Test Review: Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical Evaluation of Language Fundamentals–Fifth Edition (CELF-5)

Abstract

The Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5;Wiig, Semel, & Secord, 2013) is a recently updated battery of tests designed to assess, diagnose, and measure changes in language and communication in individuals 5 to 21 years of age. Designed to identify language strengths and weaknesses, determine service eligibility, provide intervention strategies, and measure intervention efficacy, the CELF-5 assesses both oral and written language as well as non-verbal communication skills. As a Level B measure, the CELF-5 can be administered by speech and language pathologists, school psychologists, special educators, and qualified diagnosticians with a master's degree or certification in standardized testing. The core tests can be completed within 30 to 45 min, whereas the full battery may take 90 to 120 min.The measure includes an Examiner's Manual, Technical Manual, two Stimulus Books, 25 copies of Record Forms 1 and 2, 10 copies of Reading and Writing Supplements 1 and 2, 50 Observational Rating Scales, and 30 Q-global Score Reports. The Examiner's Manual outlines the recommended assessment process and provides instructions for administration, scoring, and interpretation of subtests as well as suggestions for intervention and further assessment. The Technical Manual provides details of the purpose, design, development, standardization, and psychometric properties of each subtest. Measure DevelopmentThe CELF-5 was developed to improve usability and update test content and scope to align with curricula and assessment trends. Based on literature reviews, clinician feedback, and pilot research, the authors removed and revised items and subtests from the previous edition (Clinical Evaluation of Language Fundamentals-Fourth Edition ; Semel, Wiig, & Secord, 2003), added new items and tests, and refined administrative procedures. Age-specific start rules were more widely incorporated, discontinue rules were reduced, and administration and scoring procedures were simplified. The CELF-5 has newly introduced measures for written language, reading comprehension, and social communication, and also includes the ability to track performance over time. In addition, a recommended administration process was developed to allow for efficient use of individual and groups of subtests.

Language Evaluation in Developmental Language Disorder: Celf 4 vs Celf 5

“…However, a Spanish-speaking population was employed in the updated version. Therefore, we should also bear in mind a test limitation: evidence for poor test stability in some cases, (Coret & McCrimmon, 2015). Another explanation would be that despite CELF 4 generally having more items per test, the total number of tests to achieve the overall indices is bigger in CELF 5, which could result in the evaluated individuals feeling tired and not paying enough attention.…”

Characterizing Sleep Phenotypes in Children With Newly Diagnosed Epilepsy

“…All children and sibling controls completed a comprehensive neuropsychologic test battery that included standardized clinical measures of intelligence, language, immediate and delayed verbal and visual memory, executive functions, speeded fine motor dexterity, and academic achievement. The specific tests administered included Clinical Evaluation of Language Fundamentals, 3 rd Edition 24 , 25 ; Comprehensive Test of Phonological Processing 26 , 27 ; Conners’ Continuous Performance Test, 2 nd Edition 28 ; Kaufman Brief Intelligence Test 29 , 30 ; Coding and Symbol Search Subtests of the Wechsler Intelligence Scale for Children, 3 rd Edition 31 ; Wide Range Assessment of Memory and Learning (WRAML) Design Copy 32 , 33 ; and the Wisconsin Card Sorting Test. 34 – 36 Testing was administered by psychometrists who were trained, observed, and certified on the test battery and its scoring by a pediatric neuropsychologist.…”

Associations between Early Childhood Education and Care (ECEC) attendance, adversity and language outcomes of 2-year-olds

“…The CELF-5 subtests (expressive vocabulary, sentence structure and word structure) produce a standardised core language score ( M (mean) = 100, SD (standard deviation) = 15). The CELF-5 has acceptable to excellent test-retest stability in children aged five and excellent interrater reliability (Coret and McCrimmon, 2015).…”