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- Title
The Revision Decision: Is Change Always Good? A Comparison of CELF--R and CELF--3 Test Scores in Children With Language Impairment, Focal Brain Damage, and Typical Development.
- Authors
Ballantyne, Angela O.; Spilkin, Amy M.; Trauner, Doris A.
- Abstract
Purpose: The Clinical Evaluation of Language Fundamentals (CELF) is a widely used, comprehensive test battery that assesses language in school-age children and adolescents. The CELF--R (E. Semel, E. H .Wiig, & W. Secord, 1987) was updated to the CELF--3 (E. Semel, E. H. Wiig, & W. A. Secord, 1995) in 1995. The goal of the present study was to compare scores and evaluate the diagnostic utility of the CELF--R and CELF--3 in 2 clinical populations and a typically developing control group. Method: The present study compared CELF--R and CELF--3 test scores of 107 children with language impairment (LI), 54 children with early focal brain damage (FL), and 90 controls. Results: All 3 groups demonstrated significantly better performance on the CELF--3 than on the CELF--R. LI children scored in the moderately-to-severely impaired range on the CELF--R, but in the mildly-to-moderately impaired range on the CELF--3. FL children went from being mildly-to-moderately impaired on the CELF--R to within normal limits on the CELF--3. Controls went from the average range on the CELF--R to the high average range on the CELF--3. Conclusion: This study is important for professionals who administer language tests and/or use language testing results to recommend appropriate school placements, additional services, and/or interventions. Although psychometric tests are frequently revised, it is not always the case that a revised version has improved diagnostic utility.
- Subjects
LANGUAGE testing of children; LANGUAGE disorders in children; EDUCATION of brain-damaged children; EDUCATIONAL tests &; measurements -- Evaluation; EDUCATION of developmentally disabled children; PSYCHOMETRICS; LANGUAGE exams
- Publication
Language, Speech & Hearing Services in Schools, 2007, Vol 38, Issue 3, p182
- ISSN
0161-1461
- Publication type
Article
- DOI
10.1044/0161-1461(2007/019)