Ages 5.0-21.11 years
CELF-5 A&NZ provides you with a comprehensive battery of tests that features a streamlined, flexible approach to language assessment. This updated tool offers a more robust assessment of pragmatics, using observations and interactive activities, as well as two new literacy tests. CELF-5 A&NZ provides highly accurate diagnostic information with current normative data reflecting today's diverse population.
With CELF-5 A&NZ, you can:
After listening to an orally presented stimulus, the student points to which picture out of a set of four that best represents the stimulus.
To measure the ability to understand linguistic concepts (e.g., middle, different, many). Some concepts require comprehension of logical operations or connectives such as and, either...or, and all but one.
The student looks at visual stimuli to complete orally presented sentences in a cloze procedure.
The student selects the two pictures or words that go together best from three or four orally-presented words. For Items 1–9, pictures are paired with the oral presentation. Items 10–40 are presented only orally. Ages 11 and older begin testing with orally presented items and are only administered picture based items if the reversal rule is employed.
The student points to pictured shapes (circle, square, triangle, and X) from among several choices in response to orally presented directions.
The student formulates a sentence using an orally-presented target word or words with a stimulus picture as a reference.
The student repeats orally presented sentences.
The student answers questions about orally presented paragraphs.
The student defines a word that is presented orally and used in a sentence.
The student produces two syntactically- and semantically-correct sentences from visually and orally presented words or word combinations.
After listening to a orally presented stimulus, the student selects the two correct choices from four visually-presented options.
The Pragmatics Profile is a 4-point Likert-scale questionnaire that targets three areas: rituals and conversational skills; asking for, giving, and responding to information; and nonverbal communication skills. It is completed by the examiner after observing a student and, if needed, with information provided by an informant who is familiar with the student, such as a parent/caregiver or teacher.
The PAC provides a list of brief, interactive activities in which the examiner can engage the student during testing "breaks" or after formal testing is completed. The activity format provides the examiner with opportunities to observe the student's functional communication skills during authentic conversational interactions. After testing is completed and the student leaves the room, the examiner completes a checklist describing the student's nonverbal pragmatics skills (i.e., gaze, gesture, expression, and body language) and verbal pragmatics skills (i.e., manner of communication, relevance of communication, quantity of communication, quality of communication, and application of turn-taking rules).
The student answers orally presented questions about written paragraphs after reading them.
To measure the ability to construct one or more written sentences to complete a given story title and story stem.