Test Review: PLS-5 English
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and only be used to probe for information and not to identify a disorder or disability.
Test Review: CELF-4
The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay and should only be used to probe for information and not to identify a disorder or disability.
Test Resource Guide: Volume VII- Assessment of Cognition and Affect
This resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability.
Appropriate Assessment Procedures- Part 2 (PDE: Module 13)
This module examines different sources of bias that are present in commonly used standardized language tests.
Appropriate Assessment Procedures- Part 3 (PDE: Module 14)
This module discusses how to do preschool evaluations in an accurate and appropriate manner.
Normal Second Language Acquisition (PDE: Module 16)
In this module, Cate discusses the two types of bilinguals: simultaneous and sequential.
Why is the Parent Interview so Important? (PDE: Module 18)
This module discusses how the parent interview is the best tool for identification of language impaired children, not just from middle class families, but also from Spanish speaking families.
Critical Questions 1-4 (PDE: Module 19)
This module is the first of three presenting the critical questions: nine essential questions that must be asked in every caregiver interview during an evaluation.
Shift in Clinical Practice (PDE: Module 26)
This module explains the need to shift the clinical practice from the traditional score driven method of evaluating children for disabilities to one supported by holograms and appropriate assessment.
How do we Know a Disability Exists? (PDE: Module 27)
This module explains that the administrator must be able to “see” that the child has a disability, based on the data and examples included in the evaluation.
