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![Page 1: Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved. Preschool Language Scales-5 Assessing Children from Birth through 7 Nancy.](https://reader035.fdocuments.in/reader035/viewer/2022062511/5518ac11550346991f8b4cfc/html5/thumbnails/1.jpg)
Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Preschool Language Scales-5Assessing Children from Birth through 7
Nancy Castilleja, MA CCC-SLP
September 9, 2011
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Course objectives• describe at least two principles identified by
ASHA as best practices in early language assessment
• identify three key differences between PLS-4 and PLS-5
• describe two research studies conducted with the PLS-5
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Agenda• ASHA: best practices in early language assessment• PLS-5 vs. PLS-4
–Start points–Age level placements–Scoring
• PLS-5 Research Studies–Development–Minimizing Bias–Standardization–Reliability & Validity
• Q & A
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Roles and Responsibilities of SLPs in Early Intervention
• www.asha.org /policy
• Four guiding principles1. family-centered and culturally and linguistically
responsive2. developmentally supportive and promote
participation in natural environments3. comprehensive, coordinated, and team based4. based on the highest quality evidence available
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Family-centered and culturally and linguistically responsive
– Caregiver participation in testing
– Caregiver-selected and caregiver-identified social routines and vocabulary tested for very young children
– Extensive bias review and widespread testing with a diverse sample has resulted in
○ Familiar home vocabulary and contexts○ Dialectal, regional, and cultural variations to identify
responses that are accepted as correct
– Home Communication Questionnaire
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Sample from the Home Communication Questionnaire
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Developmentally supportive and promote participation in natural environments
• Observation of naturally-occurring behaviors for younger children
• Credit given for spontaneous productions in and outside the assessment room
• Developmentally appropriate skills assessed
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Comprehensive, coordinated, and team based
• Provides a survey of language skills in the areas of
– Social communication– Semantics– Morphology– Syntax– Articulation
• Useful for arena assessment; can be administered by professionals in child development teams
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Based on the highest quality evidence available
• Current review of research for item development • Expert review
• Current normative data
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What is new?
• Current norms for a wider age range: based on the 2008 update of the U.S. Census for children birth through 7:11
• Streamlined administration, with new suggested start points and test items that involve manipulatives grouped for smoother transitions during testing
• New test items in the areas of play, understanding false beliefs, and literacy
• New Growth Scale Values, Evidence-based scores you can use to track progress
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Based on the performance of children in standardization…• New ceiling rule
–Basal: 3 consecutive correct responses–Ceiling: 6 (not 7) consecutive errors
–Because PLS-5 tests a variety of skills, a child could obtain one or more score points if you discontinue testing earlier
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Score multiple test items with one procedure
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New test items• For ages 18-24 months–additional items assessing play
• For ages 3 through 4 years–new items assessing book handling and concept ofprint
• For ages 5 through 7 years–new items testing
– Theory of Mind– Integrated language skills such as use of synonyms– Emergent literacy skills such as naming letters and
understanding prefixes
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New item: Uses synonyms
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New Demonstration Item for Understands Size/Sequence Concepts (smallest, biggest)
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New Practice item: Uses Possessive Pronouns: hers, his
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Items integrating Theory of Mind concepts• Some items requiring that the child make
inferences about another’s feelings or intentions
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Understanding false beliefs
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What is different?
• Revised test items, based on clinicians’ and reviewers’ feedback
• Updated Articulation Screener with picture stimuli
• Start points
• Age level placements of certain developmental skills
• Normative scores
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Revised Test Items
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Modified Articulation Screener
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Frequently Asked Questions
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Why is “responds to speaker by smiling” now at age 6-8 months?
“Start Points” are not developmental age levels
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“Start Points” are not developmental age levels
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Why do so many of the PLS-5 test items appear at later age levels than PLS-4?
• Some clinicians are confusing the Start Points with Developmental Levels
• Criterion change for item placement
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Why do so many of the PLS-5 test items appear at later age levels than PLS-4?
• Some clinicians are confusing the Start Points with Developmental Levels
• Criterion change for item placement at developmental levels
• The items were modified in some way– The task is different– Sub-items are different– The number of sub-items has changed– The pass criterion has changed
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Uses past tense
Age 4: 7%
Age 4:6: 42%
Age 5:0: 22%
Age 5:6 58%
Age 7: 78%
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PLS-5 age level placements do not match placement from Brown’s studies
• According to Owens (2008), the age of mastery for Brown’s developmental milestones is based on the research of:
– Bellugi & Brown (1964)– Brown (1973)– Miller (1981)
• Demographic characteristics of the sample in 2010
• When you review performance of a high SES sample, performance on PLS-5 tasks match Brown’s seminal research
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Some children are scoring higher on the PLS-5? I’m concerned that children will no longer qualify for services.• PLS-4/PLS-5 correlational study
– N = 134– Average change:
○ AC: 1 point lower than PLS-4○ EC: 1.5 points lower than PLS-4○ Total Language: 1 point lower
– Range of score change for individuals higher
• Protocols we’ve reviewed after publication• Scores sometimes higher, sometimes lower• Performance differences• Item criterion differences• No change in eligibility unless a child qualified with a 77 on
PLS-4
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On the EC scale, the child hardly needs to talk at all at age 2:0!• At age 2:0, 64-71% of the normative sample
–Used words more than gestures to communicate–Used words for a variety of pragmatic functions–Used different word combinations
That means 29-36% of children did not…
• By age 2:6 to 2:11, the majority of the children in the sample met criterion for these behaviors
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Standardization Research
• Over 1800 children were tested for standardization and related reliability and validity studies from December 2009 through August 2010
• The standardization sample was collected by 189 clinicians in 42 states in the United States
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Technical Information– Demographic Information– Validity Studies
– Clinical studies○ Ages 1-2:11 language delay study○ Ages 3:0-7:11 language disorder study○ Sensitivity/specificity○ Positive/negative predictive power
– Correlations with other assessments○ PLS-4○ CELF Preschool-2
– Reliability Studies– Internal consistency: typical
○ .80-.97– Internal consistency: disorder
○ .96 to .98– Inter-rater reliability: .95 to .98– Inter-scorer agreement: .91 to 1.0
– Case studies– Autism– Hearing Impairment
PLS-5 Sample: Race/Ethnicity
African American 14.2%
Asian 4%
Hispanic 23.9%
White 53.7%
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Sample mirrors March 2008 Update of the U.S. Census: Race/Ethnicity
African-American 14%
Asian 4%
Hispanic 23%
White 55%
Other 4%
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Sample mirrors March 2008 Update of the U.S. Census: Parent Education
0-11 years 15%
High School diploma or GED 26%
1-3 years college or technicalschool 28%
4 or more years of college 31%
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Sample mirrors March 2008 Update of the U.S. Census: Region
PLS-5 Normative Sample: Region
Northeast 19.7%
Midwest 19.9%
South 36.4%
West 24%
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Where Children in the PLS-5 Sample Spend the Majority of their Day
Child's Learning Environment
Home w/Family 56.4%
Home w/Sitter 2.9%
Day Care 16.4%
Preschool 6.7%
Kinder
Grades 1-2
Other/NR
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Are children with disabilities included in the PLS-5 sample?
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PLS-4/PLS-5 Correlations
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CELF Preschool-2/PLS-5 Correlations
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Clinical Study: Developmental Delay
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Clinical Study: Receptive-Expressive Disorder
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Sensitivity/Specificity: NPP/PPP with 50% Matched Sample
AC EC Total
Cut Score SD and Predictive Power
Matched Sample 50%
Matched Sample 50%
Matched Sample 50%
-1 SD
PPP .83 .86 .81
NPP .77 .85 .83
-1.5 SD
PPP .93 .94 .92
NPP .66 .75 .74
-2 SD
PPP .96 .95 .94
NPP .60 .63 .63
Note. PPP is Positive Predictive Power and NPP is Negative Predictive Power.
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Minimizing Bias
• Current literature review • Clinician surveys• Research studies
–Pilot–Tryout (includes bias oversample)–Standardization
• Statistical analyses of bias• Expert review
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Questions related to the kit
1. Do I need to purchase the manipulatives or can I collect my own?
2. Why can’t we have a Picture Manual we can wipe clean?
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Questions related to the kit
How do you get the bear and the pitcher to fit in the box?
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I can’t get the bear to sit!
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Questions, concerns, comments?
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