Clinical Evaluation of Language Fundamentals- Fourth Edition (CELF-4) Group Members: Jennifer Heitkemper, Terri Mooney, Jackie Schultheis, Courtney Combs,
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Clinical Evaluation of Language Fundamentals- Fourth Edition
(CELF-4)
Group Members: Jennifer Heitkemper, Terri Mooney, Jackie
Schultheis, Courtney Combs, and Christin Assi
Test Background
Author Eleanor Semel, Ed.D Elisabeth H. Wiig, Ph.D Wayne A. Secord, Ph.D
Publisher Pearson Education, Inc.
Age Range 5-21 years
Cost: Screening Test- $262
Includes: Screening Test Examiner’s Manual, CELF-4 Screening Test Record Forms (25), CELF-4 Screening Test Stimulus Book
Purpose
An evaluation tool that is used to identify, diagnose, and conduct follow-up evaluations of language and communication disorders in patients between the ages 5 and 21 years old.
The fourth edition has better assessment procedures that are comprehensive, flexible and multi-perspective
Design and Construction
Administered individually Used by:
SLPs School
Psychologists Special Educators Diagnosticians
Materials: Examiner’s Manual
Two Stimulus Books
Record Forms 1 and 2
Observational Rating Scale
The CELF-4 Assessment Process Model
Test Administration
Stimulus Book is set up as an easel and placed between examiner and examinee Directions shown to examiner Visual stimuli shown to examinee
Directions for each subtest are written on stimulus book and Record Form
Certain subtests allow repetition Certain subtests have a ceiling
Give example
Subtests-Level 1
Concepts & Following Directions
Word Structure
Formulated Sentences
Recalling Sentences
Word Classes 2
Word Definitions
Concepts and Following Directions
Word Structure
Formulating Sentences
Subtests-Level 2
Word Classes 1
Sentence Structure
Expressive Vocabulary
Word Definitions
Sentence Assembly
Semantic Relationships
Understanding Spoken Paragraphs
Word Classes - 1
Sentence Structure
Expressive Vocabulary
Sentence Assembly
Semantic Relatioships
Subtests-Level 3
Phonological Awareness
Word Associations
Rapid Automatic Naming
Number Repetition 1
Familiar Sequences 1
Rapid Automatic Naming
Level 3 Assessment Demonstration Familiar Sequences
All Ages Repeat familiar sequences as fast as
possible Alphabet Days of the Week Odd Numbers Etc.
Number Repetition All Ages Repeat numbers forwards and backwards
Subtests-Level 4
Pragmatics Profile
Observational Rating Scale
Scoring Test – Types of Scoring Subtests
Scaled Scores Confidence Intervals (68, 90, or 95% level)
Percentile Ranks Confidence Interval
Age Equivalents Criterion-Referenced Scores
Meets/Does Not Meet Normal/Slower than Normal/Non-Normal
Scoring Test – Types of Scoring Core Language Score and Indexes
Scaled Scores from specified tests are added together and converted to a standard score
Standard Score Mean – 100 SD -15 Confidence Interval
Percentile Rank Confidence Interval
Discrepancy Comparisons Looking for significance of differences between:
Receptive Language Index/Expressive Language Index
Language Content Index/Language Structure Index
Test Score Interpretation
Norm-Referenced Core Language Score Norm-Referenced Index Scores
Receptive Language Index Expressive Language Index Language Content Index Language Structure Index Working Memory Index
Adequacy of Norms
Age and ethnic background
Non-native English speakers and second language English speakers
Not normed on other aspects
Test Strength and Limitations
Results give clinicians a broad view of student’s language skills
4 Levels of assessment allow for deeper understanding of possible underlying problems
Multiple composite scores to assess student’s strengths and weaknesses
Full test is time consuming to administer
Clinician needs to be very familiar with dialects or language communities to which a student is exposed
Any modifications made to the test invalidate the norms so scores cannot be reported
No indication of normalization on ESL children
Lack of engaging content for some subtests (ex. Recalling Sentences and Phonological Awareness)
Heavy reliance on memory
Strengths Limitations
Test Reliability
Does this test provide consistent scores? Test-Retest Reliability
-Is the test dependable across repeated administrations.
-Data showed that the test was reliable across all ages.
No alternate form was administered. Internal Consistency
-How well does the test measure one construct?
- Split-half method
Test Validity
Does this test measure what it is meant to measure?
Content Validity- Positives- Negatives Construct Validity- Sensitivity- level of construct validity- Used diagnostics validity statistics to test
sensitivity of various cut scores.
Questions?
References
Ryan, M. (Producer) (2012, March 28). Test and assessments group project: Celf-4. CELF-4. [Video podcast]. Retrieved from http://www.pearsonassessments.com/NR/rdonlyres/E958293A-C2EA-4A03-
B8EE-98CA705035A0/0/CELF4_Case_Studies.pdf
Alphonse, J. (Performer), Blakley, A. (Performer), & Brown, D. (Performer) (2011, Oct 26). Celf-4. ablakley24. [Video podcast]. Retrieved from http://www.youtube.com/watch?v=2T6JNsGUtvM
Celf-4 case studies. (2008). Retrieved from http://www.pearsonassessments.com/NR/rdonlyres/E958293A-C2EA-4A03-
B8EE-98CA705035A0/0/CELF4_Case_Studies.pdf
Semel, E., Wiig, E., & Secord, W. (2004). Clinical evaluation of language fundamentals: Fourth edition. (4th ed.). San Antonio : Pearson Education, Inc.
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