Outcome
Type |
Measure |
Description |
Time frame |
Safety issue |
Primary |
Receptive One Word Picture Vocabulary Test |
The ROWPVT-4 is an individually administered assessment of how well persons can match a word that is heard to objects, actions, or concepts presented in full-color pictures. The examinee indicates the correct color picture that matches the word spoken by the examiner. Raw scores are reported as standard scores, percentile ranks, growth scale and age equivalents. Raw scores are from 0-100 with higher scores indicating better performance. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Sentence Comprehension |
The Sentence Comprehension (SC) subtest is used to evaluate the child's ability to interpret spoken sentences of increasing length and complexity. The child identifies a picture that matches the sentence read aloud by the examiner. Raw scores (min = 0; max = 22) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher scaled scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Word Structure |
The Word Structure (WS) subtest is used to evaluate the child's ability to (a) apply word structure rules to mark inflections, derivations, and comparison and (b) select and use appropriate pronouns to refer to people, objects, and possessive relationships. Raw scores (min = 0; max = 24) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Expressive Vocabulary |
The Expressive Vocabulary (EV) subtest is used to evaluate the child's ability to label images of people, objects, attributes, and actions. The child names an object, person, or activity portrayed in a picture. Raw scores (min = 0; max = 42) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Following Directions |
The Following Directions (FD) subtest is used to evaluate the child's ability to (a) interpret spoken directions of increasing length and complexity; (b) remember the names, characteristics, and order of mention of pictures; and (c) identify the targets from among several choices. Raw scores (min = 0; max = 24) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Recalling Sentences |
The Recalling Sentences (RS) subtest is used to evaluate the child's ability to listen to spoken sentences of increasing length and complexity and repeat the sentences without changing word meanings, inflections, derivations or comparisons, or sentence structure. Raw scores (min = 0; max = 45) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Basic Concepts |
The Basic Concepts (BC) subtest is used to evaluate the child's knowledge of concepts including direction/location/position, number/quantity, sequence, attributes, dimension/size, same/different, and inclusion/exclusion. Raw scores (min = 0; max = 24) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Word Classes |
The Word Classes (WC) subtest is used to evaluate the child's ability to perceive relationships between words that are related by semantic class features. Raw scores (min = 0; max = 20) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3: Core Language Score |
The Core Language Score (CLS) is a measure of general language ability that quantifies overall language performance and is used to make decisions about the presence or absence of a language disorder. It is derived by summing the scaled scores from the subtests that best discriminate typical language performance from disordered language performance deriving a standardized composite score (min = 45; max = 155). Higher composite scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and Indices: Receptive Language Index |
The Receptive Language Index (RLI) is a measure of listening and auditory comprehension and is derived by summing the scaled scores from a combination of two or three receptive subtests. Scores are derived by summing the scaled scores from the subtests and deriving a standardized composite score (min = 45; max = 155). Higher composite scores represent better language outcomes. |
12- month intervention period |
|
Primary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and Indices: Expressive Language Index |
The Expressive Language Index (ELI) is a measure of performance on three tests that probe expressive aspects of language including oral language expression. Scores are derived by summing the scaled scores from the subtests and deriving a standardized composite score (min = 45; max = 155). Higher composite scores represent better language outcomes. |
12- month intervention period |
|
Secondary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Phonological Awareness |
The Phonological Awareness (PA) subtest is used to evaluate the child's knowledge of the sound structure of language and ability to manipulate sound through compound word and syllable blending, sentence and syllable segmentation, and rhyme awareness and production. Raw scores (min = 0; max = 24) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Secondary |
Clinical Evaluation of Language Fundamentals Preschool- 3 and subtests: Preliteracy Rating Scale |
The Preliteracy Rating Scale (PRS) subtest is used to identify preliteracy skills that may influence development of reading and writing skills. The examiner provides or elicits information from a respondent about the child's early reading and writing skills. Raw scores (min = 0; max = 105) are reported as standard scores, percentile ranks, growth scale and age equivalents. Higher standard scores represent better language outcomes. |
12- month intervention period |
|
Secondary |
Clinical Evaluation of Language Fundamentals Preschool-3 Index: Early Literacy Index |
Early Literacy Index (ELI) is a measure of performance on two subtests designed to assess early literacy skills. Scores are derived by summing the scaled scores from the subtests and deriving a standardized composite score (min = 45; max = 155). Higher composite scores represent better language outcomes. |
12- month intervention period |
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