This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools.
Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
While using they Bayley III, scores should not be calculated or used to diagnose speech and/or language delay/disorder or to determine special education services.
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.
The PLS-5 Spanish is designed to determine the presence and severity of a receptive, expressive, or receptive-expressive language delay or disorder and only be used to probe for information and not to identify a disorder or disability.
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.
This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL).
This module examines different sources of bias that are present in commonly used standardized language tests.
