Transcript TACL-3

TACL-3
Test for Auditory
Comprehension of Language
By: Dr Kersting
TACL-3
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Written by Elizabeth Carrow-Woolfolk
Developed in 1965
Last Revised in 1999
Purpose
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It provides an inventory of grammatical forms
for observing a child’s auditorycomprehension and helps identify individuals
having receptive language disorders.
The TACL-3 is used for identifying a subjects
language problems, planning intervention,
monitoring progress, and parent
communication.
It is also an excellent tool for use in research
studies
Description
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It measures the literal meaning of words,
grammatical morphemes, and syntactic
constructions, within a specific linguistic
environment and in contrast to related
grammatical structures.
Test ages 3.0 to 9.11
Test contains 139 items
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grouped into three subtest
Description continued
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Subtest include
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Vocabulary
Grammatical morphemes
Elaborated Phrase
Each item consist of three color drawings
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One picture illustrates the meaning of the word or
phrase being tested
The other two pictures illustrate a semantic or
grammatical contrast to the stimulus
Or in some cases, one picture illustrates a contrast
to the stimulus and the other is a decoy
Standardization
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Norms based on 1102 normal developing
children , ages 3.0 to 9.11, from 24 states.
When standardizing this test the following
were considered:
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Geographic area
Age
Gender
Race
Ethnicity
Disability status
Education of Parents
Reliability
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Validity and Reliability was based on the
results from 991 normal developing children,
66 with speech and language disorders, and
33 with learning disabilities.
Test-retest reliability and Inter-scorer
reliability was used on TACL-3 and for all
three subtest.
Validity
The TACL-3 has
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Content-Description Validity
Construct-Identification Validity
Administration
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The examiner reads the stimulus out loud.
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“Show me _____”
The subject is directed to point to which
picture best represents the meaning.
No oral responses are required
Stimulus is given only once, except for
children 5 years and younger.
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FOR CHILDREN 5 AND UNDER: If child does not
respond in 10 seconds, give the stimulus a
second time.
Administration continued
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If subject does not correctly answer one of the
three example items, then test should not be
administered
Test begins after one example is answered
correctly
Subtest should be administered in order
Always begin with the first item of each subtest
and test until ceiling is achieved or final item is
administered
Ceiling is achieved when child misses three
items in succession
Administration continued
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Test should be administered in a nondistracting environment
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Quiet room, comfortable furniture, good lighting, ect.
Give Breaks when needed
The test is not timed, they can work at their
own pace
Test does not have to be administered in one
setting
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Stop test if client tires or seems disinterested, continue
administration later
Administration continued
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Be aware of fatigue, nervousness,
attention, and the child’s attitude towards
taking the test.
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Make a note of these on the score sheet, they
could affect results
Examiner should consistently praise and
encourage the examinee
Test administration takes 20-30 minutes
TEST
DEMONSTRATION
Scoring
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Give a 1 for correct, 0 for incorrect
Record the raw score for each subtest on the
score sheet.
Use appendix A to find the percentiles ranks
and standard scores for each subtest.
Use appendix C to convert scores into age
equivalences.
Use the sum of the standard scores from
each subtest in appendix B to find the
quotient score and overall percentile rank.
Scoring continued
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Over all age equivalence can be calculated
using the following formula
AE= (age in months) (TACL-3 quotient)
100
Writing Goals
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The client will increase the use of adjectives
in daily conversation by 20%.
The client will increase the use of pronouns in
conversation by 30%.
The client will begin to use different types of
sentences (negative, interrogative, active and
passive voice, etc.) 30% of the time
Why chose this test
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It is quick and easy to administer
It is simple and easy to score
Subject is not required to make verbal
responses
It allows the examiner to make diagnostic
interpretations
The pictures are universal, rather than
cultural bound depictions of the items and
events
THE END