1. Celf-3 Screening Test

Download: The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay in children aged 5-21. Purpose The CELF-4 is designed to assess the presence of a language disorder or delay using a comprehensive and flexible assessment approach. Subtests were designed in correspondence with educational mandates with regards to (a) eligibility for services, (b) identification of strengths and weaknesses, and (c) performance within tasks related to the standard educational curriculum. The CELF-4 includes a four-level assessment process in which the presence of a language disorder can be determined by calculating a Core Language score using only four subtests.

Content areas include: morphology and syntax, semantics, pragmatics, and phonological awareness. Background Test Age Range Purpose Format Concepts and Following Directions 5-12 To determine the student’s ability to: (a) Interpret oral directions of increasing length and complexity; (b) Recall names, characteristics, and order of objects from orally presented material; (c) Discrimination of pictured objects from several choices. Identification of pictured objects following oral directions from test administrator. Word Structure 5-8 To determine the student’s use of morphological rules. The student completes a sentence that is orally presented by the administrator in reference to a visual stimulus.

Formulated Sentences 5-21 To measure a student’s ability to formulate grammatically and semantically correct sentences. Following an orally presented target word from the administrator, the student generates a sentence in reference to a visual stimulus. Recalling Sentences 5-21 To measure a student’s ability to recall and imitate sentences of variable length and complexity. The student repeats sentences orally presented by the administrator. Word Classes 1 5-7 To measure an individual’s ability to comprehend and explain relationships between images or orally presented target words. Given 3-4 words, the student selects two words that go together and explains their relationship.

Celf-3 Screening Test

Word Classes 2 8-21 To measure an individual’s ability to comprehend and explain relationships between orally presented target words. Given 3-4 words, the student selects two words that go together and explains their relationship. Word Definitions 10-21 To measure a student’s ability to infer word meanings based on class relationships and shared meanings. Following an orally presented target word that is used in a sentence, the student defines the word.

Sentence Structure 5-8 To measure a child’s expressive language ability to formulate grammatically correct sentences. Following an orally presented sentence, the student points to the corresponding stimulus image.

Expressive Vocabulary 5-9 To measures a student’s ability to use referential naming. The student identifies an object, person, or action presented by the administrator. Understanding Spoken Paragraphs 9-21 To measure an individual’s ability to comprehend a story by answering factual questions and making inferences based on story material. Following presentation of an orally presented story, the student answers questions. Sentence Assembly 13-21 To measures an individual’s ability to formulate syntactically and semantically correct sentences.

Following presentation of visually and verbally presented words, the student formulates two sentences. Semantic Relationships 13-21 To measure a student’s ability to comprehend sentences that (a) Make comparisons; (b) Use location; (c) Use time relationships; (d) Use serial order; (e) Use passive voice Following an orally presented sentence, the student identifies the two correct choices from a field of four. Phonological Awareness 5-12 To measure a student’s acquisition of sound structure and ability to manipulate sound through: (a) Rhyme; (b) Syllable, phoneme, and sentence segmentation; (c) Syllable and phoneme blending; (d) Syllable identification; (e) Phoneme manipulation and identification. Comprised of 17 tasks of varying directives.

Rapid Automatic Naming 5-21 To measure the student’s ability to produced automatic speech. The student is timed during naming of color, shapes, and color-shape combinations. Word Associations 5-21 To measure the student’s ability to recall objects from a semantic category within a fixed time limit.

The student lists objects belonging to a semantic category within one minute. Number Repetition 1 5-16 To measure the student’s working memory.

The client repeats a series of digits in the exact order presented by the administrator. Following, the student repeats digits in reverse order of an orally presented string of numbers. Number Repetition 2 17-21 To measure the student’s working memory. The client repeats a series of digits in the exact order presented by the administrator. Following, the student repeats digits in reverse order of an orally presented string of numbers.

Familiar Sequences 1 5-16 To measure the student’s ability to retrieve common information. The student recites common information (e.g. Days of the week, counting backwards, etc.) while being timed. Familiar Sequences 2 17-21 To measure the student’s ability to retrieve common information. The student recites common information (e.g. Days of the week, counting backwards, etc.) while being timed. Standardization Sample The standardization sample for the CELF-4 used data collected in 2002 and was comprised of a sample of over 4,500 individuals from 47 states aged 5 through 21 years.

Inclusion into the standardization sample required completion of the test in a standard manner (e.g. No sign language was permitted). The standardization sample was stratified by demographic factors including age, gender, race, parental education level, and geographic location as compared to the 2000 national census. English was identified as the primary language for all subjects; however, approximately 15% of the sample population was from homes that spoke a language other than English.

Approximately 9.5% of the sample reported receiving special related services at the time of testing, including 2.6% for gifted and talented, 2.8% for learning disabilities, 2% for intellectual disabilities, and 10), the greater confidence the test user can have that the person who obtained the score has the target disorder. Similarly, a negative likelihood ratio (LR-) represents the likelihood that an individual who is given a negative (nondisordered) score actually does not have a disorder. The lower the LR- (e.g.