TACL3 Test for Auditory Comprehension of Language

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TACL-3Test for Auditory Comprehension of
Language

• By Dr Kersting

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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 childs 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 childs 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