SPANISH EDITION Manual del examinador eed See ee La eds) c c Ss r ® 1 2 S £ rc} & ra € t ra 4 £ 3 s Lo 5 s s 4Cc ELLE i Clinical Evaluation of Language Fundamentals SPANISH EDITION Manual del examinador Eleanor Semel Elisabeth H. Wiig Wayne A. Secord with contributions from Henriette W. Langdon VBvedv_seddveoedvevwewwwewuHeeueveevevsClinical Assessment 19500 Bulverde Road San Antonio, TX 78259 800.627.7271 www.PsychCorp.com Spanish edition copyright © 2006 by NCS Pearson, Inc. Copyright © 2006, 1997 NCS Pearson, Inc. all rights reserved. Normative data copyright © 2004 NCS Pearson, Inc, Warning: No sart of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner. Pearson, the PSI logo, PsychCorp, CELF, CMS, Childrens Memory Scale, WPPSI, and WMS are trademarks in the U.S. and/or other countries of Pearson Education, Inc., or its affiliate(s) Some material in this work previously appeared in Clinical Evaluation of Language Fundamentals, Fourth Edition, Examiner's Manual copyright © 2003, 1995, 1987, 1980 by The Psychological Corporation; Children’s Memory Scale, copyright © 1997 by The Psychological Corporation; and Wechsler Memory Scale copyright © 1997 by The Psychological Corporation. 5678910 1112BCDE PEARSON 5 ais vovsveuuen® aeSFP KS HSH KWH KOKOKBKBCKOKSBS we »swvvvwe Acknowledgments CHAPTER 1 Overview of the CELF-4 Spanish Assessment Process Age Range. Administration Time Uses Examiner Qualifications Features... Goals for Revising CELF-3 Spanish. How CELP 4 Spanish Compates to CELE-3 Spanish How CELF- Spanish Compares to the English Edition of CELF-4 ‘Test Components Manual del exai Manual técnico (Technical Manual) Manuales de estimulos 1 y 2 (Stimulus Manuals 1 and 2) Folletos de registro 1 y 2 (Record Forms I and 2) Escala de valoracién del lenguaje (Observational Rating Scale) ador (Examiner’s Manual} CELF-4 Spanish User’s Responsibilities ..... CHAPTER 2 Administration and Scoring Directions for Level 1 and Level 2 Assessments . . ‘Competencies Needed for Using CELF-4 Spanish Spanish Proficiency Needed to Administer CELE-4 Spanish Ye Working With Interpreters if You Do not Have Near-Native Proficiency in Spanish. Issues in Assessing Hispanic Students. Interaction Patterns . eee Comfort/Familiarity With the Testing Process . Second- Language Learners. The Prereferral Process. . [Assessing the Student's Spanish Proficiency— Should the Student be Assessed in English or Spanish? ‘Assessing With BICS and CALP Skills in Mind....e.eeceeeeeeseseeseesnees ment Does Not Equal Test Scores Asses Contents 18Contents Administering CELF-4 Spanish ‘Testing Environment Timing Rest Periods/Breaks Encouragement/Reinforcement Repetitions ...- cn ‘Test Accommodations and Modifications. ‘Test Accommodations ‘Test Modifications Reporting Adjusted Test Scores . Using Alternate Vocabulary as a Test Accommodation . Asticulation Variations: Code Switching/Responding in English Use of Anglicisms. Out-of-Age-Range Administration Testing for Reevaluation. .. ‘Test Components. Getting Acquainted With the Testing Materils Demonstration and Trial Items Recording and Scoring Responses Self-Corrections ae Start Points, Discontinue Rules, and Stop Points Calculating Chronological Age. Language Environment Checklist Subtest Administration. Extension Testing Conceptos y siguiendo direcciones. Administration Directions Scoring the Items; Scoring the SuDteSt +. ++++++02++ Item Analysis for Conceptos ysiguiendo direcciones. Extension Testing for Conceptos y siguiexdo direcciones Repeating the Directions Modifying Item Content Estructura de palabras . Administration Directions «.- Scoring the Items.....es+ees+eeeeeees Scoring the Subtest Extension Testing for Estructura de palatras Indirect Imitation one de palabras... Item Analysis for Estructut Additional Resources. Is 19 30VRP TS KS PFS HP HHA HDHD HHP HFHSKSHKSEESE vy ww vv Recordando oraciones. .... Administration Directions Trial 1 ‘Test Items. Recording Responses Editing mbols Scoring the Items. Scoring Procedures Scoring Samples ........ Scoring the Subtest Item Analysis for Recordando oraciones ....4.++0++ Additional Resources. . Extension Testing for Recordando oraciones . Repeating Item: . Modifying Item Content . Visualization/Imagery Formulacién de oraciones. Administration Directions Scoring the Items. . Formulacién de oraciones Scoring Guidelines Scoring Procedure Scoring Key... Scoring the Subtest ..... Item Analysis for Formulacién de oraciones Additional Resources. aero Extension Testing for Formulacién de oraciones Evaluating Complexity... Controlling Complexity ....2..202000205 Clases de palabras 1 (Receptive, Expressive, and Total) ‘Administration Directions «... Scoring the Items. Scoring the Subtest 9 “lases de palabras 1 Item Analysis for Extension Testing for Clases de palabras | .. Examining Receptive Strategies Examining Expressive Strategies Clases de palabras 2 (Receptive, Expressive, and Total) ‘Administration Directions Demonstration Item Trial 1 ‘Trial 2 Contents 39 40 40 40 40 40 41 a2 2 43 3 45 45 45 245 246 46 a7 48 2148 48 49 49 61 61 261 we 61 = 62 62 68 264 64 264 66 66 66 66 67 67 = 68 68 68Contents “Test Items Scoring the Items Scoring the Subtest Item Analysis for Clases de palabras 2 Extension Testing for Clases de palabras 2. Estructura de oraciones Administration Directions Scoring the Items. Scoring the Subtest for Estructura de oraciones Item Analys Extension Testing for Estructura de oraciones. .. Identifying Information Vocabulario expr Administration Directions Scoring the Items. Vocabulario expresivo Scoring Guidelines. Scoring the Subtest Item Analysis for Vocabulario expresivo Extension Testing for Vocabulario expresivo Using Pictures asa Reference... Definiciones de palabras. ‘Administration Directions Demonstration Item. Trial Lee Trial 2... Test Items Recording Responses Scoring the Items. 2 Definiciones de palabras Scoring Guidelines Scoring the Subtest : Item Analysis for Definiciones de palabr Extension Testing for Definiciones de palabras - Determining Baseline Vocabulary Using Familiar Words. . - Using Pictures as a Reference. . Entendiendo parrafos ‘Administration Directions Trial Paragraph... Test Paragraphs Scoring the Items. Scoring the Subtest . Item Analysis for Entendiendo parrafos vi 69 Co) 0 70 70 d | | | | | | | e @eeaeeeeeaaeaeygc? : > Contents y Extension Testing for Enendiendo pias... tes = Administering Lower-Level Paragrphs.......ceiceseeseeseesee se 8B ’ Completing the Scoring Summary ...........0.0.c.00 cones 0 Recording Subtest Scores... 2... cecevscaee wen 89 > Using the Norms Tables in Appendix A........ oan 89 hanes palate nd a en » 9 Subtest Confidence Intervals vee 0 Agate %” > Zero Scores... es 5 (Core Language Score end index Scone sss. cuesscosteetsiai enh es % 9 Percentile Ranks and Percentile Rank Confidence Intervals ssssssssss a Ploting Subtest and Compost Scores ein “2 » Determining Discrepancy Comparisons. 94 >» CHAPTER 3 Interpretation of Level 1 and Level 2 Assessments 95 » Interpreting Performance for a Child Learning a Second Language ....... one > Deriving Scores for Level 1 and Level 2 .... map egs: 97 Deriving Subtest Scaled Scores.......... 98. > Deriving the Core Language Score..... vee eee esses Deriving Index Score... e.ssss000+ vee 8 9 Receptive Language Index Score «sss scsesesvesesees EIT on agi Langage Be rare 100 » Language Content Index Score 00 > Language Structure Index Score “100 Language Memory Index Score... oe > Working Memory Index Score 102 Norm-Referenced Standard Scores. ee » ‘sing Confidence Interas to Reflect Confidence in Obteined Scores «+ uoueneen 108 Percentile Ranks 108 a Test Age Equivalents 08 Interpretation of CELF-4 Spanish Scores. 2110 a Determining if There is a Disorder—Level 1 no | a Describing the Nature of the Disorder—Level 2 no mterpreting Difference in Index Scores iu 5) Toeppedeg HiT wom sce i > aking the NextStep inthe Assessment —Level3 or Level 4 slid ; a > . |»Contents CHAPTER 4 Administration and Interpretation of Level 3 and Level 4 Assessments. viii When to Administer Subtests to Evaluate Related Criterion-Referenced Subtest Scores Phonological Awareness. Word Associations ..........0e00000+ Rapid Automatic Naming Working Memory Subtests Conocimiento fonoldgico ..........0++ Administration Directions . Scoring the Items ...... Scoring the Subtest ae Interpreting Performance on Conocimiento Fonolégico Asociaci6n de palabras... Administration Directions Trial Item... Test Items. Scoring the Items Goan Asociacién de palabras Scoring Guidelines. . Interpreting Performance on Asociacién de palabras... Repeticién de ntimeros 1 for Ages 5-16. Administration Directions Numbers Forward Numbers Backward Scoring the Items Repeticién de mimeros 2 for Ages 17-21 Administration Directions Numbers Forward ‘Numbers Backward Scoring the Items ‘Secuencias familiares I for Ages 5-16 Administration Directions Scoring the Items Error Types Accuracy Score and Bonus Points Scoring the Subtest Secuencias familiares 2 for Ages 17-21 . Administration Directions... +++ Scoring the Items ....... Scoring the Subtest nical Behaviors 1s 118 us 19 120 120 122 123 1s 127 128 129 129 19 129 129 134 135 -135 136 - 136 «136 = 138 = 138 139 139 2139 1d 141 143, 143 -M45 145 146 146 148 148 S®eseeeeeeeeeeausuueeaewry DTV KH KKK KKK wT HS Interpreting Performance on Working Memory Subtests Enumeracién rapida y automitica (ERA) Administration Directions Recording Time and Errors .... Scoring the S btest Interpreting Performance on Enumeracién répida y automtica T Error Scores ne Scores CELF-4 Spanish Authentic and Descriptive Assessment Measures (Level 4) How the CELE Spanish Clasificacién pragmatica and Escala de valoracién del lenguaje (EVL) Relate to IDEA. When to Administer CELE-4 Spanish Auth Clasificacién pragmstica (Pragmatics Profil)... ic and Desc Escala de valoracién del lenguaje (Observational Rating Scale) Clasificacién pragmatica Completing the Profile Scoring the Clasificacién pragmatic Interpreting Results of the Clasificacién pragmattica Escala de valoracién del Lenguaje (EVL) Completing the Rating Form . Setting Up the Interview Completing the EVL in an Interview During the Interview. . ce Drawing Conclusions and Making Recommendations for Intervention Case Studies .. Case Study I: Alicia, 7 years 3 months. Case Study 2: Lorenzo, 8 years 5 months Case Study 3: Jaime, 10 years 8 months... Case Study 4: Luz, 14 years 2 months. APPENDIX A Subtest Scaled Scores APPENDIX B Core Language Scores and Index Standard Scores......... APPENDIX C Subtest Age Equivalents APPENDIX D : Percentile Ranks, Normal Curve Equivalents, and Stanines APPENDIX E Scores for Criterion-Referenced Subtests Contens 2154 154 154 155 156 156 157 157 160 160 163 : 163 ged 163 165 165 = 169 173, 183 199 249Contents APPENDIX F CELF-4 Spanish Research Examiners 37 re -237 CELF—4 Spanish Examinees’ Place of Origin : 261 APPENDIX H English Translation of CELF-4 Spanish Subtest Items ........ 263 REFERENCES .. -291 List of Tables Table 1.1 Descriptions of CELF-~ Table 2.1 Conceptos y siguiendo direcciones item analysis yanish subtests. ......cc000eeeeeeee Table 2.2. Estructura de palabras item analysis. Table 2.3. Recordando oraciones item analysis... .. Table 2.4 Formulacién de oraciones item scoring rules and examples Formulacién de oraciones item analys Clases de palabras 1 item analysis. item analysis. Clases de palabras ‘Table 2.8 Estructura de oraciones item analysis.........-+sseeeereeeesereeseeeetsresnes eee Table 2,9. Vocabulario expresivo item analysis Table 2.10 Definiciones de palabras item analysis ....+-+++s40reseesereessersserersess oe tenga 8 Table 2.11 Entendiendo parrafos item analysis « a ‘Type of scores available for CELF-4 Spanish subtests and indexes « Table 3.1 Table 3.2 Distances from the mean of subtest scaled scores 98 Table 3.3 Distances from the mean of selected standard scores. 103 Table 34 Guidelines for describing the severity of a language disorder «- i Table 3.5 Differences between index scores required for statistical significance by age 14 1s. index scores in the standardization sample. . Table 3.6 Frequency of differences between palabras ... -131 alabras RO Recordando oraciones FO Formulacién ce oraciones CPI or2 Clases de palabras | or 2 CP-R Clases de palabras-Receptive CP-E Clases de palabras-Fxpressive CP-T Clases de palabras—Total FO Estructura de oraciones VE Vocabulario expresivo pp Definiciones d= palabras EP Entendiendo pirrafos CF Conocimiento foncl6gico ERA Enumeracién répida y automatica AP Asociacién de palabras = Backward, T = Total) RNI or 2 Repeticidn de ntimeros 1 or 2 (F = Forward, SF1or2 —Secuencias fariliares 1 or 2 cup Clasificacion pragmatica EVL Escala de valoracion del lenguaje Demo Demonstration item ‘Trial ‘rial item 42 Item number Abbreviations for Folletos de registro Score Summary Pages o Confidence Interval cus Core Language score RLU Receptive Language index score ELI Expressive Language index score Lcl Language Content index score LSI Language Structure index score LMI Language Memory index score WMI Working Memory index score PR Percentile rank sD Standard Deviation ss Standard score 25Chapter 2 26 Demonstration and Trial Items Before administering any subtest items, present the demonstration and trial items so that the student can practice the task and become familiar with the stimuli. Ifthe student gives no response, is unable to respond lo the tral items, or does not understand the task, you can encourage, demonstrate, repeat, and prompt for responses to these items as necessary to teach the subtest task. Ifthe student is still unable to respond to the trial items or does not understand the task after prompting, do not administer the subtest. Its recommended that you administer subtests for the Core Language score in the order they appear in the Folleto de registro. This order introduces testing with a receptive subtest that does not require the student to verbalize responses. You may administer other subtests in the order you need to obtain index scores or in alternating (receptive/expressive) order to maintain variety and the student’ interest. Recording and Scoring Responses Because recording responses verba:im for Formulacién de oraciones, Recordando ora~ ciones, Clases de palabras, and Definiciones de palabras subtests can be time consuming, you may tape record administration of these subtests, and then transcribe and score the responses later Before you begin tpe recording, make sure thatthe tape recorder isin good working order and that the volume control is set at an appropriate level for recording, Self-Corrections Sometimes a student will revise his or her response to a test item, or self-correct. Ifthe stu- dent changes his or her response before you present the next test item, write the revised response as the student's choice and score it. Start Points, Discontinue Rules, and Stop Points “The following variables affect administration of CELF~4 Spanish: age-dependent subtest ‘administration, use of the Manualks de estimulos 1 and 2, repetition of stimulus items, and subtests with age-dependent start points and discontinue rules. Subtest start points and dis- continue rules have been incorporsted to shorten testing time and to help minimize stu- dent fatigue or boredom. Ifyou tes frequently with the English edition of CELF-4, pay special attention to the stat points and discontinue rules in CELF-4 Spanish because they differ from the English edition, ‘Begin testing at the appropriate age-based start point of a subtest. Ifthe student obtains a perfect score on the first two items administered, award full credit for items prior to the start point and proceed with the subtest. If the student does not obtain a perfect score on the first two items administered, gc back to Item 1 and administer all items before the start point. As you proceed with testing,do not readminister the items the student missed but Continue testing beyond that point. Ifthe student receives credit on the fist item adminis- tered, but not on the second item administered, go back to Item 1 and administer all items prior to the start point, Again, do not readminister either the item that received credit or the item that did not receive credit but continue testing beyond that point. Discontinue rules indicate where te stop testing and are designed to minimize testing time performance. The discontinue rules differ for ‘without losing information about a studen teach subtest and typically require a specified number of consecutive zero (0) scores before administration ¢a de estimulos and in the Folleto de registro. an be discontinued. Discontinue rules are clearly indicated in the Manual eeee@ eeeAdministration and Scoring Diretions for Level 1 and Level 2 Assessments Ifyou are not su F you are not sure how to score a response and cannot decide if you should discontinue @ subtest, administer more items until you are certain the discontinue rule has been met. If, {uring 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 responses would have earned credit. Stop points indicate that you will rot administer test items to students at specific ages, regardless of their performance on previous items. Start points, discontinue rules, and stop points are indicated at the beginning of each subtest in the Manuales de estimulos | and 2. Figure 2.1 illustrates the start point, discon tinue, and stop point icons used to indicate these points and when a stopwatch is needed for a subtest, oo & © FIGURE 2.1 Symbols used in the Folletos de registro 1 and 2 and the Manuales de estimulos 1 and 2 Calculating Chronological Age Before testing, complete the student information on the front page of the Folleto de registro, To compute the student’ chronological age, subtract the student’ birth date from the test date, In doing so, you need to remember two points: 1. When borrowing from months, always borrow 30 days, regardless of the month. 2. When borrowing months from years, always borrow 12 months. Remember that a student’s age is not rounded to the next year (see Figure 2.2). In other words, you would compare a student who is 8 years 11 months and 22 days old to age: peers by using the norms tables for students ages 8 years 0 months to 8 years 11 months. vel Dore Tested 2006] 4% 477% Date of ith var | 4+ | 2s Chronologialnge | 15 | 0 | 7 FIGURE 2.2 Example of calculated chronologi 27Chapter 2 Language Environment Checklist The Language Environment Checklist enables you to summarize, in one page, factors that may have affected the students performance on CELE-4 Spanish. The checklist can be used to provide a snapshot of the student's mastery of language skills as well as his or her language usage in Spanish and English (or Spanish and a different second language). This information will be useful to you as you evaluate the possible effects of normal processes of second-language acquisition, language loss, educational factors, and/or language learning difficulties The Home Language Information section of the checklist addresses language(s) spoken by the student and parents, the number of years living in the United States, and the number of years living in a Spanish-speaking country. Rating the student’s exposure to, comprehension of, and use of Spanish and a second language is part of this section. Questions about level of language mastery of the student’ first and second languages, language usage, language preferences, and the parents’ perception of the student’ language skills are included. ‘The amount of time the student hes been educated outside of the United States or within the U.S. school system, as well as the student’s current language of instruction, are addressed in the Educational Information section of the checklist. In this section, you can record information from the teacher about his or her perception of the student’s current academic performance, interpersonal communication skills in the classroom, and learning strategies. You can obtain some of this information directly from the student (e.g, number of years in the United States language preferences) or from the student’s permanent educational record. The student's parents and teacher should be consulted to complete the rest of the information (allow enough time for the teacher to have time to get to know the student) Additional space is provided so that you can document any additional information or “observations that are relevant to interpreting the student’ performance on CELE—4 Spanish. Subtest Administration ‘Administration directions follow for the subtests that make up the composite scores obtained at Levels | and 2 of the CELF-4 Spanish assessment process. The subtests that form the scores for Levels 1 and 2 differ by age and are listed in Figure 2.3. Use the subtests listed for the age of the student yor are testing, Each of the following subtests includes a statement of the subtest objectives and what the performance results may mean in relation to a student’ school curriculum and classroom dctivities, The subtest administration directions (ifthe subtest does not use visual stimuli) and instructions for scoring responses are given, as are suggestions for extension testing procedures and key clinical observations. Extension Testing Use extension testing after interpreting CELF-4 Spanish results to learn more about the variables that may have contributed to a student's errors. Errors may result from task or format novelty, task complexity, length or complexity of instructions, linguistic content, \d responses or response required. By systematically vatying the content, direction: required, you can determine where and when the student’ ability to respond correctly begins to break down. In effect, yor use extension testing to establish conditions under which the student can perform successfully, Results of extension testing enable you to ake judgments about the degree of difference between the conditions under which the student is able to perform the skill proficiently and performance in academic and real- life situations. @e eRF UT SII F KOKO KI KK F FFF FIFI IDI IDI IDI ID IDS ed Admixistration and Scoring Directions for Level Ages 9-12 1 and Level 2 Assessments Ages 13-21 Mentifying whether or not there is a language disorder Core Language Score (CLs) Conceptos y siguiendo Grecdones Estructura de palabras Recordando oraciones Formulacion de oraciones Level 1 Identifying whether or not there isa language disorder Core Language Score (CLS) Conceptos y siguiendo crenons Recordando oraciones Formulacisn de oraciones ‘Clases de palabras 2-Total Level 1— Identifying whether or not there isa language disorder ore Language Score (CLS) Recordando oraciones Formulacién de oraciones Clases de palabras 2-Total Definiciones de palabras Level 2— Describing the nature of the disorder Receptive Language Index (RL!) Conceptos y siguiendo direcciones Clases de palabras 1 & 2-Receptive Estructura de oraciones Expressive Language Index (EL!) Estructura de palabras Recordando oraciones Formulacién de oraciones Language Content index (LC!) Conceptos y siguiendo direcciones Clases de palabras 1 & 2-Total Vocabulario expresivo Language Structure Index (LSI) estructura de palabras Recordando oraciones Formulacién de oraciones Estructura de oraciones FIGURE 2.3 Subtests admini Level 2— Describing the nature of the disorder Receptive Language Index (RLI) Conceptos y siguiendo direcciones Clases de palabras 2-Receptive Expressive Language Index (EL!) Recordando oraciones Formulacién de oraciones Clases de palabras 2-Expressive Language Content Index (LCD Clases de palabras 2-Total Vocabulario expresiva (age 9) Definiciones de palabras (ages 10-21) Entendiendo pirrafos Language Memory Index (LMI) Conceptos y sicuiendo irecciones Recordando oraciones Formulacion de oraciones fered at levels 1 and 2 Level 2— Describing the nature of the disorder Receptive Language Index (RL!) Clases de palabras 2-Receptive Entendiendo parrafos Expressive Language Index (EL!) Recordando oraciones, Formulacién de oraciones Clases de palabras 2-Expressive Language Content Index (LCI) Definiciones de palabras Entendiendo parrafos Language Memory Index (LM) Recordando oraciones Formulacién de oraciones 29Chapter 2 Conceptos y siguiendo direcciones Core Receptive Expressive Language Language Language Scores Language Language Language Content. ~— ‘Structure Memory Ages 5-8 5-8 58 912 12 ae Materials Needed Manuel de estimulos 1 Folleto de registro 1, pages 4-6 Folleto de registro 2, pages 5-7 Start Points ‘Ages 5-8 take Set 1 Demos and Trials, start at item 1 and must take Items 1-21 ‘Ages 9-12 take Set 2 Demos and Tials and start at Item 12. Repetitions None Discontinue Rule ‘Ages 5-8 start counting zero scores with item 22. ‘Ages 9-12 discontinue after 7 consecutive 2er0 scores, Objective To evaluate the student's abilty to (@) interpret spoken directions of increasing length and complexity, containing concepts that requite logical operations; (b) remember the rhames, characteristics, and order of the mentioned objects; and (identity from among several choices the pictured objects that were mentioned Relationship to Curriculum “he abilities evaluated relate to preschool and elementary school curiculum objectives for (a following directions for seatwerk and projects, (o) remembering homework assignments, and (c) following teacher instructions for managing classroom activites ‘and interactions. Relationship to Classroom Acti ‘Comprehension, recall, and the ability to act upon spoken directions are essential for success inal subject areas and for internalizing scripts and rules for behavior. These ablites are required for following directions for lessons, assignments, and activites, both in the classroom and in the home. 30 eqv q y y y qa Q q % , 9 a % » ° » » % 9 »% a » a » ~» ~» » Administration and Scoring Directions for Level I anu Level 2 Assessments Administration Directions Administration directions are included in Manual de estimulos 1 and the Folletos de registro, Scoring the Items For each item, circle 1 if the students response is correct or 0 ifthe response is incorrect. If the student makes 7 consecutive responses that earn a score of 0 (errors oF no responses), discontinue the subtest. Make a note below the last item administered to indicate that you discontinued the subtest. Scoring the Subtest Compute the raw score for the subtest by adding the scores of the items administered and | point for each unadministered item preceding the student's start point. If you discontinued the subtest, the last item that earned a score greater than 0 is considered the ceiling. If, for diagnostic purposes, you administer items be when computing the raw score for the subtest. Record the subtest raw score on the Folleto, de registro, mid the ceiling, do not include those scores 31Chapter 2 Conceptos y siguiendo direcciones (C8SD) Point Materials Needed | Reptitions Discontinue Rule 32 aks! Damosand ti statat_| Manolis | Nene and must tke ems | Special Considerations: Wait until you are CERTAIN tha 3 = specified oder sfindividual Demo Demo3 ala el zapatsnegrayel per “Grose FIGURE 2.4 Example of scored Conceptos y siguiendo direcciones items y a | | | | ,SRDS VIVID VHD HO KDHE KDHE KOH HOS Administration and Scoring Directions for Level 1 and Level 2 Assessments Item Analysis for Conceptos y siguiendo direcciones ltem analysis for Conceptos y sigu'endo direcciones includes commands with left and right otientation, The demonstration ard trial items ofthis subtest demonstrate left-to-right orientation during training, Following training, most test items assume use of lef-to-right orientation, except the items that give specific left or right directions (Items 29, 40, and 47). In the item analysis table, Left/Right Orientation refers to the items that give specific left or right directions. Use the table in te Folleto de registro to determine error patterns in the student’ responses. TABLE 2.1 Conceptos y si endo direcciones item analysi Concepts Items Inclusorvéxlusion 1 (dentro de un crcuo), 8 ubrayados), 9 (todos..menos), 11 (todos), 12 (oi), 13 todos. ‘menos und) 14 (todas. menos una), 16, 25, 26,27, 28, 35, 37,41, 42, 46,50) Location 1 (der) 2 aria, 3 (mas crea, 4 al ade 19 Gseparados, 29 derecho), 32 separadas, A '5 (ent), 7 (mas jos), 16 (eriba, abajo) (derecho), 47 (derecho) Sequence 6 (adelante de), 23 (Segundo), 24 (atime), 25 (uegd), 26 (prea, en macho), 30 (en medi, Uitimo), 31(cuarto), 32 (separedas), 23 (primera, time), 34 (tee), 36 (segundo, tercer), 38 (sequndo, primera, 39 (li), 40 primera, 42 (cuarta, primera), 43 (limo, primer, prime), {4 (pemera,seqund, kta) 8 (segundo, tercera, 49 Gegunda, ultima, Ulta) Condition 18 (al menos que) Temporal 10 (al mismo tempe. 15 (viet, 17 (antes, 20 (después, 21 (despues, 22 fuego), 25 veg, 38 (Gespvts, 40 (Juego), 43 (antes, 4 (antes, 6 antes) 4 antes), 48 (despues), 48 (desputs 50 (desouts Directions tems 22-50 _ No Orientation Serial Orientation {evel Command 32 23,24, 31,34 2-evel Command 227 25,26, 30, 33,36, 38, 40,4 3-Level Command 28, 35,37, 41, 46 39,43, 44, 49 ‘Level Command 5,50 a0 Number of Modifiers Items 22-50 7 22, 23,24, 25, 26, 23, 30, 33, 35, 36, 37,38, 33, 40,43, 4¢ 2 27, 31,34, a1, 42, 46, 48, 49, 50 Note Bolded tems appear in more than one category Extension Testing for Conceptos y siguiendo direcciones Use extension testing to analyze errors in interpreting, recalling, and executing spoken directions of increasing length and complexity, and in understanling basic ling cepts. Review the student's performance on subtests that require memory for content (Recordando oraciones and Entendiendo pirrafos).If performance is below average on these subtests also, establish whether or not the student can accurately interpret the con- istic con- cepts in familiar, typical, and experience-based contexts. 33Chapter 2 34 Categorize the student’ errors according to the variables in the Conceptos y siguiendo direcciones item analysis table. Count errors on two- and three-level commands, errors related to the number of internal modifiers, and errors related to orientation. Base testing on the error patterns you observe, and then select one or more of the suggested extension testing options. Repeating the Directions Readminister the subtest items the student missed and repeat the stimulus directions if nec essary, If the student receives a score of 1 on half or more ofthe repeated items, repeating verbal instructions for tis student may be a valuable strategy forthe classroom, Modifying Item Content ‘Simplify multiple-level commands or items that have multiple modifiers. Change one aspect of an item at a time to test the effects of modifications in content and length. Deter- ‘mine if less complex tasks improve performance. Clinician’s Note Use common objects that are familiar to the student and available in his or her environ- ment (toys, blocks, cars, counters, tokens) for intervention activities, seceat TT a oJ Sve eH HD wD BHO HDD DDD BDDDADIAS GD Administration and Scoring Directions for Level I and Level 2 Assessments Estructura de palabras Core Receptive Expressive Lan ta es ive Expressive Language Language Language ce language Language Language —«Content_— Structure =» Memory Ages 58 5-8 58 Manual de estimulos 1 Folleto de registro 1, page 7 Start Point Item 1 —_— Repetitions One allowed — Discontinue Rule None—adminster all items. Objective To evaluate the student’ ability to (a! apply word structure rules (morphology) to mark inflections, derivations, and comparison; and (b) select and use appropriate pronouns tO refer to people, objects, and possessive relationships. Relationship to Curriculum ‘The abilities evaluated relate to preschool and elementary school curriculum objectives for using word structure rules (morphology) to (a) extend word meanings by adding inflectional, derivational, or compararive and superlative suffixes; (6) derive new words from base words; and (c) use referential pronouns. Oe Relationship to Classroom Acti In the classroom, the use of word structure rules is emphasized by matching word forms to pictures; substituting pronouns for nouns; indicating number, time, and possessive relationships; making comparisons of characteristics; describing pictures and events; and other tasks. Administration Directions ‘Administration directions are included in Manual de estimulos 1 Scoring the Items “The correct response for each item is printed in the Folleto dle registro and Manual de esti- ulos I. For each item, circle 1 if the student's response is correct of 0 if the response incorrect. Ifthe student gives a response that is different from the target response but demonstrates the targeted structure and is meaningful to the context of the item, record ‘and give credit. To illustrate, Item 7 targets use of third person plural and the target response is pinta Ifthe student's response is dbus, credit the response If the st dont gives a response that is related, but not identical, to the target (eft hecho for hizo in Item 18), prompt one time with, Lo puedes decir de otra manera? the response 35; Chapter 2 {a student is identified as having a language disorder and is determined to be eligible for intervention, you can analyze the tems and sentence types that were difficult for him or her. An item analy rules (morphology) that the student has learned and internalized. It can also identify those word structure rules that may become targets for extension testing or teaching and intervention. can provide a preliminary description of the Estructura de palabras Estructura de palabras (EdP) Sat Pin [needed | epetions Dscntnve ae st with a nontargeted nour or ver, eet the response scores TWialt Ages aio in yg oi] — Trial 2. Estos gatos estén comiendo {pointy estos gatos [point]. @iia durmienDpestin escansando) Tals Agu fay an aon pon! yagi ay pin) ran) with the appropriate targeted fore, Framing 8 Eig droid Oe Ropu es enorme 108] J a@aan — =o onbeseevs ersten Teen er Tc — + hone oa o - - io Se" Te Petrt eso Taio pinan _aebujan Ox 7 guaahbieda ganara Oo Bovine 36 pone n Popa Oe Socal [a 5 E.Posesvos (eel IE Ele macha De di Fae tegen Marl (flo bon Derialonofnouns —— 20{nadadors\ GUpAISTSDD : Derivation of active sbjuntve Tent 2216 Thin person segue Present ian Sjunciepeterie Regula verbs We Bi patinlor — PAPIROT pecs cee ee ste Ae Tamas ED ive pronouns tant) FIGURE 2.5 Example of scored Estructura de palabras items 36weve vsevwvve seve eevee ei tweet dt VII a ae ed ‘Administration and Scoring Directions fr Level I and Level 2 Assessments Scoring the Subtest ‘Compute the raw score for the subtest by adding the scores of the items. Record the subtest raw score on the Folleto de registro, Extension Testing for Estructura de palabras Use extension testing to assess the student's ability to apply rules and produce the morpho logical forms presented in the Estructura de palabras subtest. Categorize the student’ errors according to the morphological rules (e., plural, possessive, conditional) indicated in the Estructura de palabras item analysis table. Indirect Imitation Develop two pictures and stimulus sentences that parallel the targeted structure in the items the student missed. Make a statement about one picture and then about the other. ‘Ask the student to repeat each statement as you point to each picture. For example, say, Te voy a mostrar unos dibujos y voy a decir algo sobre ellos. Quiero que me ayudes. Yo voy a empezar una oracién, y tu la completas. Vamos a tratar: Aqui est un carro {point to a picture ofa car] y aqui estan. .. [point to a picture of two cars and pause The student should say des carro. I the student responds incorrectly, say: Tenias que haber dicho las palabras dos carros o los carros para completat la oracién. Item Analysis for Estructura de palabras Use the following table to determine error patterns in the student's responses. TABLE 2.2 Estructura de palabras item analysis Category items Nouns Plurals 4 (flores), 5 (Srboles, 6 (peces) Derivations Derivation of nouns 20 (nadadora), 21 (patinador) Derivation of adjectives 24 (salad), 25 ugosa) Verbs Third-person plural 7 (pintan), 8 se visten) Serfestar 1 festa dormida), 2 (es grande) Third: person singular 11 (eseribe), 12 (dibuja), 13 (lee) Future 22 (yaa vista, 23 (va aif) Conditional 226 (compraria), 27 (pondria) Present subjunctive 46 (tome), 17 (la peine) Subjunctive preterite 28 (ganara), 23 (tuviera) indicative preterite Regular verbs 14 (scribie), 15 (eb) lecegular verbs 18 (hizo), 19 (ieron) Possessives 9 (de), 10 Ge) _ Reflexive pronouns 3 foanandose) 37Chapter2 38 Additional Resources Information about typical morphological development in Spanish can be found in Anderson (1995) and Bedore (1999, 2004), Information about the effects of first- language loss on morphology can be found in Anderson (2004). Anderson discusses specific structures that are most affected by la Joss, including errors in gender agreement; verb errors, including diminished distinctions of perfect and imperfect tenses, lack of use ofthe subjunctive form, loss of person and number distinctions; and regularization of irregular verbs. Jackson-Maldonado (2004) discusses the differences in morphology development between ‘monolingual and emergent bilingual speakers. Information about morphology deficits in Spanish-speaking children with specific language impairments can be found in Bedore and Leonard (2001) e ee Te es ee Bs es bee 922280808088888099908998089988 2SIVIIIVVI VU UVEUVUUVUUUUVHHs Scoring Directions for Level I and Level 2 Assessment Administration and Recordando oraciones Core Receptive Ext juage Language Language scores nSSge TESRINE. apne language rguase Sichog & Materials Needed Folleto de registro 1, pages 8-9 Folleto de registro 2, pages 8-9 Start Points ‘Ages 5-11 start at item 1 ‘Ages 12-14 start at Item 4, ‘Ages 15-21 start at Item 8 Repetitions None Discontinue Rul After 6 consecutive zero scores nen Objective ‘To evaluate the student’ ability to (a listen to spoken sentences of increasing length and complexity, and (b) repeat the sentences without changing word meanings, inflections, derivations, comparisons (morpholog), or sentence structure (syntax), The inability to imitate sentences has long been used as a tool to discriminate between normal and disordered language development. See chapter 2 in the Manual tecnico for more information about the role of sentence repetition in assessment of language disorders, Relationship to Curriculum ‘The abilities evaluated relate to presciool, elementary, and secondary school curriculurn objectives for internalizing simple and complex sentence structures to facilitate accurate recall of the meaning, structure, and intent of spoken sentences, directions, or instructions. The student's response will indicate if critical meaning or structural features (eg, specific word use, complex verb forrns, embedded clauses) are internalized for recall Relationship to Classroom Activities in the classroom, the ability to remember spoken sentences of increasing complexity in meaning and structure is required for following directions and academic instructions, waiting to dictation, taking notes, earning vocabulary and related words, and learning subject content 39Chapter2 40 Administration Directions Trial 1 Introduce ‘Trial 1 by saying, Voy a decir una oracién. Quiero que escuches con mucho cuidado y que repitas exactamente lo que yo diga. Vamos a practicar. [Pause.] Mi hermana esta en el sexto grado. Ifthe student repeats the sentence verbatim, proceed to “Trial 2. Ifthe student does not repeat the sentence accurately on the first presentation, does not respond within 10 seconds, or requests a repetition, say, Vamos a practicar otra vez. Escucha con mucho cuidado y repite exactamente lo que yo diga and repeat the item. If the student still does not respond correctly, say, Tienes que decir, “Mi hermana est en el sexto grado.” Proceed to Trial 2. ‘Trial 2 Introduce ‘Trial 2 by saying, Escucha otra oracién y repite exactamente lo que yo diga. Pause.] gEnsefia lectura el Sefior Lope2? If the student repeats the sentence verbatim, proceed to the test items. Ifthe student responds as i ‘No conozco al Sr. Lipez), explain that he or she needs to repeat the sentence, not an: question. Repeat the item. Ifthe student does not repeat the item accurately on the irs presentation, does not respond within 10 seconds, or requests a repetition, say, Vamos intentarlo otra vez. Escucha cuidadosamente y repite lo que yo diga and repeat Trial 2. If the student still does not respond, say, Tienes que decir, “zEnsefia lectura el sefior Lopez?" Proceed to the test items. if answering a question (e.g. sf 10, oF sswer the Test Items Introduce the test items by saying, Ahora vamos a intentar unos mas. Recuerda de ‘escuchar cuidadosamente y repetir exactamente lo que yo diga. Read the test items at @ normal conversational rate and in the sequence listed in the Folleto de registro. Recording Responses Circle 3 in the OK column ifthe student repeats the sentence verbatim. Ifthe response is hot an exact repetition, write the response verbatim in the space provided, or edit the printed stimulus sentence to reflect the student’ response and then circle the score (2, 1,0) that corresponds to the number of errors inthe student’ response. You may use the editing Symbols that follow to indicate differences between the students responses and the printed Stimuli If the student makes six consecutive responses that earn a score of zero (responses that have four or more errors or ne responses), discontinue the subtest. Make a note below the last item administered to indicate that you discontinued the subtest. | | | | | | | Weyy OF wwe " wewewvewvwvve ws vwevuvw d>ddIdID 22> Administration and Scoring Directions for Level 1 and Level 2 Assessments ing Symbols Use the following symbols to indicate differences between the student’s responses and the printed items in the Folleto de registro. An abbreviated key to the editing symbols i printed in the Folleto de registro. A sample student response follows each editing symbol. 1. Omission Mark a line (—) through each word or part of a word that is omitted. Stimulus: Mi amigo no llevé su almuerzo a la escuela. Student response: Mi emigo levé su alrmuerzo a la escuela. What you record: Mi amigo se llevé su almuerzo ala escuela 2. Repetition Underline each word the student repeats with a wavy line (— Stimulus: El nino se band, se visti, se desayund y se fue a a escuela ‘Student response: El n'ho se bans, se ban6, se visti6, se desayuns y se Fue a la escuela, What you record: El nino se bai, se visti, se desayund y se fue a la escuela. 3. Addition Use a caret (A) to ind cate the addition of a word or words Write the added word(s) above or below the care. Stimulus; jFue puesta la carta por correo? ‘Student response: {Fue puesta la carta por el correo? a er ree 4. Transposition Use an Scurve (\_/- )) to indicate transposed words. Stimulus La ropa no fue doblada y guardada por los nifos. Student response: La ropa no fue guardada y doblada por los nifos, What you record: La ropa no fue \ tobias garda por los nittos. 5. Substitution ‘To indicate a substitution, mark a line through each word that is omitted and \write the substituted word above or below it Stimulus: Esta nota fuz enviada por mi maestra, ‘Student response: Esta nota fue enviada por la maestra. What you record: Esta nota fue enviada por ext macstra a aChapter 2 Scoring the Items There are some changes in scoring rules for Recordando oraciones from CELF-3 Spanish. Score each item by comparing the student’s response to the stimulus sentence. Count the number of errors in the response and classify it according to the following rules: OK Sentence is repeated verbatim. Circle 3. L-word error A response with a single word changed, added, substituted, or omitted. Circle 2 2-3-word errors_Any response with two or three words changed, added, substi- tuted, omitted, or reversed/transposed. Circle 1. (See scoring procedures b and c for counting a transposition as an error.) 4+ errors ‘Any response with four or more words changed, added, substi- tuted, omitted, or reversed; omission or resequencing of phrases containing four or more words. Circle 0. ‘The response categories appear in the Folleto de registro as score columns to the right of the items. Circle the score based on the accuracy of the student's response. Scoring Procedures 2. Look at the whole sentence. Count any word that is changed, added, substituted, or ‘omitted as one error ’. Count each transposition that changes the meaning of the sentence as tio errors, Far example: Jem 8 Pedro no encontsé al amigo que queria jugar-con él. Pedro gue queria jugar con él no encontrs al amigo, Count each transposition that does not change the meaning of the sentence as one ‘error. For example: Trem 15: Eldesayuno y la.cena fueron preparados por Papa. Lacena y el desayuno fueron preparados por Papa, 44. Responses that contain regional and cultural patterns or variations that reflect dialec- tal differences are acceptable if they are part of the student's language system. (On this subtest, ifthe student speaks a dialect of Spanish in which the word used for “carro” is auto the student’s use of the word auto should not be counted as a substitu: tion for the word carro. You may wish to refer to the section on Using Alternate Vocab lary as a Test Accommodation in this chapter. Using a similar word for a word in the stimulus sentence would count as a substitu- tion error. Common substitutions for nouns in this subtest include nene for bebitas muchacho for nifio; carta for nota, Common substitutions for verbs in this subtes include le mandé for le mandaron and simplifications of verb forms such as tuvo dinero for hubiera tenido dinero. Do not count repetitions of words (as in dysfluency or stuttering) as errors 299822922808| | 9 , ’ » » » > > > 9 > 9 > 9 9 » » a 2 a a a a 4 4 4 , Scoring Samples tem Errors 162 25 -setiny 3203 Administration and Scoring Directions for Level I and Level 2 Assessments Los juguetes nuevos fueron donados por los nifios y sus papas. Los juguetes buenos fueron donados por los nifios y sus mamés. (2 substitutions) Los nifios le mandaron flores a su abueclita, quien cumpli6 anos el domingo. Los niftos le mandaton flores a su abuelita, quien cumpli6 anos al sibado. (1 word substituted for 1 word) Silos alumnos hubieran estudiado més, habrian sacado mejores notas. Los alumnos hubieran estudiado, entonces sacado buenas notas. (5 errors: | substitution (mejores/buenas), 3 omissions (si, més, habrian}, 1 addition (entonces) Scoring the Subtest Compute the rav score for the subtest by adding the scores of the items administered and 5 points for each unadministered item preceding the student’s start point, Add the scores in cach of the columns and write the total in the box at the bottom of the column. Then add the numbers in the column subto-al boxes to compute the total raw score for the subtest. If, you discontinued the subtest, the lat item that earned a score greater than 0 is considered the ceiling, If, for diagnostic purposes, you administer items beyond the ceiling, do or include those scores when computing the raw score for the subtest. Record the subtest raw score on the Folleto de registro. 4BChapter 2 Recordando oraciones (RO) Start Point | Materials Needed | Repetitions AgesS-8statat tem 1 [Hoist None | circle 2 theres oneerrr ctl 1 ifthere are two or thee err Circle 3 he sete ; re ifthe sentence is epeated the incorest response verbatim nthe cate four or more errors Record errors by marking edits to te sentences, oF writ ‘Manual del examinadot chapter 2, for mor information en how to use editing symbol. oon Trial) Mihermana esti ene sexto grado Teal 2 :Ensens lecturael senor Lopez? 1 dNoterminarn non pubs? 3 Firat atop ea >[z {ole 1 abode cement ABOE she lole 5. Miamigo noes au snertonteeneir fs 2f2] +o 7, - etree cdi acersatare 7 Beside amila Speen can evo? | aerate for care coche, sia atone 1 Pelrmencont amigo gue uel parce 9 Fl goquesennbetlomenecse mis tvie 1a Mandeep cenpeylcrnaan! aff e 1@ 1o TL Ei sad buen ots ysupopiteenr pee o a TneRape, anc 'O| oO 12, Ella decid jugs iste ewmqmetedeebereci, 13. Elconejtoesecomi mdi zanhoras resin 1. Rosa qurincompranec!vetiignampuenoleuadabe ion, a2} | Js, et desyunoy cena fron preparados poe Pai [tox jogotes ners fern donads polos iy a pps. 17 lasorquetracel correo a micasaes mi vein 1A La ropa fue dela yguardada por os its. FIGURE 2.6 Example of scored Recordando oraciones items eeaeaaeqe 99393393333 39399993939998 r- a a Administration and Scoring Directions for Level 1 and Level 2 Assessments Item Analysis for Recordando oraciones Use the following table to determine error patterns in the student's responses. TABLE 2.3 Recordando oraciones item analysis Category _ ters _ Relive cause ast ta 2.2835, 27.28 verb pase ‘ negntve tse 1823.2 Tote. alded tems appear in more tan one eaegory “The errors typically made by individuals inthe standardization and clinical samples tended to be errors in morphology rather than syntax. The students in the clinical sample tended to be unable to complete long, complex sentences, while the students in the standardization sample made occasional noun-verb agreement and article-noun errors. Additional Resources Information about typical morphological development in Spanish can ‘Anderson (1995) and Bedore (1929, 2004). Information about the effects of frst-language loss on morphology can be found in Anderson (2004). Anderson discusses specific structures that are most affected by language Joss including errors in gender agreement and verb errors, including diminished distinc- tions of perfect and imperfect tense; lack of use ofthe subjunctive form: loss of person and umber distinctions; and regularization of irregular verbs. Jackson-Maldonado (2004) discusses the differences in morphology development between ‘monolingual and emergent bilingual children. be found in Extension Testing for Recordando oraciones Use extension testing to examine the student's errors in Recordando oraciones, Identify fac- tone that pose difficulties forthe ident, and manipulate sentence structure and length so Jor can mmo closely abserve the influences of these variables. Categorize errors aecording sm analysis table. to the Recordando oracione: Repeating Items Select the subtest items the student missed and readminister the items, repeating them I, repetition of spoken instructions or directions twice. If repetition facilitates verbatim r for this student should be considered a valuable strategy for the classroom, 45Chapter 2 46 Modifying Item Content Examine the students ability to recall sentences of reduced length and syntactic complexity: Modify length, structure, order, and complexity of the items the student missed. Example: Esta nota fue enviada por mi maestra Complexity Reduction: Mi maestra envio esta nota, Example: Porque los nitios estin cansados, se van a acostar temprano. Reverse Order: Los nifios se van a acostar temprano porque estan cansados. Visualization/Imagery To facilitate recall of information given verbally, encourage the student to visualize objects, actions, or characters included in the statements. [PPP PROPOR RHSHHSHSHESNNN008