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If you pick 90% that means you are 90% confident that if this test was given again this is the range of scores in which the child would fall. I typically use 95% unless I feel the child is not performing to the best of their abilities (e.g., obviously tired, sad, disengaged).

@@ShannonGruidl if you are interested, I sell them w/directions attached

You are plotting the standard score and the confidence intervals. You place a dot where the stands score goes and then brackets to show confidence intervals. I will make another video now to show that more in depth. I hope it will help.

Thank you!! It helped! Less stress for grad school.

I'll make a new video for that

I'll make a new video for that

Great question! I get that one a lot. Each box is just one error. Even if there are multiple sounds/blends it’s still just one.

I'll keep that in mind w/the next video Thank you for the feedback

that is correct we can screen, but the Dx has to come from someone else. For example, we can give the CARS and say there are characteristics that are consistent w/a ASD Dx.

great question! You would need to check each item they "missed" to make sure there was not an element that conflicts w/AAE, but this test shouldn't have too many. If they "missed" an item that is correct according to the rules of AAE you would simply not count that incorrect but rather would give them the score for it IF they answered in the correct form for AAE. It would be very important for you to take notes on each missed item, and make sure to go back and check later. Hope that helps

@@143surfANDdance you would have to take into account any difference that this test would consider “wrong” and you would not count them wrong. The basis of this test is more early language development and less grammar, so there would not be too many alterations that would need to be made.

On the assessment it says "Ceiling: 6 incorrect out of 8 consecutive responses." So if in the last 8 consecutive responses the participant got 3 answers correct, you would continue, even if the last 5 were false.

In Chapter 6 of the Examiner's Manual it has a chart w/the standard scores then next to that is the "lower" and "upper" limit scores. Those are your confidence intervals. For this test, there is no picking 90 or 95%. It's only 90%.

For sure! I'll try to get to it next week 😁

sorry for the delay on this! I only have this test at my clinic, and I'm only there once a week. I have not had the time the past few weeks as we have been packed w/clients. I will get to it ASAP.

Hey Jenna! I posted the video of how to administer the CELF-P3, but I'll make another one for interpretations. I hope what I posted helps.

Thank you thank you!!

for sure! it goes from ages 5;0 to 18;11this is a great test to see if the child might have reading failure. I'd say for a middle schooler, if they have not been identified for a reading disorder, there might be other things that would let you know they are/will have reading failure, but this could help w/the Dx.

Thank you so much! I will be making more videos in the next few weeks for sure 😁

I want to connect to the person who developed itcan anyone provide email plz I badly need it

Sorry for the delay! For this test yes. Most standardized tests have a chart like that on the front where you get a quick glance of what they consider w/in normal limits.

For the EOWPVT the raw score is the number of correct responses up to the ceiling then use the tables in the back to convert. I can try to make a video this week on that test.

So glad you found this helpful! When are you starting at the beginning that is considered a basil, but if the client is working backwards you would go all the way back to the beginning- if necessary. I'd argue that if that's going to happen they probably can't do the trials, and if that's the case you don't administer the test.

Claire, You have to administer the core of the test, and then the subtests from there that would be helpful or further information can be given. For example, if the client doesn't do well in receptive language you would consider administering more of the subtests w/in that domain to get a further look at what specifically is going on w/them. Sadly, when a client gives us an answer that is not on the test as acceptable we can't give them the credit for it. Over the years I've had kids come up w/some really creative ones, and it's a bummer I can't give them any credit. That's the downside to standardized tests, but that's also a good example as to why dynamic assessment is so important.

Wonderful! I'm so glad it's helping :D

The directions do not indicate one way or the other about repetition, so- to me- that would mean that you can repeat. Normally, you can't repeat tasks that rely on memory recall etc. In this case you might just have a kid who checked out for a second. If you're repeating a lot that would be something to note in the writeup. As for accommodations, you can make modifications to any test, BUT you can't report the standardized score, and you would need to write in the report exactly how you modified. If you are working in a mod-severe setting you may want to use this kind of test for a "baseline" and "checkin" but may report just the raw score or the types of items they could name. Just be sure you aren't reporting the standardized score b/c as soon as you modify that score is null. Hope that helps!

@@unlesstherapy4607 yes, thank you! 😊

I did double check the manual and repetitions are permitted

You set up a Zoom meeting w/yourself :D