Transcript PLS-5 Training

PLS-5 TRAINING
Who Can Administer the PLS-5
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The Manual does not indicate who can administer
What Areas Does the PLS-5 Test?
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Expressive Communication
Auditory Comprehension (Receptive)
Age/Time
AGE
 Birth to 7 years 11 months
 Can also be administered to older children who
function developmentally within the age range.
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Time
 0-11 months
25-35 minutes
 12 mo-2 yrs 11 months
45-55 minutes
Administering the PLS-5
How Often Can The PLS-5 Be Used?
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There are no guidelines in the PLS-5 manual that
specify a specific amount of time that needs to elapse
before you can reassess.
General assessment guidelines: Enough time has had
to elapse between test administrations so that the child
doesn't remember his or her answers to the
questions from the first assessment. If the child is now in
the next norm group for the test you can reassess. For
example, if the child was previously in a two-and-ahalf year old norm group but now is in a two-and-ahalf to 3 year old norm group, you could readminister the test then.
Starting Point
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“It is important that the test session begins with the
child feeling secure in his/her abilities, so begin with
a task that you have determined the child will be
able to complete successfully.”
“If you think the child has a mild or moderate
impairment, begin the testing at the suggested start
point for each age level.”
Determining Chronological Age
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Enter the date of the test session and the child’s
birth date in the box on the front of the Record
Form. Subtract the birth date from the date.
What do the Brackets Indicate?
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Developmental Tasks for Age
Methods of Assessment
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Caregiver (CR)
Observation (O)
Elicitation (E)
Methods of Assessment Cont.
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Caregiver Report (CR): “When you ask the caregiver
questions circle CR, record the example the caregiver
reports, and score the item based on the given example.
Example: Seeks attention from others. The caregiver may
report that the child seeks attention by pulling on her
father’s pant leg and lifting her arms to be picked up. This
meets the pass criteria for the item, so you would circle CR,
write down the example and give the child credit for
passing. However, if the caregiver says that the child seeks
attention by smiling when she sees them, the behavior as
described, does not meet the pass criteria. You would still
circle CR and write down the child’s behavior, but you ld not
give the child credit for the item.
Administering Procedures Cont.
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Observation (O): Circle O if you observe the child
exhibiting the target behavior in spontaneous
interactions with you, the caregiver or anyone else
in the room.
Example: Uses at least five words. The child may
not have labeled five toys or objects in response to
the item stimulus. However, if the child names five
different toys or objects during the session, you can
circle O and give the child credit.
Methods of Assessment Cont.
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Elicitation (E): Circle E if you are able to elicit the
target behavior from the child using the eliciting
procedures described in the Administration
Directions.
* You can assess the child by using any two or all
three of the described methods, in any combination.
The child does not get additional credit if you circle
more than one code for an item.
Pass Criteria
“1” Circle the 1 if the child’s response meets the pass
criterion for an item.
“0” Circle the 0 if the child’s response does not meet
the criterion for an item.
* If a child self-corrects a response on any item, even
if the self-correction occurs later in the test session,
write SC next to item and record the child’s revised
response. Rescore the item based on the selfcorrection.
Basal and Ceiling
Basal
Child scores 1 on three consecutive items.
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Ceiling
Child scores 0 on six consecutive items.
Administering
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Practice Items: “Practice items are included for many
items throughout the test and provide any additional
support the child needs during each practice item, such
as demonstrating or modeling the correct responses.
After the child demonstrates that he or she is able to
complete a task, resent the test stimuli.”
Repeating Directions: It is acceptable to repeat a
stimulus for the child once.
Providing Additional Cues/Supports: If you plan to
use normative data do not make any type of
modification to the test procedures.
Administering Directions
Refer to pages 25-99 in the PLS-5 Administering
and Scoring Manual for detailed instructions on how
to administer each test item.
Watch Video footage of PLS-5 being administered.
Calculating Scores
Step 1 Calculating Raw Scores: Record the number
of the last item administered on the Record Form.
Subtract the number of 0 scores from this item
number.
Calculating Scores
Step 2 Converting Raw Scores to Standard Scores:
Use the tables in appendix A to convert raw scores
obtained to (1) standard scores (2) percentile ranks
(3) confidence intervals (the range of scores within
which you would expect the child’s score to lie).
QUESTIONS ?