Entering CELF Preschool–3 UK Scores

Clinical Evaluation of Language Fundamentals^® Preschool – Third UK Edition (CELF^® Preschool–3 UK) is used primarily by speech pathologists to evaluate general language ability and diagnose a language impairment in children ages 3:0–6:11. The test assesses aspects of language that are necessary for preschool children to be successful in the classroom. The CELF Preschool–3 UK was designed as a downwards extension of The Clinical Evaluation of Language Fundamentals^® – Fifth UK Edition (CELF^®-5^UK), with the CELF Preschool–3 UK subtests for ages 3:0–6:11 as parallel versions of CELF–5 UK tests.

The CELF Preschool–3 UK assessment on Q-global includes an Overview tab, a Subtests tab, and an Observations tab. The Overview tab includes entry of administration settings and assessment demographics. The Subtests tab allows for subtest-level raw score or item score entry. The Observations tab allows for entry of observed behaviours from the Behavioural Observation Checklist.

Refer to the CELF Preschool–3 UK Manual for additional administration and scoring details.

Overview Tab

Administration Settings

This section contains general administration information such as administration date, child’s age at administration, and examiner.

Assessment Demographics

This section contains the assessment demographics listed in the table. All the assessment demographic data fields are optional entry.

Field Name	Description
School name	The name of the school the child attends.
School address	The address of the school the child attends. Two lines are available for including school address.
Year Level or most recent year level completed	The child’s current year level or most recently completed year level.
Reason for testing	The reason for administering the assessment to the child.

Subtests Tab

The Subtests tab allows raw score or item score entry for up to 12 subtests. The 10 scaled-score subtests are presented first, followed by the two criterion-score subtests.

Subtest (Abbreviation) Age Range	Raw Score Range	Description
Sentence Comprehension (SC) Ages 3–6	0–22	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.
Word Structure (WS) Ages 3–6	0–24	The Word Structure (WS) subtest is used to evaluate the child's ability to (a) apply word structure rules (morphology) to mark inflections, derivations, and comparison and (b) select and use appropriate pronouns to refer to people, objects, and possessive relationships. The child completes a sentence (cloze procedure) with the target structure(s).
Expressive Vocabulary (EV) Ages 3–6	0–42	The Expressive Vocabulary (EV) subtest is used to evaluate the child's ability to label images of people, objects, attributes, and actions (referential naming). The child names an object, person, or activity portrayed in a picture.
Following Directions (FD) Ages 3–6	0–24	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. The child points to pictures in response to oral directions. *Note.* On the raw score entry screen, checking the “FD could not be administered” box indicates the inability to administer FD because the subtest was discontinued and the raw score entry is disabled. On the item score entry screen, checking either of the Familiarisation Item boxes identifies incorrect performance on the corresponding Familiarisation Items. If “Familiarisation Items 1 & 2” is checked, item entry for Items 1–4 is disabled. If “Familiarisation Items 3 & 4” is checked, item entry for Items 5–24 is disabled.
Recalling Sentences (RS) Ages 3–6	0–45	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 (morphology), or sentence structure (syntax). The child imitates sentences presented by the examiner.
Basic Concepts (BC) Ages 3–6	0–24	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. The child points to a picture that illustrates the target concept presented by the examiner.
Word Classes (WC) Ages 4–6	0–20	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. The child chooses two words/pictures that are related from a choice of three or four words/pictures.
Phonological Awareness (PA) Ages 4–6	0–24	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. The child rhymes words and blends and identifies sounds and syllables.
Descriptive Pragmatics Profile (DPP) Ages 3–6	0–84	The Descriptive Pragmatics Profile (DPP) subtest is used to identify nonverbal and verbal pragmatic skills that may influence social and academic communication in context. The examiner provides or elicits information from a respondent about the child’s social language skills. If NA is selected for any item, the subtest cannot be scored. *Note.* On the item score entry screen, at least one respondent must be selected (i.e., primary caregiver, teacher, and/or examiner). If multiple forms were completed for the DPP, select the form that best represents the child’s abilities for data entry. A separate report for each form can also be generated and purchased.
Preliteracy Rating Scale (PRS) Ages 3–6	0–105	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. If NA is selected for any item, the subtest cannot be scored. *Note.* On the item score entry screen, at least one respondent must be selected (i.e., primary caregiver, teacher, and/or examiner). If multiple forms were completed for the PRS, select the form that best represents the child’s abilities for data entry. A separate report for each form can also be generated and purchased.
Connected Speech Sample (CSS) Ages 3–6	Story grammar raw score: 0–66	The Connected Speech Sample (CSS) is a supplementary, criterion-referenced measure. The CSS is used to assess the child's use of macrostructure and microstructure in a narrative production. The macrostructure of a narrative refers to the key components and overall organisation of the story. The microstructure examines the linguistic productivity and complexity at the level of utterances. The child retells a story read aloud by the examiner. This subtest yields an age-based criterion score for the use of story grammar. On the raw score entry screen, ratings (i.e., Beginning, Emerging, or Acceptable) are entered for Story organisation and Recalling facts and details. A raw score is also entered for Story grammar. On the Story grammar component entry screen, ratings (i.e., Beginning, Emerging, or Acceptable) are entered for: Story organisation, Recalling facts and details, and seven Story grammar components. On the Language Structures item entry screen, ratings (i.e., Beginning, Emerging, or Acceptable) are entered for 18 language structures. Rate each structure based on the accuracy of the child’s productions in connected speech. Ratings of Acceptable and Beginning require at least three obligatory contexts.
Pragmatic Activities Checklist (PAC) Ages 3–6	Total observations: 0–29	The Pragmatic Activities Checklist (PAC) is a supplementary, criterion-referenced measure. The PAC is used to observe the child’s functional communication skills during authentic conversational interactions to identify verbal and nonverbal behaviours that may negatively influence social and academic communication. The examiner elicits information about the child’s interactions by initiating at least three suggested activities. This subtest yields an age-based criterion score based on the total number of observations. On the raw score entry screen, the total number of observed behaviours are entered in the Total observations field. Enter 0 if there were no observed behaviours for the child. On the item entry screen, check the behaviours observed based on all of the time spent with the child, including the time spent completing the three pragmatic activities.

Observations Tab

The information on this tab is optional and allows qualitative observations to be recorded based on the Behavioural Observation Checklist.

Behavioural Observation Checklist

Indicate the behaviours observed during test administration. Consider the child’s age when indicating behaviours.

Category	Question	Rating
Physical activity level	The child's activity level throughout the test was generally	1 appropriate 2 high 3 low
	Overall, the child was fidgety/restless	1 never 2 some of the time 3 most of the time
Attention to task	The child maintained attention	1 throughout testing 2 most of the time 3 some of the time 4 never
	The child’s attention to the task generally lasted	1 more than 10 minutes 2 6 to 10 minutes 3 3 to 5 minutes 4 less than 3 minutes
	The child engaged in off-task behaviours	1 never 2 occasionally 3 often
Response latency	Responses were generally given in	1 0 to 15 seconds 2 16 to 30 seconds 3 more than 30 seconds
	Response rate was generally	1 appropriate 2 rapid 3 slow
Fatigue/boredom/frustration	The child evidenced fatigue, boredom, and/or frustration during the test	1 never 2 rarely 3 often
	Fatigue, boredom, and/or frustration became evident	1 never 2 after 15 minutes 3 after 10 minutes 4 after 5 minutes
Level of interaction	The child	1 participated willingly 2 participated with prompts 3 did not participate
	The child engaged in test-appropriate conversation	1 most of the time 2 sometimes 3 rarely

Commands

If the Back button is clicked without saving the record, a message will confirm the action and ask whether you would like to stay on the page.
Click Save updates to save the record.
When data entry is complete, click Proceed to Reports to save the record and generate a report.
When the record is saved, the system verifies that all the required data have been entered. If information needed for scoring is missing or invalid, error messages and/or warnings will be displayed in the Overview tab. The Overview tab will be marked with a red flag when errors or warnings are present. The record will be saved with a status of Needs Editing when errors or warnings are present. Once the error condition is corrected, the error message and flag will be removed the next time the record is saved.