Preschool Language Scale-3 Presented by Sarah Stockton, Andrea Mick, Amy Howard, Manda Clements, Kristina Latta, and Thekla Vei

Biographical Information Developed by Irla Zimmerman, Violette Steiner, and Roberta Pond Developed by Irla Zimmerman, Violette Steiner, and Roberta Pond Originally developed in 1969 to measure language development of young children Originally developed in 1969 to measure language development of young children Revised twice in response to development of new public laws governing services for young children Revised twice in response to development of new public laws governing services for young children

Standardization Data PLS-3 is standardized PLS-3 is standardized Sample included 1200 children Sample included 1200 children Ages 2 weeks to 6.11 years Ages 2 weeks to 6.11 years 50% male, 50% female 50% male, 50% female Included children from 41 states Included children from 41 states

Reliability Reliability PLS-3 is homogeneous, shows internal consistency PLS-3 is homogeneous, shows internal consistency Scores are dependable and stable across repeated administrations, test- retest reliability Scores are dependable and stable across repeated administrations, test- retest reliability Scoring is objective and consistent across examiners, inter- rater reliability Scoring is objective and consistent across examiners, inter- rater reliability

Validity Offers a thorough and balanced sample of language behaviors (content validity) Offers a thorough and balanced sample of language behaviors (content validity) Consistently differentiates children who are language disordered from children who are not (construct reliability) Consistently differentiates children who are language disordered from children who are not (construct reliability) PLS-3 scores are highly correlated with scores obtained from other valid measures of language ability (concurrent validity) PLS-3 scores are highly correlated with scores obtained from other valid measures of language ability (concurrent validity)

Test Age Ranges 2 weeks through 6 years, 11 months 2 weeks through 6 years, 11 months Older children functioning developmentally within this age range Older children functioning developmentally within this age range Not appropriate for adult clients Not appropriate for adult clients

Purpose of Test 2 subscales enable you to evaluate a child’s relative ability in receptive an expressive language 2 subscales enable you to evaluate a child’s relative ability in receptive an expressive language Determines whether deficiencies are primarily receptive or expressive in nature Determines whether deficiencies are primarily receptive or expressive in nature Assesses behaviors considered to be language precursors Assesses behaviors considered to be language precursors

Format 2 standardized subscales 2 standardized subscales –Auditory Comprehension Expressive Communication 3 supplemental measures -The Articulation Screener -The Language Sample Checklist -The Family Information and Suggestions Page

Demonstration of Administration Note: test administration generally takes minutes, depending on age of the child and communication abilities Note: test administration generally takes minutes, depending on age of the child and communication abilities

Special Supplies Celophane Celophane Teddy bear Teddy bear Ball Ball Shoe box Shoe box Keys on a key ring Keys on a key ring 3 plastic spoons and cupps 3 plastic spoons and cupps Child’s sock Child’s sock 8 blocks 8 blocks

Scores Reported PLS-3 provides age-based PLS-3 provides age-based –Standard scores –Percentile ranks –Age equivalents