Language Evaluation in Developmental Language Disorder: Celf 4 vs Celf 5
Keywords:
develomental language disorder, assesment, Celf 4 test, Celf 5 test
Abstract
The CELF assessment test is one of the tools most used today for the differential diagnosis of Developmental Language Disorder (DLD) because it allows obtaining a lingüistic level with different areas. The recent update of the test offers new scales especially in Spanish speakers. The objective of this study was to analyze the language level of people with DLD with the CELF 4 and CELF 5 tests to verify the possible differences that exist between both tests. The sample consisted of 26 children and adolescents with a diagnosis of TDL between 6 and 15 years old who were evaluated with both tests. The results obtained indicate that, in general, the scores are lower when they are evaluated with the CELF 5 test, with significant differences in Core Language, Receptive Language and Expressive Language. These data lead us to consider the CELF test as an essential tool in the diagnosis of DLD but also to take into account a complementary evaluation that allows obtaining a complete linguistic profile as a starting point for the intervention.
References
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Hessling, A., & Schuele, C. M. (2020). Individualized Narrative Intervention for School-Age Children With Specific Language Impairment. Language, speech, and hearing services in schools, 51(3), 687-705. https://doi.org/10.1044/2019_LSHSS-19-00082
Hincapié, L., Mario, H., Prieto, G., Lopera, F., David, R., Pineda, A., Rodrigo, S., Rebolledo, C., Pablo, J., Vásquez, L., Stella, N., Villamizar, M., María, Á., Pérez, J., & Camilo, D. (2008). Trastorno Específico del Desarrollo del Specific Language Impairment in a Colombian Children Sample. Universitas Stuttgart, 7(2), 557-569. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-92672008000200019
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Kail, R., & Leonard, L. B. (1986). Word-finding abilities in language-impaired children. ASHA monographs, (25), 1-39.
Kalábová, M., & Stehlík, M. P. (2009). Masarykova univerzita Filozofická fakulta Ústav románských jazyků a literatur Los trastornos del lenguaje y la comunicación lingüística Magisterská diplomová práce.
Lahey, M., & Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech, Language, and Hearing Research, 39(5), 1081-1098. https://doi.org/10.1044/jshr.3905.1081
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