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TACL-3 Test for Auditory Comprehension of Language PowerPoint PPT Presentation


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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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Tacl 3 test for auditory comprehension of language l.jpg

TACL-3Test for Auditory Comprehension of Language

By: Dr Kersting


Tacl 3 l.jpg

TACL-3

  • Written by Elizabeth Carrow-Woolfolk

  • Developed in 1965

  • Last Revised in 1999


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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


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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


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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


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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


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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.


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Validity

The TACL-3 has

  • Content-Description Validity

  • Construct-Identification Validity


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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.


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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


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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


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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


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TEST DEMONSTRATION


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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.


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Scoring continued

  • Over all age equivalence can be calculated using the following formula

    AE= (age in months) (TACL-3 quotient)

    100


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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


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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


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THE END


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