PLS-4

CELF-4

SLAP

Primary Use

Identify monolingual or bilingual Spanish-speaking children who have a language disorder or delay

1. determine eligibility for language services

2. identify language strengths and weaknesses

3. provide performance-based, authentic assessment with a strong relationship to educational objectives and the curriculum

Assess structural and functional communication in Spanish-speaking children.

Norm-based or Criterion Referenced

Norm-based

Norm-based

Criterion-Referenced

Age Ranges

Birth to 6 years 11 months of age

Overall: 5-21 years (varying age ranges for each subtest)

3:0 – 8:0

Identifies area of impairment

Receptive: attention, play, gesture, semantics (qualitative, quantitative, spatial, time/sequence, vocab), language structure (morphology, syntax), phonological awareness, integrative language skills

Expressive: vocal development, gesture, social communication, semantics (vocab, qualitative, quantitative, spatial, time/sequence), language structure (morphology, syntax), phonological awareness, integrative language skills

Receptive: following directions, word classes, sentence structure

Expressive: word structure, recalling sentences, formulating sentences

Also: expressive vocab, language structure, working memory

Ages 9-21 also includes:

-Language content (word definitions, understanding paragraphs)

All areas of communication are addressed by predetermined Skills areas.  Each area is not clearly delineated, and most skill areas are expected to be assessed through observation without probes. 

Administration Time

Birth to 11 months: 20-40 min.

12 months to 3 years 11 months: 30-40 min.

4 years to 6 years 11 months: 25-45 min.

40-80 minutes depending on number of subtests given

20 minutes to 2 hours depending on what pieces to administer.

Helpful for Planning

Yes – each item addresses a specific concept/skill.  If child misses item expected for age range clinician can write goal addressing that skill.

-Nice attempt of helpful chart at end of each subtest corresponding concept tested with item number.  However, some of the concepts listed are not the skills that are actually need to be addressed.  For example, on the Word Classes subtest items 1, 4, 15, and 19 are listed as addressing ‘school concepts’.  Actually the word relationships to be addressed are object/function, part/whole, etc.

  -Some SLPs feel that overidentifies students

SAM

CPAC

SPAT

Primary Use

Production of Spanish consonants and phonological processes

Screener/comprehensive assessment to gage articulatory and phonological performance

To examine the production of Spanish phonemes in single words.

Norm-based or Criterion Referenced

Criterion-Referenced

Criterion-Referenced

Normative sample in process

Norm-based

Age Ranges

3:0 +

Preschoolers through adults

2 years 6 months to 5 years 5 months

Administration Time

15 minutes

15-20 minutes

5-10 minutes

Helpful for Planning

Can quickly identify phonemes in error.  With hand calculations, can identify percentages of phonological processes present.

Very helpful.  Contains pre- and post-test reproducible pages for each sound.  Very helpful for gathering baseline data and charting progress.

It is helpful in identifying specific phonemes that

need to be addressed at the word level.  It is also helpful that the test

delineates in which position the sound is occurring (initial, medial,

final).  Also, the target words were chosen for simple syllable shape and

because they were readily named by a majority of the norming population. 

ROWPVT

EOWPVT

CELF-4

Primary Use

Assessing Receptive Single word vocabulary

Assessing Expressive Single word vocabulary

Subtest for Single-word Expressive Vocabulary

Norm-based or Criterion Referenced

Norm-based

Norm-based

Norm-based

Age Ranges

4:0 – 12:11

4:0 – 12:11

5:0 to 9:11

Administration Time

10-15 minutes

10-15 minutes

10-15 minutes

Identifies area of impairment

Provides an assessment of an individual’s combined Spanish and English hearing vocabulary.

Provides an assessment of an individual’s combined Spanish and English speaking vocabulary.

Provides an isolated view of vocabulary that is intended to be considered as one of several parts of expressive communication.

Helpful for Planning

Can hint towards need for dynamic intervention where concepts are taught prior to use of concepts in intervention session.

Can hint towards need for dynamic intervention where concepts are taught prior to use of concepts in intervention session.

Can hint towards need for dynamic intervention where concepts are taught prior to use of concepts in intervention session.