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TACL-3 Test for Auditory Comprehension of Language

TACL-3 Test for Auditory Comprehension of Language. By: Dr Kersting. TACL-3. Written by Elizabeth Carrow-Woolfolk Developed in 1965 Last Revised in 1999. Purpose.

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TACL-3 Test for Auditory Comprehension of Language

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  1. TACL-3Test for Auditory Comprehension of Language By: Dr Kersting

  2. TACL-3 • Written by Elizabeth Carrow-Woolfolk • Developed in 1965 • Last Revised in 1999

  3. Purpose • It provides an inventory of grammatical forms for observing a child’s auditory- comprehension and helps identify individuals having receptive language disorders. • The TACL-3 is used for identifying a subjects language problems, planning intervention, monitoring progress, and parent communication. • It is also an excellent tool for use in research studies

  4. Description • It measures the literal meaning of words, grammatical morphemes, and syntactic constructions, within a specific linguistic environment and in contrast to related grammatical structures. • Test ages 3.0 to 9.11 • Test contains 139 items • grouped into three subtest

  5. Description continued • Subtest include • Vocabulary • Grammatical morphemes • Elaborated Phrase • Each item consist of three color drawings • One picture illustrates the meaning of the word or phrase being tested • The other two pictures illustrate a semantic or grammatical contrast to the stimulus • Or in some cases, one picture illustrates a contrast to the stimulus and the other is a decoy

  6. Standardization • Norms based on 1102 normal developing children , ages 3.0 to 9.11, from 24 states. • When standardizing this test the following were considered: • Geographic area • Age • Gender • Race • Ethnicity • Disability status • Education of Parents

  7. Reliability • Validity and Reliability was based on the results from 991 normal developing children, 66 with speech and language disorders, and 33 with learning disabilities. • Test-retest reliability and Inter-scorer reliability was used on TACL-3 and for all three subtest.

  8. Validity The TACL-3 has • Content-Description Validity • Construct-Identification Validity

  9. Administration • The examiner reads the stimulus out loud. • “Show me _____” • The subject is directed to point to which picture best represents the meaning. • No oral responses are required • Stimulus is given only once, except for children 5 years and younger. • FOR CHILDREN 5 AND UNDER: If child does not respond in 10 seconds, give the stimulus a second time.

  10. Administration continued • If subject does not correctly answer one of the three example items, then test should not be administered • Test begins after one example is answered correctly • Subtest should be administered in order • Always begin with the first item of each subtest and test until ceiling is achieved or final item is administered • Ceiling is achieved when child misses three items in succession

  11. Administration continued • Test should be administered in a non-distracting environment • Quiet room, comfortable furniture, good lighting, ect. • Give Breaks when needed • The test is not timed, they can work at their own pace • Test does not have to be administered in one setting • Stop test if client tires or seems disinterested, continue administration later

  12. Administration continued • Be aware of fatigue, nervousness, attention, and the child’s attitude towards taking the test. • Make a note of these on the score sheet, they could affect results • Examiner should consistently praise and encourage the examinee • Test administration takes 20-30 minutes

  13. TEST DEMONSTRATION

  14. Scoring • Give a 1 for correct, 0 for incorrect • Record the raw score for each subtest on the score sheet. • Use appendix A to find the percentiles ranks and standard scores for each subtest. • Use appendix C to convert scores into age equivalences. • Use the sum of the standard scores from each subtest in appendix B to find the quotient score and overall percentile rank.

  15. Scoring continued • Over all age equivalence can be calculated using the following formula AE= (age in months) (TACL-3 quotient) 100

  16. Writing Goals • The client will increase the use of adjectives in daily conversation by 20%. • The client will increase the use of pronouns in conversation by 30%. • The client will begin to use different types of sentences (negative, interrogative, active and passive voice, etc.) 30% of the time

  17. Why chose this test • It is quick and easy to administer • It is simple and easy to score • Subject is not required to make verbal responses • It allows the examiner to make diagnostic interpretations • The pictures are universal, rather than cultural bound depictions of the items and events

  18. THE END

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