuento. ‘Turn back tothe first page ofthe story and say, Now you tellme the story. ‘As the child retells the story, keep the Manual de dibwjos open so he or she has the pictures for reference. After the child retells the story, close the Manual de dibujas before asking the comprehension questions (ACS6-60). (BB Recalis story detail {De qué colores la colcha de Capi? (azul) (Alternate: frazada,cobija, manta) ‘Score fr Spanish sdninstrtion or dul language adminisvavon I= Identifies eoroct color {Cudl es el problema que tiene Capi? (Capi no tiene una casa; Capi se moja cuando llueve.) (Capi doesnt have a house; Capi gets wet when it rains.) ‘Scorefor Spanish administration or dual language administration = Wentiies the main dea/probiom Wi sce sioey cece {Qué es lo primero que hacen Miguely Maria para resolver el problema? (Buscan una caja para hacerle una casita Capi le hacen una casa/pertera) ‘core fr Spanish sdminsrtion a dulanguege edminsvavont= lentes what's done fst Score 10 Cl aaministerin English What do Miguel and Maria do frst to solve the problem? (They get a box to make a doghouse for Cap they make him s house) Wil as esintereice {Como piensas que se siente Capi con su nueva casa? (fliz/contento) [Seoreor Spnish ministration or dul ingu Bil Makes prediction {Qué piensas que haré Capila préxima vez que llveva? (meterse en su casita, vaa estar bien contento,estaré seco) a [sear for Spanish administration o dual Cec {Bi Understands quantitative concepts (igual la menor cantidad; equal, fewest) Materials: Manual de dtujs 45 Say, Aqui hay una niita que tlene tres globes (pint). 2 Muéstrame alana que tiene un ndmero igual de globes. b, :Cudl nia tiene la menor cantidad de globos? (Alternate: bombas) Score for Spanish (62) Understands quantitative concepts (pocos/as; few) Materials: Manual de dows pp. 46-87 Say, Mira estos dbujos.Enséhame.. a. el plato que tiene pocas galletas. (Alternate: pocos bizcochos) b. elalibujo que tiene pocosositos. Score fc Spanish adminisvatin [B3I Understands time concepts (estaciones; seasons) Materials: Menva de cibujosp. 48 Say, Estos dibujos muestran las diferentes estaciones invierno y primavera, Sefiala el dibujo que muestra. a. invierno , oto verano (Alternate: estio) 4. primavera iempos del ao, como Scere for Sons dination o dl lnquge asain: = Tires coac ‘Score 10 u29e administration fre] 7 ‘iniston or dl inguge (rT C1 Administer English How do you think Capi feels about hisnew home? (happy/gind) sation = lentes ogeal feeling o condtion 1 1] Administer in English ‘What do you think Capi will do the next time it rains? (getin his doghouse, stay dry/keep dry/be happy and dry) administration: 1 = Makes a logical prediction Cy Administer in Engish Hore sate ge who has three balloons. _— Show me the gir who has an equal number of balloons. _— Which git has the fewest balloons? Cy Administer in English Look at these pictures. how me the plate that has few cookies, the picture that has few bears. Administer Engish ‘These pictures show the different seasons or times ofthe yes, such as winter and spring. Point tothe picture that shows... winter fall (Alternate: autumn) spring PLS Spunk Eon Protea 13 sraimanaticaiey judg Materials: Menva de dbyes p48 Soy, Aqui hay un dibujo de una nia que se lama Mariaysuhermanite fl acaba de ‘aprender a hablar y algunas veces dice las cosas mal. Te voy adedr algo quel dijo ramos ver ssuena len o mal. (practice 1) Say Escucha: El hermanito de Marie dj, Yo estoy comiendo Eso suena Bien, verdad? (practice 2) Et hermanit de Maria do, Elperrito estoy comiendo. Eso suena mal, verdad? El debid haber dicho, Elperitoextdcomiendo. Cue as needed for practice only ‘Say; Escucha algunas frases més que dijo el hermanito de Maria. Dime si estan bien o mal. Siestén mal, dime cmo lo debié de haber dicho. If the child says the sentence is wrong, ask, :Cémo lo dias? Note, Examples of correct responses are provided in parentheses. Refer to the ‘Manual de administracion y puntuacin forthe scoring guidelines and additional examples of correct and incorrect responses. a. Exosson tus libros {Eso suena bien o mal? (bien) Ifthe child says the sentence is wrong, ask, :Cémo lo dlrias? . Lanifo estaba cominandlo.:£s0 suena bien 0 mal? (mal) Ifthe child says the sentence is wrong, ask, cémo lo dliias? (La nifa estaba caminando/EI nino estaba caminando) Here's picture of get named Maria and her litle brother. He just learned how to talk and sometimes he says things wong. 'm going ‘0 tell you something he said, and let's see fit sounds right or wrong. (practice 1) Listen: Marias little brother said, Jam eating. ‘That sounds right, doesn’tit? | He should have said, The puppy is eating. Say, Listen to some more phrases that Marias little brother said. Tellme f they ae right or wrong. f they're wrong, tell me what he should have said. If the child says the sentence is wrong, ask, How would you say it? _— Those are your books: Does that sound right or wrong? (right) Ifthe child says the sentence is wrong, ask, How would you say it? _— Her can eat cookies. Does that sound right or wrong? (wrong) If the child says the sentence is wrong, ask, How would you say it? (She can eat cookies. (practice 2) Maria's litte brother said, The puppy am eating. That sounds wrong, doesn't «. Lani fo vio caminar a ella. Eso suena bien 0 mal? (mal) Ifthe child says the sentence is wrong, ask, ¢Cémo lo dirias? (Lanna lo vio caminar [a él] /La nia la vio caminar [a ella),) The gir saw him walks. Does that sound right or wrong? (wreng) Ifthe child says the sentence is wrong, ask, How would you say it? (The gic saw him walk/walking.) 4. Ella decié la verdad. {Eso suena bien o mal? (imal) the child says the sentence is wrong, ask, .cémo lo drias? (lla dij la verdad.) _— She telfed the truth, Does that sound right or wrong? (wrong! If the child says the sentence is wrong, ask, How would you say it? (She told the truth.) €. Elpdjaro puede volando alt. {Eso suena bien o mal? (mal) Ifthe child says the sentence is wrong, ask, cme lo dirias? (Elpéjaro puede volar alto El pajaro vol6 alto El péjaro esta volando alto El pijaro vuela alto.) _— The bird can fying high. Does that sound right or wrong? (verong) [Ifthe child says the sentence is wrong, ask, How would you say it? (the bied can fly high./The bird flew high./Ihe bird is lying high./The bird flies high.) TTT ‘Matoials:2 Spanish and 2 English story books ‘When testing in Spanish, use the Spanish books; when testing in English, uso the English books. ‘Note. Refer to the Manual de administracin y puntuacin for complete administration and scoring directions. Say, Mira mis ibros. Este hablade Este hablade__. ‘Seal el libro que te gusta, After the child selects book, remove the other book from the child’ view. ‘Vamos a mirar el libro que te gusté. Enséiiame... ‘elnombre del autor. titulo del ibro, quien escribié el libro. ‘Tur to a page in the book. Say, Enséitame. ellugar donde yo empezaria leer esta pigina. . ellugar donde yo acabaria de leer esta pagina. (Alternate: terminaria) Look at my books. This oneisabout__.Thisoneisabout__. Point tothe book you like. After the child selects a book, remove the other book from the childs view. Let's took atthe book that you liked. Show me... the author's name. thetitle of the book. who wrote the book. ‘Turn toa page in the book. Say, Show me. where I would start reading on this page. where | would stop reading on this page. ‘Score for Spanish adrinistton or dal enguage adninisation \When testing in Spanish, use the Spanish books; when testing in English use the English books Note. Open the book prior to administering the item. [Note Refer to the Manual de adminstracion y puntuacin for complete administration and scoring directions (practice Say, Te voy a pedi que sigas algunas instrucciones usando estas cosas: ‘un ibe, unas hojes de papel ysrayones. (Alternate: crayolas) scucha con atencién y sigue mis instrucciones en el orden que yo las diga. :Estés listo(a)? Cierra el libro, démelo y pérate. (Cue as needed for practice only. Once the child has finished, put the closed book on the table away from the chile ‘ut still in his or her line of vision Say, Yate puedes sentar Ahora vamos. tratar algunas més, Acuérdate de escuchar com atenclén y de seguir mis nstrucciones en el orden que yo las diga.. -Escucha. Agarra el libro de la mesa, ébrelo ena pagina _(name a page that includes a sentence) y efala la primera palabra de pagina. Escucha. Agarra una hoja de pape, escribe tunombreenellay después, Fevanta tu mano. Escucha, Antes de que me des la hoja escribe una X en la parte de arriba ydobla Ja hoja porta mitad. Escucha. Agarra otra hoja de papel scribe tu nombre en la parte de arriba y escrbe los nimeros del 1 al 10 hacia abajo, al lado izquierdo. (Alternate: Toma, Coge) Four corect Tes (practice) m going to ask you to follow some instructions using these things: a book, some paper, and crayons. Lsten carefully and follow my instructions in the order say them. ‘Are you ready? Close the book, give it tome, and stand up. ‘Once the child has finished, put the closed book on the table away from the child but in his or her line of vision. ‘You can sit down now. Now let's try some more. Remember tolisten carefully and to follow my instructions inthe order say them. Listen. Get the book from the table, open it to page__ (name a page that includes a sentence), and point to the frst word on the page. Listen. Geta sheet of paper, write your name on it, and then raise your hand. Listen. Before you give me the paper, writean Xt the top ofit and fold the paper in half. LUsten. Get another sheet of paper, write your name atthe top and write the numbers {from 1to 10 going down, on the left side. PLS SSponah tion Protea 21 (practice) Say, Voy a dece grupos de palabras Una dees palabras no pertenece al ‘grupo. Escucha las palabras y dime cual palabra es la que no pertenece: amaril, ‘verde, azul comer (comer) Ifthe child does not respond correctly, say, Lapalabra que no pertenece es comer porque comer no es un color. ‘Cues needed for practice only. [Ahora escucha mis palabras. Dime cud es la palabra que no pertenece. Yo puedo repetir las palabras sti lo necesitas. 8. circulo, puerta, palota,naranja (puerta) (Alternate for pelota: bola, balén; for naranja: china) , manzana, leche, jugo, agua (manzana) «. periddico, goma, libro, revista (goma) (Alternate: papel, diario) 4. estrella, silla, sol, impara (sill) (practice) rm going to say some words. One ofthe words oes not belong Listen tothe ‘words and tellme the word that doesnot belong: yellow, green, be, eat. (cat) [Ifthe child does not respond correctly, say, ‘The word that doesnt belong is eat because eat isnot a color. ‘Now listen to more words. Tell me which word does not belong. ‘ean repeat the wordsf you need meto. circle, door, ball, orange (door) ‘pple, milk, juice, water (apple) ‘newspaper, eraser, Book, magazine (eraser) star, chair, sun, lamp (chair) Thess correct Expressive Communication PLS-5 Spanish presents items in both Spanish and English, Items are first administered in Spanish. Refer to the flow chart on page 13 of the Manual de ‘administraci6n y puntuacién for directions on the correct administration order {or bilingual Spanish-English speakers. General Directions Suggested Start Point: § chronological age. st atthe (> corresponding othe dds Basal: Three consecutive scores of 1. Reverse to the previous age start point until 3 consecutive scores of I are achieved. Continue testing from this point forward. Ceiling for Spanish administration: 6 consecutive scores of 0 Ceiling for dual language administration: ‘Spanish administration—6 consecutive numbered items that do not meet the score criteria (i. 0 or with the Administer in English box checked); English administration—6 consecutive numbered items with scores of 0 ATT ‘Scoring: Record a response for each part of the item (e.g. subitems a,b, and c). A plus symbol (+) = correc; ‘minus symbol (-) = incorrect. Except for items EC45 and EC56, correct responses should be awarded credit "regardless of the language the child uses to answer the question(s) ‘When scoring items for a monolingual Spanish speaker, add the number of subiter correct responses (+) and. compare to the pass criteria, Then, circle the appropriate score (1 or 0) inthe scorearca. ‘When scoring items for a bilingual Spanish-English speaker, add the number ofsubitem correct responses (+) from the Spanish administration and compare to the pass criteria. Ifthe pas critera are met, crcl 1 for the item in the score area Ifthe pass criteria are not met, check the box labeled Administer in English as a reminder toadminister in English the subitems missed (-) during the Spanish administration. After administering all appropriate items in Spanish, administer items in English as instructed in the Manual de administracin y ‘puntuacién, For each item, add the number of correct Spanish and English responses and compare that total tothe pass criteria. Cirele the appropriate score (I or 0), For EC1-26, EC28, and EC28, circle the method(s) of assessment used to score the iter: ‘CR (Caregiver Report), © (Observation), and/or E (Elicitation). See the Manual de administraién y puntuacién for detailed scoring and recording information, DR © Start: Ages 0:0-0:2 and 0:3-0:5 (GB Has a suck/swallow reflex "Materials: botde and nipple or pacifier provided by the caregiver 10 [seo RB res pics, engi vlnme aid Materials: one ~ Seer: Voce ries wh vaing pth, duran, or lam RB cae aoa as Matar: one Score: = kes soft toa, urging sounds ow He ui hkinging ‘Score [v0] ‘Score 10 ry ind procedmuitinlde phon Developmental Tasks for Ages 0:3-0:5 {1B Responds to speaker by smiling ee ‘Matariais: none LSS Spanish Elton Procol 23 LSS Spano Ein Procoo 24 © Start: Ages 0:6-0:8 and 0:9-0:11 / r { reand ) | Materials: infant toys provided by the caregiver ee eee ee ‘Score: = Produces one please sound and one displeasure sound Vocalzaton paired with. Materials: toy of intorestto child saeco Teg churning, rather involuntary arm andieg movements Seore 1 Vocations to Mate ls: toy of interest to child ‘Vowels the child produced: Mater oy fiterstt chi | inde he consonant soundsthechild produced; «6b dom on othe: L : Score wo diferent consonant sounds Peet ee {HB Combines sounds Materials: infant toys (e.9, ball, bubbles) Sound combinations the child produced: Score 10. ‘9D seeks attention from others ‘Score ‘Materials: none 10) Child’ behavior: 7 natin or fn VV. E ar) © Start: Ages 1:6-1:11 {83l] Plays simple games with another while using appropriate eye contact ‘Materials: infant toys e.g, blocks, ear, ball, bubbles, box. book) ‘Score: 1 = Acts to gain ormeintsin stron | Score: = Paricipates wit another np Peete ed GW) Uses a representational (symbolic) gesture Score Materials: infant toy and objects 10 ‘Note. Refer to the Manual de adminisracién y puntuaién for complete administration and scoring directions. Chiles behavior: Score = Uses ro reposentaonal use (og, ware aldyeye,capshend) {HB Babbies two syllables together ‘Sore ‘Matra bubbles infant toys the chi has previously shown an iatarstin 10 ‘Two-syllable combinations the child produced: HR Takes citer calcing Matratsrore ‘Scare: abbles wo-sillable combination (ag, mam, bada) Score 10 ‘Score: = Takes two tims vocalizing in response to caregiver’ ination ofthe child's vocalizations LS Spanish ation Procol 25 LS Spanish Eaton Prcelo 26 Expressive Communication HY Produces different types of consonant-vowel (C-V) combinations Score ROE ‘Materials: toys and objects the child has previously shown an interestin 10 CConsonant-vowel combinations the child produced in Spanish and/or English: a CY: 6 CV-CW. 4. Other: (9B Produces a variety of consonant sounds Materials: none ‘Consonant sounds produced: 1 2 3 4 5 consonant sounds (BBY Uses at least one word ” “Material tys and objects the child hes previously shown an interestin 10 Words the chil produced in Spanish andor English: {s ‘Note. To qualify as meaningful, the sound combination counted ‘Demonsvates meaning use of sh ‘word mast be used consistently and in an appropriate communicative context. II es pate id vculcations wa vogue jee Matai: windup toy, bubbles, bok Note. Refer tothe Manual de dina ypuntuacin fr examples of correct and incorrect responses Pace 2073 object near the child but ou ofeach. Say. Mi estas oss (Lok at these things) (Observe the child to see he or he pons or aches forthe object, and vocals o request the objet Example of gesturing and voalzing to request objet © Start: Ages 2:6-2:11 (Bil Participates in a play routine with another person for atleast 1 minute while using appropriate eye contact Materials: stopwatch or watch with second hand Score 10) [EB Extends toy or points to object to show others Mater oy nd abject (BBE Uses atleast five words Materials: toys and objects the child has previously shown ani ‘While playing withthe child, point to objects and ask, :Qué es esto? (Whats this?) Words the child produced in Spanish or English 4 . vse wordsin Spanish odor nah Cee eed © Start: Ages 3:0-3:5 (2a toiates turmtaking gameorsocialrouting Score . mor Materials lath, bal, teddy boar 10 ‘Note. Refer to the Manual de administracién y puntuacién for complete administration and scoring directions. ‘Chile’ behavior: Score: 1 One instonce ofa chidinited activity LS SSpansh Ein Protcolo 27 PLS-SSpansh Elion Procol, 2 ae ea Bee Sea see Materials: sealable bag with a snack provided by the caregiver or a toy inside 10 ‘windup toy; toys and objects Note. Refer to the Manual de administracién y puntuacin for complete administration and scoring ditections, Words/phrases the child produced in Spanish and/or English: 4. requests actions or objects: b, labels actions or objects: &. requests repetition: 4. requests assistance: €. answers si/no (yes/no) questions: fuses a word to get attention: ie Score am ‘Materials: toys and objects the child has previously shown an interest in 10 Note. Refer tothe Manual deadminsracin y puntuacion for complete tration and scoring directions. 4. uses neither words nor gestures , uses gestures only <. uses gestures more often than words to communicate 4. uses gestures about as often as words «. uses words more often than gestures to communicate Bore Sear = Ue word eon thangs cnr © Start: Ages 3:6-3:11 and 4:0-4:5 Is: Manual de dbujos pp. 0-52 Scere acca Sete ares | a. pelota (Alternate: bola, balén) — a — ball bs. bebe — Fa — toby |e pljaro = a | | d. zapato (Alternate: tenis) im — shoe |e perro/perrito — @ — dog/doggie/puppy/puppy-dog | | £ globo (Alternate: bomba) — & — balloon ae | (hs manzana | 1 guna ‘Material: toys or objects the child has previously shown an interest in Word combinations the child produce: ‘Word combinations the child produced! a. verb + noun/pronoun: _&— noun/pronoun + verb », noun/pronoun + verb: verb + noun/pronoun: | | | | ¢soupoton ano = = wopennt eae | | | a. phrases with possessives: __ d- — noun/pronoun + verb + adjective (+ optional noun): | | | | ahaa gem eh — J — ter (roan + noun poe + noun) | \ Note. Refer to the Manual de administracin y puntuacin for complete administration and scoring directions. “Three- or four-word combination the child produced in Spanish and/or English: Score: 1= Produces one thre: or fur-ward combination in Spanish andor English Ls Spanieh aon Prmcale 29 PIS SSparch Ein Procol 30 Expressive Communication BB) Uses the gerundio form of verbs (verb stem + -ando/-iendo){present progressive (verb + -ing) Materials: Manual de dibujos p. 53 ma 10 {practice) Point to the picture ofthe girl in the sandbox and say, Esta niha estéjugando, ‘Cue as needed for practice only, 4 linea ete occas cnn Migh_(eomlande -= Ahora, hablame de esta nia (point) Ella esté_(durmiendo, descansando). (Bi Uses plurals Materials: Manual de dibujos pp. 54-55 Point to each picture and ask, ,Qué son estos(as)? 4. gatos b perros 4. drboles flores Score fr Spanish administration od SEIS? [1 Administer n Engich {practice) This gitis playing. — Tellme about this girl (point to the girl eating) She is_(eating, smiling). Noi tale sbi this (point). Shes_(deeping, chosing her eyes) sénineresor:1= wo covet =n D1 Administer in Ensich Whatare these? cats ‘Note. Do not penalize for language variations, such as a consistent aspiration ofthe /s/. Ifthe child has a speech sound disorder, note the articulation dficulty ‘on the Articulation Screener that follows the EC scale in this Protocolo [BBY Uses possessives and possessive pronouns (de la/ella, del, de él, suyolal; his, hers) Score Matavils: Manual de doves pp. 56-58 1 0] [ AdminsterinEngtish (practice) Point to the picture and say ste hela es de ella. Est head ws (practice) This icecream is hers. This tee cream s__ (his the boy’). {Ged del nino, suyo).(Altemate: mantecado, nieve) Ce as needed for practice only. 4. Mira estosnifos. Este ese gato del no. ;De quién es este gato? __ a, Look at thes children. This is the boy's at. Whose cats this? (de anita, de lla, suyo) (the gis, hers, her eat) 1, Mir estos animales. Esta ela comida del pero, .Dequign es esta comida? b, __ Lookat these animals. This isthe dg’ food. Whore foods this? (del gat, de, sy) (the cat’, hisher food, hisfhers) €. Este dibujocesde la. Este dibujoces (de, de no, suyo) € — Thispictureis hers. This picture is_ (his, the boy). ‘Score for Spanish administration or dual language edministraton: | = Two correct © Start: Ages 4:6-4:11 {BBY Tells how an object is used Materials Mani de des 9 I Administer n English (practice) Say Mira este dibujo. Es un lpi, yQué es lo que haces con un pis? (practice) Look at this picture. It isa penciL What do you do witha penci? (Gxeribes con € dibuja) (Write with it raw ith) Cue as needed for practice only. ‘Avora mira est dibujo. sto es un(a)__. Qué eso que haces con un(a) _? Now lookat this picture. Thisis2__. What do you dowitha_? 2. cuchara (comes, para comer/mezclar) |. spoon (you eat, to east) b. toalla (te secas, te tals el cuerpo) _b. towel (dry yourself off) the child syste bats” ora sas en el bat sy, Dime algo més IF the child says “take a bath” or “seit in the bathtub say, Tellme more. €. vaso (hebes/tomas de lle ponesjugo) HB Ane c atcrore (diner Ea Note. Refer to the Manual de administracin y puntuacién for complete administration and scoring directions (practice) Ask, ;Qué haces cuando tienes hambre? (como) (Practice) what de you do when you are hungry? (eat) (Cue as needed for practice only &. 2Qué haces cuando tus manos estin sucias? (lavirmelas, impiarlas) __&.__ What do you do when your hands are dirty? (wash them, clean them) . :Quéhaces cuando tienes suefio? (dormir, acostarme) 1. __. What do you do when you are sleepy? (sleep, go to bed) © :Qué haces evande tienes frio? (buscar una manta, evar una chaqueta) What do you do when you are cold? (get a blanket, wear a jacket) the child says “temblar ask, ;Qué haces cuando tiemblas? If the child says “shiver” ask, What do you do when you shiver? ‘Score for Spanish administration or dual enguage administration: | = Two correct FSS Spanish Eden Freocio 31 reerenrrrery Score each response Materials: Manual de cibjos pp. 60-64 Note. Refer to the Manual de administraién y puntuacin for complete administration and scoring directions. Record the childs responses verbatim. Point tothe pictures and say, Ahora vamos a hablar de estos dibujos. Yo empiezo yt terminas. * (practice) Say, Aquiel nino tiene una pelotay aqut (lana tiene una pelota) (Alternate: boa, balén) er simultaneously, using the same procedure. correct gender agreement and once for correct nber agre ‘Cue as needed for practice only. a, Este vestido es azuly estos LS-5 Spanish Editon Protocolo ‘Note. "There is no English administration for this item. © Start: Ages 5:0-5:5 and 5:6-5:11 [BB Answers qué, dénde, and cudndo questions (what, where, when) “Material: Manual de dujs p. 6 or subitems @ and b only cx 4. Miraa este nif. ;Qué esta haciendo? (lavando/secando platos/trastesvacija, secanda las manos) ee [ Administerin English Look at this boy. What is he doing? (washing/drying dishes or hands) Este nino no esté en el bao (point to the boy). ,Dénde esta? (Ia cocina/la casa) If te child says “aqui/alli/alla” ask, En qué euarto? b _— This boy s notin the bathroom (point to the boy). Where is he? (kitchen/house) [the child says “here/there” ask, What room is he in? ‘Note. Remove the Manual de dibujos from the child’ view. ‘Ahora quiero que me contests otras preguntas, . 4Quécomiste en el desayuno (or almuerzo)? (any type of food is acceptable, “comida") ‘Note. Remove the Manual de dibios from the childs view, "Now I want you to answer some other questions for me. ‘What did you eat for breakfast (or lunch)? (any type of foodis acceptable, “food”) {Dénde comiste el desayuno (or almuerzo)? (en la mesa, en la escuela/casa, ‘en un restaurante) a {Cando te cepillas los dientes? (cuando me despierto/levanto, después de comet) — Where dia you eat breakfast (or lunch)? (at the table at schcol/home, a a restaurant) {Cuando te vasa dormir? (en la noche, cuando mamé dice) LS-S Spanish Eton Protocolo 3 Expressive Communication ( Witiipt acne ee Soe Matas: Manual de ius p. 6-88 [1 0] LAdminsterin English (practice 1) Point tothe ret picture and say, Mira ests dibujo, sta nia se est (Gractce 1) Point tothe rst plcare and say, Look at thes pictures. This i iwashing {Srondo't pei ome | Point to the second picture and say, Ya terminé, Dime lo que hizo lant. Ela. Polot the second peur nd sy ow she's led Tall what the gd dd She | Gelav6 el pelo, se 10 lav6). If the child repeats “termind” say, Si, pero zque hizo? (vashed her hair, washed). Ifthe child repeats "shes finished” say, Yes, ut what di she ‘Cue as needed for practice only bs [Ahora mira estos dibujos. [Now look at these pictures. 4 Lanifa se esté comiendo un séndwich, (Alternate: emparedado,torta, sanduche) ‘Ya terminé. Dime qué hizo. Ella. (Selo comid, limpié el plato) [Ifthe child repeats “termin6” say, Si, pero zquié hizo? _— The girs eating a sandwich. ‘Now she's finished. Tell me what she did She... ate it, she Geaned her plate) Ifthe child repeats “she’s finished” say, Yes, but what did she do? {practice 2) Point tothe first three cones and say, El helado se ests derritiendo. Point to the last three cones and say, Dime que le pasé al helado. El helade.. (Ge derrti6) (Alternate: mantecado, nieve) ‘Cue as needed for practice only. Db. Laniiiaesté durmiendo, Ya termind. Dime lo que hizo la nia. La nia... (Gurmid, se desperts) Irthe child repeats “terming say, Si, pero qua hizo? (practice 2) Point to the first three cones and say, The ice cream is melting. Poin tothe pt hee cones nd en Tne what happened othe ier. Thee ‘The girs sleeping, Now she's finished. Tell me what the girl did. The gi... (slept, napped, woke up) Ifthe child repeats “she finished” say, Yes, but what did she do? Elnifio se va a caer dela biccleta. Dime qué le pasé a nfo. ELnifo... = (Ge cays, se lastimé) — Theboys going ao the bike. ellme what happened othe boy. The boy. (Cal downto he ot hard er Materials: none ractice) Say, Enséfhame tu mano. {practice) show me your hand. it for the child to do so, then put your hand next to the childs. Say Mi mano es it for the child todo so, then put your hand next tothe childs. Say, My hand isbig. ‘grande. Tu mano es (pequefia, chiquita) ‘Your handis. {small ith ‘Cue as needed for practice only | Hogamosmés. Let's do some more. ‘4, Mesiento en una.silla; me duermo en una... cama) — & — Isitona chair sleep ina... (bed) , Elpanes para comer la leche es para... (tomar/beber) — B, — Breads or eating; milks fr... (drinking) & Una hormiga es pequetia un elefante es... (grande) (Alternate: chiquita) © Anant site; an elephants. (big, large) 4d. Elhielo es fro; el fuego es... (caliente) (Alternate for hilo: nieve; for fuego: _ lumbre, candela) — lewis cold fires. (hot) Penne eed © Start: Ages 6:0-6:5 and 6:6- BBY Names described object igh aoe Matas: none ‘Note. Refer to the Manual de administracin y puntuacién for complete administration and scoring directions, (practice) Say, Ahora quiero que trates de pensar enlo que estoy dicendoy decirme de qué estoy hablando. :Qu¢ animal persigue ratonesy tiene bigotes? Hace mau. (gato) Cue as needed for practice only. 4 :Quéjuguete es redondo yrebota? Lo usas para tira y cachar. (pelotabola/balén) (Alternate: agarar, pescat) . ,0ué usas cuando te acabas de bafaro sales dela regndera? La uzas para secarte, {toala) (Alternate: ducha, tina, banera) € :Qué usas cuando quieres dibujar algo? Vienen en una caja. (crayones/crayolas/colores, marcadores, plumones, plumin [Bl Answers questions about hypothetical events Materials: none Note. Refer to the Manual de administracion y puntuacién for complete administration and scoring directions. {practice) Say, :Qué haces sino puedes encontrar tus zapatos por la maftana? (le pregunto ami papd/mams, os busco) (Cue as needed for practice only. ‘Score for Spanish adminisiration oF dul langage adinsiraon:1 ‘Score 1.0] [1] Administerin English (practice) Now | want you to try to figure out what talking about. What animal chases mice and has whiskers? It says meow (cat) a What toy isround and bounces? You play catch with it. (ballbasketball) — _B. — What do you use after bath or shower? You dry yourself with it. (towel) — _€__— Whatdo you use when you want to draw a picture? They comeina box. (crayons, markers, pencils) eon {practice) What do you do if you can't find your shoes in the morning? {ask my dad/mom, look for them) 4 Quéhaces ste sentes enfermolal? (tomo medicina voy al médico/doctor) a, What do you do ifyou feel sick? (take medicine, goto the doctor) 'b. Qué haces site caes? (me levanto, me pongo una curita) —b— Whatdo you do ifyou all down? (getup, put on a banda) © LQué haces si quieres jugar con eljaguete de tu amigo? (se10 pido, o tomo) What do youdo # youwantto play with your frend’ toy? (ask, tell them to share, grabit) LS-5 Spanien Petco 35 LS 5 Spano tion Prowcole 36 Expressive Communication (2D Names categories Materials: none Note. Refer to the Manual de administracin y puntuacién for complete ‘administration and scoring directions. (practice) Say, Escucha: perro, gato, caballo, vaca, cabra. Todos éstos son animales. Score 10. LD Administerin Engish (practice) Listen: dog, cat horse, cow, goat. Allof these are animals. (Alternate: chiva) ‘Cue as needed for practice only ‘Ahora dime ti qué son éstos, Now you tell me what these are. 1. Pan, frlioles, manzanas, arr. Todos éstos son (comida, cosas que comes) 4 Bread, beans, apples, rice ll ofthese are (food, things to ea!) (Alternate: habichuelas) b. Agua leche, jugo soe. Todos éstos son (bebidasliquidos, cosas para beber/tomar) Water mi, juice, soda Al ofthese are (drinksliquids thing to drink) (Alternate: refresco,giseosa) (Alternate: pop) Camisa, vest, pantalones, calcetines. Todos éstos son (ropa, cosas que te pones) (Alternate for vestido:teaje; fr calcetines: medias, calcetas, soquetes) _— Shirt dress, pants, socks. Ail ofthese are (clothes, things you wear) © Start: Ages 7:0-7:5 and 7:6~ (BB) Responds to por queé (why) questions by giving a reason Materials: none (practice) Say, Ahora quiero por qué hacemos algunas cosas. Por qué lusamos zapatos? (para proteger ls pies, para no ensuciar los calcetines) [Ifthe child responds with "Mamé me dice’ ask him or her, ;Qué otras palabras puedes usar para decir por qué. (Cue as needed for practice only. lf 1 Adminsterin English (practice) Now want you to tell me why we do some things. Why do we wear shoes? (protec feet, keep socks clean) Ifthe child responds with “Mama told me,’ ask him or het, What other words can you use totell me why...? _ Why do we go to sleep? (wee tired, we need to rest) fos gérmenes) {Por qué dormimos? (tenemos sueflo, necesitamos descansar) — Por qué comemos? (tenemos hambre, para tener energla) 1}, Why do we eat? (we're hungry to get energy) Por qué nos lavamos las manos? (estin sucas, para tenerlaslimpias, para matar © Why do we wash our hands? (they're dirty, to clean them, tokill germs) ‘Materials: Manual de dibyjos . 70 Say, Mira estas otras. Point to each letter and ask, ;Qué letra es ésta? ‘Ifthe child responds with the sound of the letter, ask for the name ofthe leter. bM cE ae aft Materials: none {practice 1) Say, Escucha y lo mismo que yo digo. Me gusta el chocoete. | (practice 1) sten and soy what sy. like chocolat. | | {practice 2) Say, Aqui hay otra: Me das algo de tomar? (Alternate: beber) | | (practice 2) Here's another one. Can thavea drink? (Cue as needed for practice only, by saying, Tetocaati or Ahora ilo. (Cue as needed for practice only, by saying, Your turn or Now you sy it. Record responses by noting changes onthe printed sentence or writing the cil’ response verbatim, Vamos a hacer mas. Let's do some more, a, Lanifa que esté cantando es mi hermana. — | Thegirt whois singing is my sister. ', :Pueden venir mis amigos aver la television? (Alternate: tele, TV) — b. —Canmy friends come over to watch TV? ¢, Cuando regresé de a escuela, Juan se comié una manzana. — & ___. When he came home from school, Juan ate an apple. ‘Note. The child must repeat the sentence inthe language in which you presented it. A translation does not receive credit. The child does not need to copy your intonation patterns when repeating the sentence to receive credit PLS SSpanioh Eon Protocol 37 PLS- Spanien Pracle 38 Expressive Communication Penance ee eee ee ee ees = “Materials: Manual de dbvjos pp. 71-12, audio recorder (optional) Note. Refer to the Manual de administracin y puntuacién for complete administration and seoring directions. (practice) Say, Estos dbujos cuentan un cuento. Te lo voy a conta Point to each picture as you describe it. (1) Dos hermanos estaban jugando bésquetboly el hermano grande ij, nunca vas ameter une canasta! (2) €thermano pequeiio agarélapelotay ati tan alto como pude. (2) thermane peau te trope cay, Pero plata de todo mader {ptm for bet lone pee s fc pri o o Prompt the hid retell he askeball sry by saying Aor cntame ‘Cue use of complet sentences as needed for practice only. You do not need to record the childs retelling ofthe practice story about the basketball game. ‘When the child has finished the practice, turn the page in the Manual de dibujos and say, Estos dibujos son de un Cuento diferente. A este nifito se le perdié su osito. Mira todos los dibujos. Ahora, cuéntame el cuento. Empieza con este dibujo Point tothe frst picture, Record sentence responses verbatim, the cil you are testing requires ual anguage administration ofthis item readminiter the cole eel urdon Rog gues fas (practice) These pictures ella story tell you the story. Point to each picture as you describe it. (1) Two brothers were playing basketball and the big brother said, You'll never make a basket! (2) Theitte brother grabbed the ball and threw ita high ashe could, (6) Oops! The little brother tripped and fell.But the ball still went into the basket! Prompt the child to retell the basketball story by saying, Now you tell me the story. Tell, ‘me about each picture. ‘When the child has finished the practice, turn the page in the Manual de dibujos and say, These pictures tell a different story. This little boy ost his teddy bear. Lookat al the pictures. Now tell me the story. Start with this picture. : : 5 ; ‘Score “el ~ Sear ish adn of lange ain Biliayammee Score th ory sogpences corrector iacoect } The hid desert pictresin logic sequence D1 Administer in English ‘Note. Corsect picture description sequence is 1-2-3-4 or 1-3-2-4, The description of each picture does not need to be a complete sentence or grammatically correct to receive credit for sequence, (WP tats a story using grammatically correct sentences ‘Score each statement as correct (+) or incorrect (-). 1 2 4 18 cies] ‘Note. A correct response must be @ grammatically correct sentence. To receive credit the response must include referents for at least the frst picture. Correct responses may include a story told in the first person, sentences 2-4 beginning with ‘And, and tense shifing between sentences, Materials: none ‘Note: Refer to the Manual de administracion y punuacin for complete administration and scoring directions. (practice 1) Say, Te voy a decir algo queno tiene sentido. Quiero que tilocambies | __-para que tenga sentido. ntenteros uno: Child's name) es unt) incorrect gender). | aEsverdad? Not Yo debi haber dicho, (his name) es unt) (correct gender (practice 2) Say, Vamos a hacer otro El nose tomé un vaso de rane. Tene sentido? ;No! Pero yo podria decir E/nifo se tom un vaso de leche o El nino vio unas {practice 1) 'm going to tell you something that doesn’t make sense. want you to ‘change itso that it makes sense, Lets try one: (Child's name)isa (incorrect gender). Is that ight? Not should have sai, (Child's name) is a (correct gender). | (practice 2) Let's do another one. The boy drank a glass of frog. Does that make sense? [Not But could say, The boy drank a glass of milk o The boy saw some frogs, right? anes, verdad? (Cue as needed for practice only by saying, iene sentido? Cambia loque yo digo para que tenga sentido. makes sense. Let's try some more. Change what | say soit makes sense, The boy ateabig car. ‘Vamos a tratar algunas més. Cambia lo que yo digo para que tenga sentido. 4. Elnifo se comi6 un carro grande. (Alternate: coche, auto) = | — The girl eats soup witha shoe, | SeeeineiNnarciehicinedinptns | | b. Lanifia come sopa con un zapato. (Alternate: caldo) | Elnino duerme en una bicileta. rere Administer simultaneously, using the same procedure. Score AC and EC items separately. Use page 18 of the Protocolo to score EC49-51 based on the child's retelling of the Capi story. Refer to the Manual de administracion y puntuacién for complete administration and scoring directions, (Sener Spanish administration or dal lnguage administration 1=Invodvessstonlcharacos (clad he dog ad cldren Fam soy gail | enn | [1 0] [Administer in English (Sears Sponih anni or lingua arin aion I= nes eet om stay prs 2-7 ina lil sequence | {Sear Spnih diiron or dl ngage admit: = Gon dudes di loicalyUnlig ornon on ry pa) LSS Spunioh ation Promcle 38 PLS-SSponsh Eon Protocolo Expressive Communication (2) completes similes Score Materials: none 10) C1) Administer in English ‘Note: Refer to the Manual de administracin y puntuacion for complete ‘administration and scoring directions. (practice Sap Pensa on lgo que sen my alent. ol x alent el eg 6+

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