Clinical Evaluation of Language Fundamentals- Third Edition (CELF-3) By: Dr. Kersting

Biographical Information Authors: Eleanor Semel, Elizabeth H. Wiig, and Wayne A. SecordAuthors: Eleanor Semel, Elizabeth H. Wiig, and Wayne A. Secord Revised 1987 (CELF-R), & 1995 (CELF-3)Revised 1987 (CELF-R), & 1995 (CELF-3) Publisher-Publisher- The Psychological Corporation The Psychological Corporation 555 Academic Court 555 Academic Court San Antonio, TX San Antonio, TX (800) (800)

Standardization Data Provides a representative sample for Hispanic, African-American, Asian, Native American, and Pacific Islander interests.Provides a representative sample for Hispanic, African-American, Asian, Native American, and Pacific Islander interests. Normed on children ranging in age from 6 years 0 months through 21 years 11 months.Normed on children ranging in age from 6 years 0 months through 21 years 11 months. StandardizedStandardized

Validity and Reliability No specific data was provided for the validity and reliability of the test.No specific data was provided for the validity and reliability of the test. Validity- Content, construct, and concurrent validity is reported to be strong.Validity- Content, construct, and concurrent validity is reported to be strong. Reliability- Internal consistency, test-retest, and inter-rater varied across ages and subtests.Reliability- Internal consistency, test-retest, and inter-rater varied across ages and subtests.

Purpose of Test Designed to identify children, adolescents, and young adults who lack the basic foundations of content and form that characterize mature language use.Designed to identify children, adolescents, and young adults who lack the basic foundations of content and form that characterize mature language use. Tests the relationship among semantics, syntax/morphology, pragmatics, and memory.Tests the relationship among semantics, syntax/morphology, pragmatics, and memory. Designed to differentiate normal from disordered language in the receptive and expressive domains.Designed to differentiate normal from disordered language in the receptive and expressive domains.

Designed to Assess Sentence StructureSentence Structure Word StructureWord Structure Concepts and DirectionsConcepts and Directions Formulated SentencedFormulated Sentenced Word ClassesWord Classes Recalling SentencesRecalling Sentences Sentence AssemblySentence Assembly Semantic RelationshipsSemantic Relationships Word AssociationsWord Associations Listening to ParagraphsListening to Paragraphs Rapid, Automatic NamingRapid, Automatic Naming

Components of Test Examiner’s ManualExaminer’s Manual Directions and procedures for the administration and scoring 2 Stimulus Manuals2 Stimulus Manuals Manual 1- Sentence Structure, Word Structure, Formulated Sentences, and Rapid, Automatic Naming Manual 2- Concepts and Directions, Sentence Assembly, and Semantic Relationships Technical ManualTechnical Manual Describes rationale and design of the revision Describes field testing, standardization, and norming

Components of Test 12 Record Forms12 Record Forms AncillariesAncillaries Clinical Assistant - computer software program designed to score the test and give a narrative report of the results Communication Checklist- validates the results and helps determine the significance of the effects of a student’s language disorder. Vinyl BriefcaseVinyl Briefcase

Test Description Test contains 11 Subtests Core Subtests- measuring syntax, semantics, and memory Supplementary Receptive and Expressive Subtests- probing automatic naming ability Core subtests Sentence Structure Word Structure Concepts and Directions Formulated Sentences Word Classes Recalling Sentences Sentence Assembly Semantic Relationships

Test Description Supplementary Subtests Word Associations Listening to Paragraphs Rapid, Automatic Naming

Administration Administration Time: minutesAdministration Time: minutes Examiners should have experience administering, scoring, and interpreting scores of standardized testsExaminers should have experience administering, scoring, and interpreting scores of standardized tests All instructions should be followed precisely to maintain test reliability.All instructions should be followed precisely to maintain test reliability.

Scoring Norm-referencedNorm-referenced Normalized standard score scale- Mean = 10, SD = 3 Total Language scoreTotal Language score Overall language performance Receptive Language and Expressive Language scoreReceptive Language and Expressive Language score Provide a comparison of performance in these two broad aspects of language Ten individual subtestsTen individual subtests Performance information enabling identification of strengths and weaknesses

Goals The student will show that she understands simple and complex sentence structures by selecting picture or object representations of the targeted structures to ___% above baseline.The student will show that she understands simple and complex sentence structures by selecting picture or object representations of the targeted structures to ___% above baseline. The student will name members of selected categories within a one-minute time period.The student will name members of selected categories within a one-minute time period.

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