Author/s: Eleanor Semel, Elisabeth H Wiig and Wayne Secord
Publication year: 2006
Age Range: 5 to 16 years and 11 months (US norms available up to 21 years old)
Administration: 30 to 60 minutes
Evaluate the nature and extent of language difficulties in school children and adolescents with CELF-4 UK.
The Clinical Evaluation of Language Fundamentals – Fourth Edition UK (CELF-4UK), features a new approach to assessment that enables you to accurately and reliably assess a child’s language difficulties. Combine core subtests with supplementary subtests to get a comprehensive assessment of a student’s language skills as you create a pathway to intervention.
With improved diagnostic power, CELF-4UK uses a four-step assessment approach to identify students with language disorders quickly and with confidence.
You can administer the core subtests, four of CELF-4UK‘s most discriminating subtests, to get a Total Language Score which determines if a problem exists.
Going beyond the core subtests, the next step in the CELF-4UK assessment process helps you to determine the nature of the language disorder: the student’s language strengths and weaknesses, Receptive Language and Expressive Language Scores.
Also, new to the CELF-4UK, are additional composite scores in:
- Language Structure
- Language Content
- Language Content and Memory
- Working Memory Scores
Further testing with the following supplementary subtests also enables you to determine what critical clinical skills and behaviours underlie the student’s language disorder:
- Phonological Awareness
- Rapid Automatic Naming
- Digit Span
- Word Associations
- Memory Composites
The CELF-4UK provides a bridge to classroom language and broad-based IEP planning. You can use the Observational Rating Scales (ORS) and the Pragmatics Profile as descriptive measures of a student’s academic and social language learning needs.
Key features include:
- CELF-4UK presents a multi-step assessment process that provides fast and accurate results
- The results provided help you to develop the most appropriate solutions for addressing students’ language problems in the classroom
- Simple to administer and score, the CELF-4UK has two new easy-to-use Record Forms that provide only the subtests you need based on the student’s age
- Flexibility of subtest administration allows for shorter testing times while providing highly reliable, accurate results
- New composite scores include Language Structure, Language Content, Language Content and Memory and Working Memory Scores
- Culturally diverse contexts and visual stimuli make CELF-4UK appropriate and interesting for conditions and diagnosed language disorders
- New subtests include Expressive Vocabulary, Word Definitions, Number Repetition 1 and 2, Familiar Sequences level 2, Phonological Awareness, Pragmatics Profile and the Observational Rating Scales
Scoring Assistant Sample Report
Report Assistant Sample Report
Rapid Naming Subtest: are self-corrected errors counted as errors or not?
Response from author Elizabeth Wiig:
Self-corrected responses are not counted as errors.
This is because the self-correction takes time and is therefore reflected in the total naming time. However it is worth recording the number of self-corrections. They could indicate that the child may show other evidence of impulsive responding or of word-finding deficits.
Errors of omission, commission and substitution are counted as errors.
This is because these types of errors, when uncorrected, are indicative of self-monitoring problems. Recording the number of errors gives the clinician an indication of whether to look for other instances of lack of self-monitoring.
Deficits in self-monitoring indicate an aspect of executive dysfunction that is not modality specific. In other words, children with these problems make the same errors repeatedly.
Includes examiner’s manual, 2 stimulus books, 25 each of record forms 1 and 2, and 25 ORS forms, in a trolley case.