. R Last AC tem adninistared Auditory | mins (~Jounber oO scores Preschool Language Seales Fifth Edition Record Form Child's Name: as Age: Examiner: Sox: Grae: w Score C Comprehension ‘AC Raw Score Address: Schoo! 2 Teacher: — Percentile Rank PR) Conidence Age Interval Values | Equivaont Last EC item administered Minus (~) number ofOszores EC Raw Score Day [AC Standaré Score Plus (4) Standard Score Language aay Score [AG Rew Score + ECRaw Score "able D.Lin the Administration and Sor ‘See Table D2 to determine peevalence in the nonnative sale. ‘Aniculation Screener Raw Score ‘Manval determine Wie derence between AC und EC wore iguican, Co Wpica Further evaluation indeated administration 2d adminisvaton ‘3 adminsvation 20 administration C1 Further evaluation strongly indeated es Language Sample Checklist 1 Reinforces PLS-S rosa ites greatly om PLS-5 routs Home Communication Questionnaire IC eitorcesPLS-5 resus Year TestDate Birth at Chronological Ave aso ows | — | = | ee w]— |] oS af) wm} — | - | — bg ty | ee nv 1s fe eee Mean 100 = eee a es a0 63 ee |= a jo. ao om} — | —| — 6 | -— | - wo |—|—- -ss0 55 | | so | — | — ites great fom PLS-5 resus @PsychCorp Copyright © 2011 NCS Pearson, Inc Allright reserved. Printed in the Unites Skates of America ceewn cpr mes eee PEARSONGeneral Directions saggrstd Ser Pan Stat athe CD conespnding the is chronological age: Basal: Three consecutive scores of 1, Reverse tothe previous age start point until 3 consecutive scores of 1 are achieved. Continue testing from this point forward, Ceiling: 6 consecutive scores of 0. Scoring: Record a response foreach part ofthe item. (+) = Correct responses and compare to the pass criteria, Then circle the appropriate score or 0) in the score area. For ACI-19, segiver Report), O (Observation) andor E (Elicitation). EC27, eircle the method(s) of assessment used to score the item: CR ( See the Administra ‘Auditory Comprehension 1. Glances momentarily ata person who talks to him or her ‘Materials: none ‘Score: |= lances tthe speaker for one second 2 Enjoys caregivers attention Materials: none Soore: |= Sis, cos, relaxes ‘4. Reacts to sounds other than voices in the environment Material: loud squeaky toy Score: |= Reacts tothe sound (startles, ees open wide, etc) 4, ‘Turns head to locate the source of sound ‘Materials: ous squeaky toy Score: 1= Tums head ta locate the sound 5. Responds toa new sound “Materials: shoet of paper keys ono ey rng ‘Seore: 1 = Binks, startles, or searches forthe new sound = Incorrect For each item, add the numberof correct 25, and and Scoring Manual for detailed scoring and recording information, En Expressi Developmental Tasks for Ages 00-022 © Start: Ages 0:0-0:2 and 0:3-0:5 CR OE 1.0 1, Hasasuck/oallow reflec (Materials: bot nd nipple or pacifier provided by caregiver ‘Score: | = Has coordinatad sucl/swellow sequence; no coughingichoking/spiling cRoe to 2. Vocalizes soft, throaty sounds ‘Materials: none ‘Score: | = Makes so throaty, gurgling sounds cRoe tO 3. Varies pitch, length, or volume of eries Materials: none Score: | = Vocals or eres with varying pitch, duration, or volume Dovelopmental Tasks for Ages 03-05 HOE 10 > Start: Ages 0:6-0:8 and 0:9-0:11 4A. Responds to speaker by smiling Materials: none cRoe 10 Seore: |= Smiles in response to speaker leaning toward, holding or talkin to him or her 5. Vocalizes pleasure and displeasure sounds ‘Materials infant toys provided by the carogivar Score: = Two corret (1 pleasure sound and 1 displeasure sound) moe1O mor1O morte moe.o moe1o© Start: Ages 0: s 10. a. and 0: 1 Actively searches to find a person who stalking Moteriats:none Score: 1 = Looks fom face to fac or turns head t find the voice ‘Mouths objects rat, loud squesky toy Score: 1 = Takes the toy or rate and mouths it Shakes and bangs objects in play Materiats rate, sn, keys ona key sng, bow infant toy Score: 1 = Shakes or bangs ane or mao objects Anticipates what will happen next Mate Score: 1 = Laughs, closes eyes, tenses body, ete, in anticipation ‘Looks for object that has fallen out of sight Materials: 1oys or objacts the child has previously shown an interest in (eg, rattle, loud squeaky toy) Show the child the toy/object and say, Oops! while dropping it, so the child hhas to look fort Score: = Looks for dropped or fallen object Understands what you want when you extend your hands and say, Come here Materials: none Hold out your hands, palms up, and say, Come here. ‘Score: 1 = Responds by moving forward into your arms or einging to the caregiver orto moet O Developmental Tasks for Ages 05-08, CR OE 1 0 | 6 Vocalizes when talked to, moving arms and legs cRoE1O during vocalizations Materias: none Score: | = Vocalizations pared with arm flapping, leg churning, ee tor athe involuntary arm and leg movements 7. Protests by gesturing or vocalizing. coor io (Materials: oy of interest to chil ROFL O Childs behavior: ‘Score: 1 = One example of protesting behavior or vocalization Developmental Tasks for Ages 09-011 8. Attempts toimitate fail expressions and movements cRoeto cROE1 O st . Materials: none Score: = Attempts to move face or tongue in response to caragivar’s facial expressions and movements esa aki Capo Ea © Start: Ages 1:0-1:5 12, Interrupts activity when you call his or her name ROE O trials: toys or objcts thatthe child has previously shown an interest in (eg, rattle, loud squeaky toy) ‘Score: 1 = Stops playing and looks or moves toward the person who called his or her name Expressive Communication © Start: Ages 1:0-1:5 9. Seeks attention from others Materials: none Chis behavior: Score: = Acts to gain or maintain atetion 10, Vocaizes two different vowel sounds ‘Materials: toy ofinterestto child Vowels the chili produced: ‘Score: 1 = Produces two diferent vowel sounds 11. Combines sounds Mater Is: infanttoys (eg, ball, bubbles) Sound combinations the child produced: Score: 1 = Produces a sound combination or syllable (VV, C-, or VC) ‘Developmental Tasks for Ages 10-135 13, Looks at objects or people the caregiver points to and names coor 0 “Materials: toys or objocts thatthe child has previously shown an interestin e.g, rate, loud squeaky toy) [Ask the caregiver to point to an abject or family member and say, Look at {name ofthe abject or person). ‘Score: = Looks atthe toys, objects, or people the caregiver ini Items 14and 15. Administer simultaneously using he same procedure. “Materials: toys or objects that caregiver thinks the child knows words for (Note. Refer to the Administrat administration directions snd Scoring Manual for complete 14. Responds toan inhibitory word (eg., No) Roe O ‘Soore: |= Stops, withdraws, ar pauses briefly before reaching for object 15, Understands a specific word or phrase without the use ofgestural cues CR OE 1 0 ‘Score: = Responds appropriately to one word/phrase 12, Takes mult Score: = Takes two turns vocalizing in response to caregiver's vocalizations eye contact ‘Materials: infanttoys (9, blocks Plays simple games with another while using appropriate ball bubbles, box, bok, cloth) ee © moet oO moet o Choe tO moet o ROE LO ‘Score: 1 =Paricipates with another in play while using appropriate eye contact © Start: Ages 1:6-1:11 14, Vocalizes two different consonant sounds ‘Materials: infanttoys (9, teddy bear, rate) Circe the consonant sounds the child produced: b coe 1 oO Other: 2 Sei Produces two diferent consonant sounds© Start: Ages 1:6- Items 16-18 Administer simutaneoushy using the same procedure, 1 ‘Materials: 2 cups, spoon, ear, 6 blocks, comb, ball Note. Refero the Administration and Scoring Manual for complete administration directions, Place the objects infront ofthe chil. Say, Look stall these things. ‘Ym going to play with the blocks. Stack three blocks, Gesture and say, You play too. if necessary, damoastrate playing withthe ca. 16, Demonstrates functional play moet o Score: 1 = One example of using objects appropitely 17, Demonstrates relational play moet oe ‘Score: 1 = One example of sing hwo objects together in play ‘we ina aca 15, Babbles two sllables together “Materials: bubbes nfnt toy the child has previously shown an interest in “Two sylale combination the child produce ‘Score: |= Babes a two-ylable combination (e., mam, bada) 16. Uses representational (symbolic) gesture Materials: infant toys and objacts ‘Score: 1= Usos one ropresentational gesture (e.g, waves bye-bye, claps hands, moves body) ‘Note, Refer tothe Adminstration and Scoring Manual for complete administration directions. 17, Usesateast one word “Materials: toys and objets the cid has previously shown an interest in Words the child producsd Score: Demonstrates meaningful use of one word cRoeto choe1o cROETO 18, Demonstrates self-directed play ceoe1 0 Score: 1 ne example of using objects toward seit [Note Ithe child demonstrates other-directed play (eg. feeding the caregiver, ‘combing the caregivers har), credit the child for selt-clrected play. © Start: Ages 2:0-2:5 19, Follows routine, familiar directions with gestural cues cRoe1o Materials bal, box without i, keys on a key ing Put the ballin the box point to wh __b. Throw theball mode! throwing the ball) the ball goes) _— ©. Give me the keys (hold out your hand). 4 other Score: ‘Two correct © Start: Ages 2:0-2:5 18, Produces syllable strings (toto three syllables) with inflection, similarto adult speech Materials: toys and objects the child has previously shown an interestin Sylale strings the child produced ‘Score: = Produces one two- to thre-syllable string with inflection ‘Similar adutspeech Participates ina play routine with another person for at least 1 minute while using appropriate eye contact, ‘Materials: stopwatch or watch with second hand ‘Score: 1 Attends, using appropriate eye contact fr 1 minute cRoE1O cRoet oO wosmmas ©‘Auditory Comprehension |, tmiatsa word Materials: bubbles, teddy bubble - __bubear_ _—¢.erayon/paper. tothe: — Score: |= Iitates one word 21. Produces diferent types of consonant-vowel (C-V) combinations Materials: toys and objects the child has previously shown an atrasin Consonant-vowel combinations the child produced cw, _hewe 2 ove 4 other: - Score: = Produces three diferent consonant vowel combinations leg, CY.C-VCCV-C-VE © Start: Ages 2:6~ 1 22, Initiates a turn-taking game or social routine Materials: cloth, ball, teddy bear Chile's behavior Score: |= One instance of chi other person inated activiy with you, caragiver, or Uses at east five words Materials: toys and obec the child hes previously shown aninterestin \While playing withthe chil, pinto objects and ask Whats this? Words the child produced: Score: |= Produces five or more wards moet O moet oO moet o moet oinane a Developmental Tasks for Ages 20-25 20. Identifies familiar objects from a group of objects without gestural cues Materials: ist sot) car, ball, cup, keys on key ring, spoon {replacement objects) biock, bow, duck, loud squeaky toy Line up the fist sat of objects in frant of the child. Extend you hand palm up and say, Giveme the ld gives you an object, say, Thank you, and remove it from sight + thatthe child gives you with one ofthe replacement objects Note After the c Replace each obj ‘Note. Refer to the Administration and Scoring Manual for complete administration directions. — a ball — baw car 4. spoon Score: 1 = Two correct 21. Identifies photographs of familiar objects ‘Materials: Picture Manual pp. 1-3 (practice) Tellthe caregiver, rm going to ask you to point to some pictures, so your ‘child can see what to do, Turn tothe caregiver and say, (child'sname for the caregiver), look at these pictures; point to the ball. WaitTor the caregwer to ;oint, Point tothe spoon. Wait forthe caregiver to point. Turn the page and tll the Child, Your turn. Look atall these pictures! Point to the — a. cookie __b. bird __€. balloon dk kitty —& shoe —t. apple ‘Seore: 1 = Four correct 22, Follows commands with gestural cues ‘Materials: book, duck, teddy bear 4. Get the book and bring ithere please. Hold out your hand. ‘As the child picks up the book, hold up your hand to signal stop, and say, waiet ©. Imeant to say, the duck. Get the duck and bring it here please. 4. After the child gives you the duck, say, Now get the bear and give it to {point to and name the person in the room, for example, mama, dad). 10 10 ‘tems 24 and 25 Administer simltaneoushy using the same pay activity ‘Materials: windup toy, bubbles, book Place 2or objects near the cil but out of reach. Say, Look. these things. Observe the child to see fhe or she points or reaches forthe abject, vocales, and looks back and forth between the objact and person, 2A, Uses gestures and vocalizations to request objects Score: = Two instances of using gostures and vocalization to request objects 25. Demonstrates joint attention Soo: © Start: Ages 3:0-3:5 26. Names objects in photographs Materials: Picture Manual pp. 80-52 yoks back and forth between person and abject Point o each picture and say, Look at this picture. Whatis this? eae — b. baby — « bint 4. cookie . shoe 4. doaldoggie/puppy/puppy-dog fh. spoon J. cavkiny/kitenity-cat cRoe1 oO cRoE1O suseusine‘iit Caebaton Ea Ean iil 2:11 | © Start: Ages 23, Identifies basic body parts 10 Matera teddy bear Using the wording the child is most comfortable with, say, show me your Pointtomy —_;orWhere'sthebears 7 | a. nose _ b. eyels) ©. footieet | d. handis) mouth Score: Four correct 24, Identifies things you wear 10 ‘Materials: none Usi Poi the wording the child is most comfortable wit, say, Show me your tomy/Mommy's_; or Where arelis your Mommy's. a shoes ___ bs shirt socks _— O. shorts/pants So eee Score: = Three correct,‘tems 25 and 26 Administer simutaneous, sing he same procedure, ‘Materials: teddy beer, cloth, spoon, cup, bow! 25. Understands the verbs eat, drink, and sleep in context Here's my friend Me Bear. Mr. Bears. _— 4. hungry. Give him something to eat. __ thirsty. Give him something to drink. __ 6 tired. Make him go to sleep. Sco One correct 26. Engages in pretend play Score: 1 = One example of pretend play 27. Uses words more often than gestures to communicate ‘Materials: toys and objacs the child has previously show an interest in [Note Refer tothe Administration and Scoring Mana for complete administration directions. uses neither words nor gostures ». uses gestures only ©. uses gestures mare ofton than words to communicate 4. uses gestures about as often as words ©. uses words more often than gestures to communicate = Uses words more often than gestures to communicate. (e) ‘Uses words fora varity of pragmatic functions “Materials: sealable bag with a snack provided by caregiver ora tay inside; ' windup toy toys and objects [Note Refer to the Administration and Scoring Mana for complete administration directions. requests actions or abject: > labels actions or objects: ©, requests repetition: 4, requests assistance: e f answers yes/no questions: uses a word to get anton: ‘Score: |= Uses words o express five pragmatic functions Uses different word combinations ‘Materials: toy or objects the child has previously shown an interestin ‘Word combinations the child produced ‘8. nounipronoun + ver: b. verb + nounypronoun: ‘. nounipronoun + verb + location 4. nounpronoun + ve + adjective; €. other (noun/pronoun + noun, possessive + noun et; eg, Dis mina. Score: /erbalzes thee different word combinations AES Recortforn 9‘Auditory Comprehension © Start: Ages 3:0-3:5 tems 27-29 Adsinister simultaneously, usiog the same procedure ‘Materials: teddy beat, 3 cups, box with i Note, Do not use gestures when presenting the item directions. I you are cont {f you are begining test administration with tem 27 sy, Here is my friend Me. Bear. (Mr. Bear wants to play hide-and-seek. He's going to hide now. Pt the pitcher and teddy bear inside the box and replace the lid. Make sure the child rand pitcher inside the box before you watches you do this and also sees the be replace the id. Then put the box, cups, and spoon on the table. 8. Open the box and give Mr. Bear tome. Say, We found Mr. Bear! Put Me Bear onthe table. Take the pitcher out ofthe box and putitnextta th cups and spoon. Say, Now lets get something to drink You pour. Encourage the child to use the pitcher and cups, [Mr. Bea sayshe likes cold drinks. Hereare somelce cubes. ‘Show the blocks in your open hand and then putthem onthe table. b. Getanicecube and putitina cup for Mr. Bear. ‘Say, | wanta drink too. ©, Please give m cup. _d, Putanicecubein my cup. Say, Put anice cube in your cup. (Do not score) __f. Lets rin, Pretend to drink Say, Mmmm. That was good. lease help me clean up now. 27. Understands pronouns (me, your) Score: 1 Two correct on parts cd, @ 28, Follows commands without gestural cues ‘Seore: | = Two correct on parts a,b, c,d pitcher, spoon, bowl, blocks. ing administration from Itams 25 and 26 say, Mr-Bearis finished with his nap. Now Me. Bear wants to play hide-and-seek. Hes going te hide now. Expressive Communication PAS-§ Racord Form 10“wt eoren aie 29. Engages in symbolic play Score: 1 Two examplas of symbolic play 30, Recognizes ation in pictures Materials: Picture Manual pp. 4-5 Look at al ofthe children. show me the child who is. sleeping — & playing Now look at all these children, Show me the child who i, beating — 4-deinking _— e washing — Leranning Score: 1 = Four corroct 51, Understands use of objects Materials: Picture Manual p.6 Look at all ofthese pictures. Show me what you. _— A.usetoannkwater. ___ 0. wearon yourtoot. c-canride, _— 4-use towateh cartoons, Score: 1 = Three correct © Start: Ages 3:6- 32, Understands spatial concepts (in, on, ou of off) without gestural cues dy boa lath, Box wth Hd, uc, al Putthe ballin the box, and place the box with the id on your lap so the chil can see and touch the box Put the bear, covered with the cloth, on the table ‘Thisis Ms. Duck and thisis Mr. Bear. We are going to play with them, Mr. Bear is sleeping. Let's wake him up. 11 4. Take the blanket off Mr. fear, b. PutMs. Duckin the box. ©. Putthe box on the table. Score: 1 = Three correct __ 4. Now take the ball out of the box. © Start: Ages 3:6-3:11 30. Names a variety of pictured objects Mate icture Manual pp. 53-54 Lookat these pictures Point to each and ast, Whats this? _— a teddy bearbear —_b, scissors 6. cookiester 4. banana _— e. rigeratotridge spoon — 9 fish hs elephant Score: 1 =Fivecorect 31. Combines three or four words in spontaneous speech Material: toys and objects the child has previously shown an interest in Tiree or fourword combination the eid produced: ‘Score: 1 = Produces one theee- or four-word combination 32. Usesa variety of nouns, verbs, modifiers, and pronouns spontaneous speech, ‘Materials: toys and objects the child has previously shown an interest in a. 10 nouns the child produced: __ b. TOverbs the child produced: . 2modifers the child produced: 4. 1 pronoun the child produced: Score: |= Produces required number of words fr 3 ofthe 4 word categories a0 orto i) neenene &Auditory Comprehension ‘PLS-5 figcord Form = 12 Developmental Tasks for Ages 36-211 33, Understands quantitative concepts (one, some, res, all) Material teddy boa, 8 blocks in sealable plastic bag Sitthe boar onthe tble and hold outthe open bag of blocks to the chil 8. GiveMr, Bear one block _— b. Giveme someblocks. I the child gives you al ofthe Blocks, place some of thom back nthe bog. c. Youtaketherestofthe locks, _d, Nowputalltheblocksin the baggie. Score: | =Two corect 34. Makes inferences Materials: Picture Manual pp. 7-9 Look at these pictures, Show me which picture answers my question. 4, Anna hurtherknees and elbows. How do you think Anna got hurt? 'b. Charlie played outside and got his shoes wet. How do you think Charlies shoes got wet? Sania was very hungry when sve carne hone after slut, What de you think Sandra did when she got home? ‘Score: 1=Two correct © Start: Ages 4:0-4:5 35, Understands analogies Material: Picture Manual p. 10-12 Look at these pictures a show me which one finishes my sentence. ___ a Yousteep ina bed. Yousitona (chair) by You eat witha fork. You cut witha (site) You hear with your ears. You see with your _ (eyes) Score: 1 =Two correct Expressive Communication 33, Produces one four-orfve-word sentence oe10 Mataials:nono Do youhave any petsfiiendstoyst Tell me about ther, Sentence the child produce: Score: 1= Produces one furor five-word sentence © Start: Ages 4:0-4:5 and 4:6-4:11 34. Uses present progressive (verb + -ing) 10 Materials: Picture Manual p85 (practice Pointo the pctre ofthe gi inthe sandbox nd say, This i paying. — Tell me about this girl (point). Sheis. 7 ___{eating) — >. Now tell me about this gir (point). she is (sleeping) Seore:1= Iwo correct CA npn nts det ‘Not Refer to Appendix ofthe Adminstration and Scoring Manual for correct ‘lect variations 35. Usesplrals 10 Materials: Picture Manual p. 56, Point to each picture and ask, What are these? 4, babies », horses ©. catshkitios Score: 1 =Two corect CO epontintnced by det [Note Refer to Appendix F ofthe Administ dialectal variations. ton and Scoring Manual For coreect,36, Understands negatives in sentences [Matrials: Pietro Manual pp. 13-15 __ & Look atallthe babies. show me the baby who is notcrying. _— } Look atallthe chickens and the nests Show me the nest with no eggs. _— © Look at allthe toys. Show mea toy thats notin the basket. {Child must point to one or both ofthe toys outside ofthe basket) 36. Answers what and where questions 1 0 ‘Materials: Picture Manual p.57 _ & Look at this boy. What she doing? (washingldrying dishes) _— b. Heis not in the bathroom (point tothe boy) Whereis he? (kitchen) the child says herathere, prompt with, What room ishe in? ‘Now I want youtto answer some other questions. Note. There are no visual stimuli for cand d. © What did you eat for breakfast (or lunch)? _— . Where did you eat breakfast (or lunch)? Score: 1 = Three correct, 437. Identifies colors (Materials: 8 crayons (re, yellow, blue, green, black, brown, orange, purple) ‘Note. Ifthe child has partial or total color blindness, do not administer this item ‘and do not include it when applying the discontinue rule. ‘Scatter the crayons on the table, ‘Say, Look at these crayons. Show me. __ a blue — >. purple ered — 4. green _— ©. orange yellow ‘Score: 1 = Four corroct 1 37. Names described object nO ‘Materials: none {practice} Now | want you to try to figure out what'm talking about. What animal chases mice and has whiskers? It says meow. (cat) (Cue as needed for practice only. Let's try some more. What toy is round and bounces? You play catch witht. (ball) _— b. what do you use ater abath or shower? You dry yourself with it. towel), © What do you use to draw a picture? They come ina box. (crayons, markers, pencil) Score: | =Two correct assum 2Auiitory Comprehension 38. Understands sentences with post-noun elaboration ‘Materials: Picturo Manual pp 16-17 {practice} Look at this picture. Point to each kite and say This kitten is black, this kitten is orange, and this kitten is white. Show me the orange kitten. Show ‘me the black kitten. Show me the white kitten. Cue as noaded for practice only. "Now lookat these kittens. Point to. 8, the white kitten that is sleeping. b. akitten that isnot black (Child may pointto any kiten that isnot black} ¢. the small black kitten that isin the box. Score: = Two corect © Start: Ages 4: 39, Understands spatial concepts (under, in back of, next to in front of) Materials: teddy bear 4:11 and 5:0-5:5 | this isthe fist tie you are presenting the bear tothe chil, introduce itby saying, Here ls Me. Bear.'m going to put Mr. Bear on the table. Now Iwant you to put Mr. Bear... a. under the table/chair _— b. Inback of you — &. nextto you _— 4. infrontof me ‘Score: | = Three cocrect PAS-5 RecordForm 14 Answers questions logically 10 Expressive Communication (practice) what do you do when you are hungry? eat) Cue es needed fr practice only ‘2, What do youdo if your hands are dirt? (clean them/wash them) ', What do youdo when youare cold? (got a blanket /wear a jacket! I the child says “shiver,” ask, What do you do when you shiver? ‘, What do you do when youare tired? (goto bedislaop) Score: 1 = Two correct Uses possessives 10 ‘Materials: Picture Manual . 58 ‘a, Look at the children. This is the boy's cat. Whose catis this? (the gis, hers} b. Look at theanimals. This isthe dog's food. Whose food isthis? the cats) ‘Score: 1 = Two corect 1D response intuenced by diatect Note. Refer to Appendix E ofthe Administration and Scoring Manual For correct, dlialectal variations P|10 © Start: Ages 5:0-5:5 40, aL Understands pronouns (his, her, he, she, they) ‘Materials: Picture Manual pp 18-20 {practice} Lookat these children. They are wearing shoes. Show me his shoes. ‘Show me her shoes. Cue as needed for practice only. — bs histoys. [Now look at these children. Show m ©. sheis onthe stairs. Show me. 4, theyareinthepool, —_._heis inthe pool. Score: | = Four correct Understands quantitative concepts (more, most) Materats: teddy bear 8 crayons (red, yllon, bluo, groen, black, brown, orange, purple) Here are some crayons for you (put 6 crayons infront ofthe child) ‘and some for me (put crayons infront of you) 1. Who has more crayons? Gather and redistribute the crayons. Give the child crayons and yoursol 5 . Who has more crayons now? Here's my friend Mr. Bear. He kes crayons too. 'llgive him some. Rodistribute the crayons so the bear has 8, you have 1, andthe child has 2. €. Who has the most crayons? Rodistribute the crayons so the child has 4, ou have 2, and the bear has 2 4. Who has the most crayons now? Score: Three correct 40. ‘Tells how an object isused 10 ‘Materials: Picture Manual p. 58 {practice} Look at this picture. It's pencil. What do you do with a pencil? Cue as needed for practice only. ‘Now look at this picture. This isa. it What do youdo witha? 2. coat (putit onlwe: 1, towel dry offwipe) 6. cuplolass (drink with it ‘Score: |= Three correct, Answers questions about hypothetical events 10 Matera (practice) Ask, What would you do f you couldn't find your shoes inthe morning? {ask Mom or Dad) ‘Cue as needed for practice only. What would you doit. 2. youtelt sick? (take medicine, goto the doctor) . youget food on your shirt? (clean it, get a new shir) . youwant to play with your fiend’ toy? ask, tll them to share, grabitl Score: 1= Two correct nbsmuere ©PLS-5 Record form 16 ‘Auditory Comprehension Expressive Communication fo 42, Identifies shapes (sar, circle, square, triangle) 10 42, Uses prepositions (in, on, under) 10 ‘Materials: Picture Manual pp. 21-22 Materials: spoon, box with id Lookatall ofthese pictures. These things are different shapes. Place the baxin front af the child. ut the spoon n, under, and on the box. Each time, ask, Where isthe spoon? For a-d, prompt one tine i the child points to only one or two pictures by asking, Is that all of them? a infos Note. Donot corractthe child ithe or she points to an incorrect picture, Mark the subitem incorrect (1 _— b. underbelow cele © ontop of 4, allof the things that look lke a star. (starfish, badge, cookie) __ b. allofthe things that look like a circle. potli, soccer ball, plate) (Turn the page) Now look at al ofthese pictures. These are different shapes too. ‘Show me.. __ ©. llofthe things that look like a square. clock, block, slice of bread) _ d._allof the things that look like a triangle. (tre, triangle musical instrument, cookie) ‘Seore: 1 = Two correct Score: !=Three correct © Start: Ages 5:6-5:11 © Start: Ages 5:6-5:11 43, Pointsto letters 10 | 43, Uses possessive pronouns (hers his) 10 Materials: Petre Manual p23, Materials: Picture Manual p. 60-62 Lookat these eters Show me the letter. (practice) This this ice cream. Thisis SEbeehenestereenecrien thors, ric cream tho cid says the gi" or "he boys", Tellme anotherword, ae | andrepeat the prompt bx | Cue as needed for practice only. Yee | __ a. thistsherpleture. tists ‘his, his picture) az 2. Thisis his bal Tiss - (hers herbal) ea Score: =Two correct, ore:1= Three corect, pont nnied byt [Note Refer to Appendix Eof the Administration and Scoring Manual for correct dialectal variations,44, Identifies advanced body parts Materials: none ‘Show me your... __ a. elbow b. forehead _— 6. eyelashes 4d. wrist ‘Score: 1 = Three covet 45. Understands quantitative concepts (3, 4) ‘Materials: Picture Manual pp. 24-25. Look at the baskets. Show me the basket with 3 puppies. — D. Look atthe crayons and paper. Show me the paper with 4 crayons. Score: 1 =Two correct [Names categories 10 Materials: none { practic) Listen: dog, ct, horse, pig, cow. These are all animals. "Now you tell me what these are. ‘2. cereal, oranges, mashed potatoes, pizza: these are all (food: things you eat), i. blocks, dol ball puzzle: these are al (toys; things you play with) wate, mil, juice, soda: theseare all (dink quis; hings you dink) Score: = Two correct Formulates meaningful, grammatically correct questions in ae response to picture stimuli ‘Materials: Picture Manual pp. 63-86, (practice) Look at this picture. Luisa is getting ready to go shopping with her mother. She ant find her other shoe! What should she ask her mother? She could ask her ‘mother. "Can you help me find my shoe?” Let'stook at some more pictures. 4, Darlene wants a cookie. What should she ask her mother? Kathy wants to play outside, What could she ask her father? her wants the cereal What should he ask his mother? ‘One grammatically correct and pragmatical appropriate question C7 respons intuenced by dest Note. Refer to Appendix ofthe Administration and Scoring Manual for correct dialectal variations. atten‘Auditory Comprehension | Expressive Communication | 46, Completes analogies 10 | Materials: one | (pracce show me your hand put your hand next to the childs) Your ands itl; rmyhandis (big) Let's do some more. Cue as needed for practice only. a Keeis cold frais (hoo bs tsiton a cai: tsteepina ea) __ © Anappleisred:abananais ‘yelow) _— turtle isstow:a rabbitis trast) Score: 1 =Four correct aa ie Te ere lectin TE: © Start: Ages 6:0-6:5 47, Uses qualitative concepts (short, long) 10 Materials: Picture Manual p. 67 ee a (practice) Look at these pictures. This chainislong: this chainis __ (short Materials: Picture Manual pp. 26-29 ‘ue as needed for practice only Let's do some more. reer | 4 mart a plain _ b. Her ribbons are long: her ribbons are (shor Cue as needed for practice only. Laelia __ 6. Thisropeisshort this ropes {iong) _— & While walking home, Nancy sawa dog with white spots. Score: 1 = Two corect ___b. When he woke up, Steve found his teddy bear that had fallen onthe © Start: Ages 6:0-6: ___. Because it was cold outside, Sam put on a sweater and closed the window. | 48. Names letters 10 Two corect Materials: Picture Manual p. 68 ‘Look at these letters. Point to each ter and ask, Whats thisletter? "Nove. the child esponds with the sound ofthe ltr, ask forthe name of the te. as bo eb _at T Score: 1 = Four correct47. Demonstrates emergent literacy through book handling and concept of word 10 ‘Materials: 2 children’s books ‘Show the child the two books. Say, Look at my books. This oneis about __- Thisone is about __.Point tothe book you like. Alter the child selects @ book, ‘remove the other book from the cil’ view. Hand the selected book, upside down and back cover up tothe chil 4, Here, you hold the book. Credit child corrects orientation of book. Let's look atthe book. . Show me thefront cover. ©. Show me a page in the book. ‘Turn to 8 page inthe book. 4, Point toa wordon this page. Score: 1 = Four correct 48. Understands modified nouns Te Materials: Picture Manual p.0 [prectice} | want you to look at all ofthe dogs. Show me the bia brown doa. Cue as needed for practice only, Letstry some more. Show me. ‘the small black dog. Ivthe child points tothe small black dag with spots, ask, ‘Are there any other small black dogs? _— b. thebig whitedog. {ithe child points to the big white dog with spots, ask ‘Are there any other big white dogs? ©, thesmall spotted dog. Score: 1 = Three correct 49. Uses modifying noun phrases 10 ‘Materials: Picture Manual pp. 69-72 {practice 1) Heres a mouse (point) and here's an elephant (point. will tell you something about one of the animals, and you point to it. Then, you can tell me something about one of the animals, and I'll point tt. go frst. Point to the one ‘with litle ears. Waitforthe child's response. (practice 2} OK. Now its your turn. Tell me something about one of the animals 20 ‘that know which one to point to. Say, Point to. Wait forthe child's request. {tthe child names the animal, or says, “the second one,” “this one,” or “that one,” say, Tell mesomething aboutit. Let's try again. Say, Point to Cue as needed for practice only. Here are two cars. Tellme which car to point to. Say, Point to the diny/clean one; the car thats dityclean) . Here aretwo dogs Tellme which dog to point to. ay, Point to {the dog thats wet) © Hare aratun gil Tllmaushich git ta point to. Say, Poin ta (the git with the shorong hain) Score: 1 Two correct ‘chia anUES RecordForm 20 © Start: Ages 6:6-6:11 49. Orders pictures by qualitative concept (biggest smallest) Materials: Picture Manvel pp. 31-38 (practice) Here are three dogs. wll pint to the dogs in order, from the biggest dog to-the smallest dog. Point tothe dogs in order from biggest to smallest Now youtry on 4 Here are three elephants Point tothe elephant inorder from biggestto smallest. b, Here arethree trucks. Point tothe truck in order from smallest to biggest. ‘Score: 1 =One correct 50, Understands quantitative concepts (each, every) Materials: Picture Manual p34 Looket thes pictures. Point to. __&. each animal. (gate, igor, elephant, monkey) every ny lacks, ea, dll bal Score: =Two correct Si. Identities initial sounds “Materia Picture Manual pp. 5-8 practice) Say, Look atthe pictures and listen to the words. Point to each picture ‘and say, knot, dog, pig, cap. Show me the picture that begins with /p like pot. Emphasize the inital /p in pot. Cue as needed for practice only. Lerstry some more. 8, frog, nest, door, sticks ‘Show me the picture that begins with n/ like nose. (nest) b. sun, git book, tree ‘Show me the picture that begins with /! ike it (sun) shoe, feather, car, flower, chair cat, bear, bed ‘Show me two pictures that begin with /k lke cup. W child points to only ono picture, say, Show me another. (car, cat), ‘Seore: 1 =Two correct, 50, 51. Responds to why questions by giving a reason 10 Materials: none (practice) Now want you to tell me why we do some things. Why do we wear shoes? {keep ou feet clean/protect our feet) Cue as needed for practice only Ifthe ‘child responds with “Mama told me,” ask, What other words can youuse totell me..? |. Why do we brush our teeth? (because teeth are drtywe don't get cavities) b. Why do wegotosleep? (we're tired/we need to rest) ©. Why do we eat? (we're hungryito get energy) Score: = Two correct Repairs semantic absurdities 18 Materials: none (practice 1) rm going to tell you something that doesn’t make sense. I want you tochange It so that makes sense. Lets try one. (Childs name) isa incorrect gender. Isthat right? No! should have said (Child'sname) isa (correct gender). (practice 2} Lets do another one. The boy drank some frogs. Does that make sens Not could say, The boy drank some milk or The boy saw some frogs, right? ‘Cue as needed for practice only by saying, Does that make sense? Change it soit makes sense, Let's try some more. Change what say soit makes sense. 2. Theboy atea ig car. 'b, The girl sleeps on a bicycle. ©, The boy puta dog on his head. ‘Score: 1 =Two correct i© Start: Ages 7:0-7:5 and 7:6-7:11 52. Understands time/sequence concepts (last, first) Materials: Pitre Manual p.38 Look: These pictures show a boy who took bath. The boy filed the tub ith wate. He washed his face and body. He played with his toys. Then he got out ofthe tub, ried oft show what the boy dias _— b. what the boy id ft. Score: 1 = Two correct _— & Aperson who teachesis a _— b. Aperson whe paints isa _— 4. Apperson who swims is 2 52, Uses -erto indicate one who "oO Materials: none (practice) person who works on a farm is farmer. person who drives a aris. - (driver) Cue as needed for practice oly. Let's do some more. (teacher) {ainterartist) __ © Aperson who wins game is the (winner) Score: 1 =Three correct © Start: Ages 6:6-6:11 and 7:0-7:5 and 7:6-7:11 53, Rhymes words: 10 Materials: none (practice Liston to thoce warde Re, ton, cea. All these words rhyme with me. Now ‘of words that shyme with rock. That'sright, rhymes with rock. the child's ‘responses incorrect, say sock, lock, and clock rhyme with rock. Cue as needed for practice only. Now think ofa word that chymes with. aati Hight Note: Nonsense words and names are acceptable. Two-syllable words are acceptable ifthe second syllable rhymes withthe stimulus word, Score: 1 =Two correct 54, Deletes syllables (cision) 10 Materials: none (practice D0 you know what an airplane is? The word airplane has two par ‘and plane. Say the word airplane. Now say airplane without the word plan. (ait) {practice 2) Let's try another one. Say helpful Now, say helpful without ful (help) {Cue as needed for practice only. Let's do some more. — 8 Saycouboy. Now say cowboy without boy. a — }. Say bluebird. Now say bluebird without blue, ira ©. Say walking. Now say walking without ing. wa) Score: 1= Three correct, Vinisaiesee cat de‘Auditory Comprehension Auditory Comprehension lopmental Tasks for Ages 6:6-6:11 continues on page 24 ®t swim really well, could say swim lke a Expressive Communication 55, Completes similes 10 Materials: none MW something is very hot, could say that itis as hot as : {the childs response is incorrect, say, A heater is hot. Ifsomethingis very hot, {could say that itis hot as a heater. Cue as neaded for practice only. Lets do somemore. fish, shark) b. Hsomething s very cold, could say itisas cold as fic €. H'somethingis very sharp, lcould say itis as sharp as. (knife, thor, tooth) Score: = Two correct 56, Repeats nonwords 10 ‘Materials: none ti going to say some made-up words for you to repeat. Say itju the words are short, and some are long. Listen carefully, because cam only say each, ‘word one time, Pronounce the nonword vowels using the real-word vowels sted in parentheses. Note, Verbatim response = +; any errors =~ a tay-dah vets same as saya) _— b. ko-guh-teen {vowels same as so-uh-seen) ©. dee-porness — d hay-do-saff___Wwowels same as say-go-lugh) _— & noop-ay-ko-min {vowels same as soup-say-go-in) ‘Score: | =Four correct il57. Repeats sentences 10 Materials: none {practice 1) Listen and say what say. ke icecream. {practice 2) Here's another one. Can Ihave a drink? ‘Cue as needed fr practice ony, by saying Now you say it Record responses by noting ‘changes onthe printed sentence ar writing the chil’ response verbatim. Lets domore. ‘Whereis my new marker? b, Canmy friends come over towatch TV? ©, Thegirl whois crying is my sister. _— 4. Ike to go swimming with my friends, don't you? ©. Whenhe came home from school, Joey atea snack. ‘Score: | = Four correct helene &een a ‘ACS3-S7 and ECS8-60:Retels a story and answers comprohension questions Refer tothe Administration and Scoring Manual (ACS3-57) for the required materials and administration procedures. Use your nates from the child's retelling to score EC3B-0 ‘Materials: Picture Manual pp 0-81 Tell the story, then fp back tothe ist page of the story inthe Picture Manual (p40) and say, Now you tell me the story. [ter the child retells the story, clase the Picture Manual and ask the comprehension questions (AC53-57) Note. Circle, underine, and make notes on the story on the Record Form to record the information the child provides. Record a + foreach part of the story thatthe child retells, Use ths information to score the child retling ofthe story (EC38-60). This isa story about two children and their dog Buddy. Listen to the story. want you to tell methe story after Im finished. (1) Mike and Pam have a 1g named Buddy. Buddy liked to sleep on an old, blue blanket by the door. (2) One nightit rained and rained and Buddy got soaking wet! 18). Mike told his sister that Buddy was getting all wet in the rain. “What can we do for Buddy?” he shed Pam. "He's getting all wet” (4) The next day, Mike and Pam decided to build a doghouse for Buddy. They found a big sturdy box they could use, (Tum the page) 16) They worked hard making the perfect little house. Mike cuta door inthe box. Next, they used apiece of metal to make a roof __(6) When they finished, Mike called, “Here, boy! Come see your nev house!” But when Buddy saw the house heran away. (7) “Maybe he doesn't ike ft” said Pam. But soon Buddy came back dragging his ol, blueblanket to put in his new house. 18) tre next tne framed, Budly wes wa Now you tellme the tory. ‘Auditory Comprehension sty, nnd happy in hia new house. Expressive Communication Items 53-57 Comprehension Questions Items 58-60 Retels 3 Story 53, Recalls story detail 1058, Retellsa story with introduction 10 What color is Buddy’ blanket? blue) | Score: 1 = Introduces storycharacters ining ntrmaton fom try parts #1 andor) Score:1 = lentes correct color 459, Retells.a story with four sequenced events 10 54, Identifies a story sequence 10 he ee eee sec nso rar nso pelle | {They get a box to make a doghouse for Buddy./make him a house) | 60. Retellsa story with a logical conclusion 10 ‘Score: 1 = Identifies what's done firstto solve problem | Seore:1 = Concludes story logically (including information from story part #8) 155. Identifies the main idea 10 | Whats Buddy's problem? | {Buddy dows have ohosebed Buddy gts wat when rans) | ‘Score: |= Identifies the main idea/problem57. ‘Makes an inference How do you think Buddy feels about his new home? (happy/slad) Joris logical esting or condition Makes a prediction What do you think Buddy wil do the next tie trains sleepin is oeldoghouse) akes alogical prediction Identifies picture that does not belong Materials: Picture Manuel pp. 42-85 ‘Score: (practice) Lookat these pictures: cookie, t-shirt, shorts, dress. Show me the one ‘that doesn't belong with the others. Cue as needed fr practice only. Lets try some more. '. Lookat these pictures: car, truck, boat, chai. Show me the one that doesn't belong withthe others, (chair) . Look at these pictures: paintbrush, pencil ruler, marker. Show me the one that doesn't belong with the others. ruler) ©. Lookat these pictures: screwdriver, spoon, wrench, hammer. Show me the one that doesn't belong with the others. (spoon! Score: 1 =Three correct Identifies words that rhyme Materials: Picture Manca p. 46-48 Words that rhyme sound almost the same a the end ike dog and log or bake and cake. Now! want you to find the words that chyme, Look at these pictures. Point to each picture as you say the word. . sun, fork, bird, lamp Find the one that rhymes with fun. (sun) . train, fan, match frog Find the one that rhymes with man. (fan) ©. dog, ball, pan, eat Find the one that rhymes with bat. (cat) ‘Score: 1 =Two correct ot, (practice 1)1™m going to make a sentence about a cat and 2 mouse. Listen, The cts chasing the mouse. Now you make. sentence about adog and a cat. (Cue as needed for prectice only. Let stry some more. Makea sentence with the words and __. |. git, running . boy, bicycle (practice 2) Now going to makea sentence with three words: il ttle, and brother. Listen. My tte brother drank milk. Now you make a sentence with these words: cookies, sisters big Cue as needed for practice only, Let's try some more. Makea sentence with the words and ©. school, boy, late ly hungry. very ‘Score: 1 = Three correct PLS-5 Recordform 25‘Auditory Comprehension (60. Follows multistep directions 14 ‘Materials: 4 biank sheets of paper, box of crayons or markors, book opened) (practice) | am going to ask you to follow some directions with these things ‘a book, some paper, and crayons/markers. Listen carefully and do what say in ‘the order | say. Are you ready? Close the book, give it to me, and stand up. Cue as ‘needed for practice only. Once the child has finished, putthe closed book onthe table ‘away from the child but stil in his or hor ine of vision, ‘Say, You can sit down now. Let’s try some more. 8. Getthe book. Open itto page __ {name s page that includes a sentence) ‘and point tothe first word on the pag b. Geta sheet of paper, write your name ont and then raise your hand. ©. Before you give me the paper with your name on it, write an Xin the middle of the page and fold the paper in half. It does not matter ifthe child folds the paper from top to bottom or from right to left Score: 1=Two correct 61, Understands false beliefs 4/10) ‘Materials: teddy bear, box with id, ball Here's my friend Mr. Bear. Mr. Gear is playing with his favorite ball. He needs to go teat lunch, s0 he put his ballin this box. That way it won't roll away, and he can find it ‘when he wants to play again. Have the bear put the ballin the box and replace the lid. Then put the bear behind you. Mr. Bear has gone to eat. Im going to move hs ball and put itunder the table. Take the al out ofthe box and place it undor the table, either in your lap or on the floor. ‘Move Mr. Bear out from behind you and say, Here comes Mr. Beart a Where: you think he will look for his ball (nthe box) b. Why willhe look there? Thats where he putit) "Now, you tell Me, Bear where the bal really is. Do not score ‘Score: | = Two correct, a. 6. (PASS Record Form 26 Expressive Communica Uses synonyms ro Materials: Picture Manual p. 72-74 Apractice) Look at this elephant. Elephants are really large animals. What's another ‘word for large (hig, huge, gigantic, enormous the child responds correctly, say, You're right, isanother word for large. It the child responds incorrect, or does not respond, say, Other words fr large are big, huge, gigontic, and enormous. ue as needed for practice only. Lets try these Point to each picture as you read the corresponding sentence. After reading each sentence, say, What's another word for? [Note Macs are sed to indicate the target words. Do not emphasize the target words ‘when you say them. a. Hewasreally angry. - (mad, fous) . We watched the sma bed. Mit, iy) €. I gavemy mom some beautiful lowers. —toety, ively) 4, The purse was simp (easy) Score: 1 =Three correct ‘Uses ieregular plurals 7 ‘Materials: Picture Manual pp. 75-78. {practice) Look at these pictures and finish my sentence. Point to the pictures as you say each sentence. Here is one glass. Here are two {glasses} Cue as needed for practice only. Point ta the appropriate part of each picture as you describe it. Say, Here is. 8, one leaf Here are three - {leaves} . one child. Here are three {ctitéren) ©, one oot.Hereare two (feet) ‘Score: 1 = Tw corvct D7 esponseinttaenced by diakect [Note Refer to Appendix Eof the Administration and Scoring Manual for correct dialectal variations.62. Makes grammaticality judgments Materiats: Picture Manual p, 49 Here's picture of a girl named Mary and her litle brother, He just learned how to talicand sometimes he says things wrong. Im going to tel you something he said, and let's talk about iit sounds right or wrong, Listen: Mary’ litle brother said, ated. That sounds wrong, doesn’t it? He should have said late. (practice) Say, Mary’ litte brother said, My puppy am eating. Does that sound right ‘or wrong? (wrong) Say. My puppy am eating sounds wrong. How would you say it? Pause forthe child's response. My puppy is eating sounds right. Cue as needed for practice only. Listen to what Mary’ little brother said. Tellme if itis right or wrong. fit is wrong, tellme how to say it right. If the child says the sentence is wrong, ask, How would you say it? Do not provide any addtional cues. Note. Examples of correct response are provided in the parenthesis, Refer to the ‘Administration and Scoring Manual for the scoring guklelines and additional examples ‘of correct responses, 8. They are going tothe store. Does that sound right or wrong? Ifthe child says the sentence is wrong, ask, How would you say it? 'b, Hercan eat cookies. Does that sound right or wrong? Ifthe ci iswrong, ask, How would you say it? {she can eat cookies. ‘She ate cookies.) says the sentence ©, Did the gil saw him weiking? Does that sound right or wrong? Ifthe child says, ‘the sentence is wrong, ask, How would you say it? {Did the girl see him walking?) 4. The girlrans fast. Does that sound right or wrong? Ifthe child says the sentence is wrong, ask, How would you say it? {The gil ran fast/Te iis unning fast/The gi runs fest} Score: | = Three correct D1 espns influenced by dalest Note. Refer to Appendix E ofthe Administration and Scoring Manual for correct dialectal variations (64. Uses past tense forms 10 ‘Materials: none ‘Now want you to tell me about things you have done. Record the chiles past tense verbs, _— & the child goes to school say, Tell me what you did to get ready for schoo! this mor Ifthe child does not go to school, say, Tell me what you dia this morning, Prompt fr response with these questions: What did you do frst? What did you do next? 1 youwokeup b. Have you ever made a sandwich? the child says “yes,” say, What type of sandwich did you make? Tellme how ‘you made the sandch. Ifthe child does not know how to make a sandwich, si ‘What do you know how to make? Tell me how you made it. Prompt fr response with these questions, What did you do frst? What did you do nowt? Score: |= Two ferent past tense verbs in either description CO Response inttcnced by dates "Note, Refer to Appendix Eof the Administration and Scoring Manual fr correct dialectal variations. nestetes ©‘(MS-5 flecontFom 28 Anditory Comprehension En | Lxprossive Communication | Demonstrates emergent literacy through book handling and printawareness 1. 0 | 65, Describes similarities, 10 “Materials: 2 children's books Materials: one Look at my books. This oneis about __.Thisoneis about (practice) We'e going to talkabout how two things are alike or how they are the Same: Aspoonnda forkare alike orthe same because (you eat wth tan} Pick the book you like. Let’s look at the book you picked. Show me.. ‘Cue as needed for practice ony. fa, the author's mame. b. thetitleofthe book. 6, who wrote the book. Let's do some more. How ___ 8, abird and an airplane alike or the same? (fyi the sky/have wings) ‘Turn to a page inthe book, Show m | | ———— eee |b. arockands bickalike othe same? (harden) di where! would startrsading onthispose | fe. where would stop reading on this page. the chil points tothe last word or the punctuation mark atthe end ofthe sentence) __ 6. milleand juice ake or the same? (drinksliquid) Score: | =Four correct Identifies a word that does not belong in a semantic category 10 Score: 1 = Throw corect 11am going to say some words. One of the words does not belong, Listen tothe ‘words and tellme the word that does not belona: yellow, green, blue, eat. If the child does not respond correctly, say Eat. Eat does not belong because eat is nota color Listen to some more words. ‘Materials: Picture Manual p.77 ‘Now ¥™m going to start a sentence and I want you to finish t. Point tothe appropriate | 66, Uses quantitative concepts (empty, more) 10 | a. banana, milk orange juice, water banana} __ a Thisboy'sglssisfull:Thisboysglassis____— empty b. soft, green, sticky, rough graen) _ b. Theboy did get lot of noodles (or spaghetti. | He got essthan she did. She got Cc. newspaper, eraser, book, magazine (eraser) | : e8_______ {mora} Score: 1= Two corect Score: |= Two correct | (67, Uses timelsequence concepts (late, before) 10 5. Understands prefixes 10) “ aanmaaat | Materials: Picture Menu p. 78-79 Materials: none Now I'm going to starta sentence and I want you to finish it. Listen to this sentence: The baby is crying. Is he happy or unhappy? Ifthe child does Point to the appropriate pat of each picture as you describe it. not respond correctly, say, The baby is unhappy. Let's try some more. 4. Thisboy gotto school erly. This boy goto scho 4, Itismot too hot or too cold outside. ts the temperature comfortable or — boy 9 iy. This boy 9 uncomfortable? comfortable) b. Both girs brushed their teeth in the morning. This girl brushed her teeth aftershe got b. The child never saw the mouse again. Did the mouse reappear or disappear? “dressed for school, but this gel brushed her teeth (sisappeer) (ato) €. The boy replayed the song. Did he play the song more than one tim ‘one time? (more than one time) — (beforeybefore she got dressed for schoo!) ‘Score: 1 = Three correct Score: | =Two correct ao oo menron nen[Note. Some words have more than one target sound. Tun o the Articulation Screener section ofthe Picture Manuel Pointto each picture and ask the child, What i this? Forltom3, ask, What are these? For tem 14, point tothe car and ask, What colors this? For ehldren who have color blindness, say, This car isred. Say red 1. pan/pot 2. bird 3. teeth | (What are these?) — 4. dog 5. monkey 6. hor se 7. fea th er 8. chicken 9. shoe 10. lamp | 11. sun 12. zebra 13, car 14. red (What color is this? point to car)) Score 1 ifthe target sound (indicated by bold type) i articulated correctly, Score 0 ifthe child substitutes, distorts, or omits the target sound. Articulation Screener Raw Score 6ormore 10 or more 1Bormore ‘4ormore 15 or more 16 or more, 17 or more 17 or more. 18 or more 20 or more 24 or more Peers Cees een eee Further Evaluation Ser PS-8 Recordfom 29Language Sample Checklist Directions: Check all the descriptors that apply to the language the child produced spontaneously during testing, Syntax (Structure) ‘The child: 1D did not tak spontancousty 5 spoke in one-word utterances Gi spoke in successive single-word utterances CI spoke in two- to three-word utterances spoke in four- to five-word utterances 1] used expanded sentences used complex sentences used wh- questions (who, what, where, wien, why) 1 used yes-no questions(ivare, can/could,do/does, will/would) Morphology (Structure) ‘The child used: Tense markers 1] present tense (3rd person -s) 1 past tense Ced) (1 irregular past tense (eg, ram, won) (1 future tense (eg, will, gonna) 1 ansiliary/copula @g. islare) Pronouns 1 subjective e.g. he, she, it we, they) (objective e.g, him, her, them) 1 possessive (eg. his her, hers its their, their, your, yours) Plurals (1 regular (s, -e9) 1 irregular (e.g, feet, children) Possessive markers QO’ Articles CO aan, the Negatives no, not, don’t ‘Total number of morphemes ‘Total number of utterances Mean Length of Utterance(MLU) (Gee chapter 1 in the Administration and Scoring Manual for interpretation of the MLU) Age:___ to___ months Semantics (Content) ‘The child: CJ named objects/pictures (eg. baby, puppy) Cased action words (eqs eat, running) 11 used words denoting possession (eg, Daddy shoe, Mommy’scoat, mine) C1 used words denoting recurrence (eg, more, again) 7) ased words to deseribe objects/people (eg litle bal, pretty baby) C1 used words denoting time (eg, now, in a minute, before) C1 used words denoting place (e-gs here, in the box, up) Ci used words denoting quantity (eg five, lots, few) C1 used words to give reasons (e-g450, because) Social Language (Use) Using gestures or words, the child: (7 directed your attention to something tried to get you to do somehing (1 tried to get your attention [1 talked about what he or she was doing 1) named an object 1 greeted someone or sad goodbye played with you i protested or complained [C) answered when you talked to him or her “practiced” oF repeated words 1 askeda question (PAS-§ Record Form 38 Using words, the child: told you about an event or object 1 talked about recent experiences (eg. volunteered information, answered your questions, and stayed on topic briefly) C1 maintained a conversation (eg, answered you, gave additional information) or asked a question and paused to let you respond 11 used language to control others’ behavior [11 used language to interact with another person 1 repeated or reworded messages you didn't understand 1 stayed on topic 1 used indirect requests or hints 1 role_played familiar themes e.g. played house, pretencled to be a superhero) Connected speech was usually: organized 1 disorganized CD on topic Oi off topic 1 appropriately sequenced 1 out of sequence Speech Intelligil C1 poor O fair Ci goodPLS-5 Recorsfom 31 PLS-5 Profile Directions: Draw aline across the profile atthe child's chronological age. Circle the items failed. 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