Download - Opplha updated 9 27-11-v2
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Preschool Language Scales-5Spanish Assessing Children from Birth through 7
Alexander Quiros, Ph.D.
OPPLHAOctober 7&8, 2011
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Agenda• PLS-5 Spanish vs. PLS-4 Spanish
–Start points–Age level placements–Scoring
• PLS-5 Research Studies–Development–Minimizing Bias–Standardization–Reliability & Validity
• Q & A
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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 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 “discriminates one sound from another” [now “responds to a new sound”] at 6-8 months instead of 3-5 months?
“Start Points” are not developmental age levels
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“Start Points” are not developmental age levels
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Why are there some PLS-5 Spanish test items appear at later age levels than PLS-4 Spanish?
• Some clinicians are confusing the Start Points with Developmental Levels
• Criterion change for item placement
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Why do some of the PLS-5 Spanish test items appear at later age levels than PLS-4 Spanish?
• 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 (administration directions are different)– Sub-items are different– The number of sub-items has changed– The pass criterion has changed
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Some children are scoring higher on the PLS-5 Spanish. I’m concerned that children will no longer qualify for services.
• PLS-4/PLS-5 Spanish correlational study– N = 134– Average change:
○ AC: 1 point lower than PLS-4 Spanish○ EC: 1.5 points lower than PLS-4 Spanish○ 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: At -1 SD
» Sensitivity .77» Specificity .83
– Correlations with other assessments○ PLS-4 Spanish:
» AC .69; EC .71; Total .81 ○ CELF Preschool-2 Spanish
» Receptive/AC: .76; Expressive/EC: .70; Core/Total: .68
– Reliability Studies– Internal consistency: typical
○ .80-.96– Internal consistency: disorder
○ .98 to .99– Test retest: .85-.92
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PLS-4/PLS-5 Average Score Differences
•Auditory Comprehension–Mean for PLS-4 Spanish 98.2–Mean for PLS-5 Spanish 101.7
•Expressive Communication–Mean for PLS-4 Spanish 99.1–Mean for PLS-5 Spanish 101.4
•Total Language–Mean for PLS-4 Spanish 97.9–Mean for PLS-5 Spanish 101.2
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PLS-5 Spanish Standardization Sample: Level of Spanish/English Ability
MonolingualSpanish 67%
Primarily Spanish17%
Bilingual 16%
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PLS-5 Spanish Standardization Sample
Families' Country of Origin
Central America7.2%
Cuba 2.7%
DominicanRepublic 1.2%
Mexico 53%
Puerto Rico 29.4%
South America6.6%
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PLS-5 Spanish Standardization Sample
Caregiver Education Level
Grade 11 or Less 36%
High School Graduateor GED 31%
1–3 Years of Collegeor Tech School 21%
4 or More Years ofCollege 12%
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PLS-5 Spanish Standardization Sample
Where was testing conducted?
Puerto Rico 28%
US: Northeast 3%
US: Midwest 2%
US: South 49%
US: West 17%
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Minimizing Bias
• Current literature review • Clinician surveys• Research studies
–Pilot–Tryout –Standardization
• Expert review
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Bias Reviewers (all CCC-SLP)
Mary Ann Acevedo, Ph.D.Our Lady of the Lake UniversitySan Antonio, TX
Alejandro Brice, Ph.D.University of South Florida St. PetersburgSt. Petersburg, Florida
Maria Bustillo-Formosa, M.S.Carlos Albizu UniversitySan Juan, PR
Alina de la Paz, MS The Center for Bilingual Speech and Language Disorders, Inc.
Miami, Florida
Donna Jackson-Maldonado, Ph.D.Universidad Autonoma de QueretaroJurica, Queretaro, Mexico
Hortencia Kayser, Ph.D.Saint Louis UniversitySt. Louis, Missouri
Adelaida Restrepo, Ph.D.University of ArizonaTempe, Arizona
Albert Villanueva-Reyes, EdDUniversity of Puerto RicoSan Juan, Puerto Rico
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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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Dual Language Score
• Receptive/Expressive Picture Vocabulary Test offers a bilingual score for vocabulary
• Pearson, B. Z., Fernandez, S., & Oller, D. K. (1993) describe conceptual scoring as scoring the meaning of a response regardless of the language in which it is produced.
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Dual Language Scoring
• Testing in English, monolingual and conceptual scores were similar
• Bilingual children benefit from conceptual scoring, especially when tested in SpanishBedore, Peña, Garcia, & Cortez (2005)
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Dual Language Scoring
• PLS-5 Spanish is the first assessment for Spanish-English speaking children incorporating dual language scoring for semantics, morphology, and syntax
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Dual Language Record Form
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Administer only in Spanish or Spanish & English• One set of norms• Current research:
– Insufficient changes in scores between monolingual and bilingual Spanish speakers
–Typically developing children: increase of 3-8 score points
–Children with disorders: typically no difference in scores or score increase of 1-2 standard score points
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Questions?
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Sensitivity/Specificity
Cut Score SD Auditory Comprehension
Expressive Communication
Total Language
-1 SDSensitivity .77 .73 .85
Specificity .83 .87 .88
-1.5 SDSensitivity .55 .46 .60
Specificity .96 .94 .96
-2 SDSensitivity .38 .28 .36
Specificity .98 .97 .98
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Where Children in the PLS-5 Spanish 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 or special classifications included in the PLS-5 Spanish sample?
Educational Placement/Classification
% in Sample
Autism 0.1%
Developmental Delay 0.4%
Speech/Language Disorder
4.3%
Motor Impairment 0.2%
ADHD 0.1%
English As a 2nd Language 2.4%