This document summarizes key points from a presentation on using dual-language scoring when assessing bilingual children with the PLS-5 Spanish. Dual-language scoring allows children to demonstrate language skills in either Spanish or English. Research showed dual-language scoring raised standard scores for bilingual children without inflating scores of children with disorders. The presentation covered determining a child's language profile, administering and scoring items, interpreting scores, and case studies showing typical performance patterns for children of varying language backgrounds.

1. Clinical Considerations When Using
Dual-Language Scoring in Bilingual
Assessment
November 15, 2012
Marie Sepulveda, M.S., CCC-SLP, Pearson Assessment
Chien (Shannon) Wang, M.A., CCC-SLP, Pearson Assessment
Nancy Castilleja, M.A., CCC-SLP, Pearson Assessment
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2. Disclosures
Presenters:
Marie Sepulveda, Research Director
Shannon Wang, Research Director
Nancy Castilleja, Product Marketing Manager
All are employees of Pearson Assessment, the developer and
publisher of the PLS-5 Spanish.
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3. Agenda
Overview: Assessing bilingual children
Conducting a dual-language assessment
Research results
Children’s performance patterns with
dual-language administration
Q&A
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4. Overview:
Assessing Bilingual Children
IDEIA Statute:
Reduce the inappropriate over-identification of children, especially
minority and limited English-proficient children, as having a disability.
Statute: Title 1.D.664.b.2.D.vii
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5. Normal bilingual phenomena can look similar to a disorder
to those unfamiliar with 2nd language acquisition
Some typical characteristics of bilingual speakers in the
U.S.
• Arrest: The level of proficiency in the language does not change.
• Attrition: Language loss and language forgetting
• Avoidance: Specific element of a language is not used
• Language non use (silent period): a language is not used for
communication purposes
• Overgeneralization: a language rule is applied in an unrestricted fashion
• Language transfer: phonological, morphological, syntactic, semantic and/or
pragmatic characteristic is used in another language
• Fossilization: an inaccurate rule stabilizes to the point of continual usage
Result: Bilingual children often misdiagnosed
• Low test scores in both Spanish and English
(Region 4 Educational Service Center, 2005)
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6. Conceptual Scoring
“Conceptual scoring” is scoring the meaning of a response regardless of
the language in which it is produced.
B. Pearson, S. Fernandez, & D.K. Oller, 1993
Bilingual children benefit from conceptual scoring, especially when
tested in Spanish
L. Bedore, E. Peña, M. Garcia, & C. Cortez, 2005
Different ways of combining test scores across languages were tested—
combining scores across two languages in a composite or selecting
combinations of better task or language performance to use as a basis
for decision-making…Classification can be more accurate when scores in
both language are used systematically for decision-making.
E. Peña and L. Bedore, 2011
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7. Conceptual Scoring ---> Dual-Language Score
“Conceptual scoring” is based on literature examining semantic
language development (vocabulary and other semantic skills) when a
bilingual child demonstrates some language skills in Spanish and
some in English.
PLS-5 Spanish applies that research to all oral language domains
(semantic, morphosyntax, and early academic skills).
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8. Blueprinting a Dual-Language Assessment
Procedure
Hortencia Kayser, Ph.D.
– St. Louis University
Henriette Langdon, Ph.D.
– San Jose State University
Elizabeth Peña, Ph.D.
– University of Texas at Austin
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9. Evaluating a Dual-Language Assessment
Approach for PLS-5 Spanish
• PLS–4 Spanish
bilingual pilot study
• Bias review
• PLS–5 Spanish
• bilingual tryout study
• bilingual standardization
study
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10. Bias Review
Mary Ann Acevedo, Ph.D., CCC-SLP
– Our Lady of the Lake University
– San Antonio, Texas
Alejandro Brice, Ph.D., CCC-SLP
– University of South Florida, St. Petersburg
– St. Petersburg, Florida
Maria Bustillo-Formosa, M.S., CCC-SLP
– Carlos Albizu University
– San Juan, Puerto Rico
Donna Jackson-Maldonado, Ph.D., CCC-SLP
– Universidad Autonoma de Queretaro
– Jurica, Queretaro, Mexico
Hortencia Kayser, Ph.D., CCC-SLP
– Saint Louis University
– St. Louis, Missouri
Ellen Kester, Ph.D., CCC-SLP
– Bilinguistics Speech & Language Services
– Austin, Texas
Henriette Langdon, Ed.D., CCC-SLP
– San Jose State University
– San Jose, California
Elizabeth Peña, Ph.D., CCC-SLP
-University of Texas at Austin
-Austin, Texas
Adelaida Restrepo, Ph.D., CCC-SLP
-University of Arizona
-Tempe, Arizona
Albert Villanueva-Reyes, Ed.D., MSc, CCC-SLP
-University of Puerto Rico
-San Juan, Puerto Rico
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11. Conducting a Dual-Language Assessment
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12. Clinician Questions:
Determining the Language(s) Assessed
How do I determine if the child is a monolingual Spanish speaker
or a bilingual Spanish-English speaker?
What if the child’s records indicate he or she primarily speaks
Spanish at home, but I find that the child mostly speaks English
when I am testing?
Do I administer English items if the child is a monolingual
Spanish speaker?
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13. 13

14. Determining the Item Scores (1,0) for a
Bilingual Spanish-English speaker
Step 1 Administer all the Spanish items first.
– If the pass criterion is met, circle 1. You do not need to administer the
corresponding subitems in English if the child meets the pass criterion in
Spanish.
– If the pass criterion is not met, check “Administer in English” (do not score
0 yet)
– Complete testing in Spanish until you reach a ceiling.
Step 2 Administer all the Spanish items until you
establish a ceiling. Then administer the corresponding
English subitems that were missed in Spanish.
– Compare the combined Spanish and English responses to the pass
criterion.
– If the pass criterion is met, circle 1.
– If the pass criterion is not met, circle 0.
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16. 16

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19. 19

20. Clinician Questions: Monolingual Spanish
Speakers
How do I do the dual-language scoring
with a child who only speaks Spanish?
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21. If a child is predominantly English speaking with some Spanish,
can I administer the English portion of PLS-5 Spanish only and
are the scores valid?
Can I administer the English portion of the PLS-5 Spanish to
my students who are monolingual English speakers?
Clinician Questions :
Is it appropriate to administer PLS-5 Spanish to
English speakers?
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22. Examiner: Switching from Spanish to English
When Administering Test Items
Do I administer all the Spanish items first or go back and forth
between Spanish and English?
After I establish a basal in Spanish, do I switch back and forth
between Spanish and English items during administration?
What happens if I don’t establish a basal in Spanish? Do I switch
back and forth between Spanish and English items to establish a
basal?
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23. Child Responses: Switching from Spanish to
English When Responding to Test Items (code
switching)
How do I score a child’s response if part of the answer is in
Spanish and part in English (e.g., Ella comió una cookie)?
How do I score a child’s response if he or she uses anglicisms
to respond to test items (e.g., “rideando,” “marketa,”
“sockatines.”)
Where do I record the child’s answers on the Record Form
when the child answers
○ in English to Spanish test items or
○ in Spanish on English test items?
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24. 24

25. Using a Second Therapist or Interpreter
In our district, one therapist administers the Spanish tests and
another administers the tests in English. Can we still use two
different therapists to administer the test items—one
administering the test in Spanish and another administering the
test in English?
Do we still have to do a dual-language administration of PLS-5
Spanish if another therapist has already administered a test in
English?
Do we administer the test in one or two sessions?
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26. How do I establish a basal in Spanish if a child gets one of
the first three numbered items wrong? Do I administer
English items to establish a basal?
Am I supposed to establish a separate basal in English?
What if I get a dual basal—one in Spanish and one in
English? Which one do I use?
Establishing a Basal
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27. 27

28. Spanish only administration:
6 consecutive scores of 0
Dual-language administration:
Spanish administration—6 consecutive numbered items
that do not meet the score criteria (i.e., 0 or with the
Administer in English box checked)
and
English administration—6 consecutive numbered items
with scores of 0
The 0 score reflects either the combined Spanish and English responses OR
English only responses that go beyond the Spanish ceiling.
Rules to Establish Ceiling(s)
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29. Do you keep testing to obtain a new ceiling once you
administer the English test items?
What if I get a dual ceiling—one in Spanish and one in
English? Which one do I use?
Clinician Questions: Establishing a Ceiling
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30. Clinician Questions: Interpretation of Scores
Won’t a child’s dual-language score be inflated because he
will receive credit for responses in both Spanish and English?
Even if I only administer the missed test items in English,
won’t a bilingual child’s scores be inflated because the child
has seen the stimulus twice and may remember his or her
response in Spanish?
Doesn’t administering the item a second time cue the child to
respond differently when presented with the same question
that is now presented in English?
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31. More Scoring and Interpretation Questions
Are we allowed to report scores if an English-speaking SLP is
using an interpreter?
Can I determine a child’s Spanish language development
separately from English language development if I calculate a
Spanish-only score and a dual-language score?
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32. PLS-5 Spanish vs. PLS-5 (English edition): Not
the same test
Different, but overlapping, item sets
Administration directions
Cues
Art
Sub-items
Pass criteria
Not exactly the same items that appear on PLS-5 English
Different norm group The items that best differentiate language disorder from
typical development for English speakers are on the English test; the items that best
differentiate language disorder from typical development for Spanish speakers are on the
Spanish test
Same criteria for placement by age
Developmental milestones may not be mastered at the same ages
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33. PLS-5 Spanish vs. PLS-4 Spanish:
Not the same test; not the same test items
Different, but overlapping, item sets
Administration directions
Cues
Art
Sub-items
Pass criteria
Not the same items that appear on PLS-5 English
Different norm group
Different criteria for placement by age
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34. Ages 2:6 through 2:11:
Norms in one-month increments vs. 6-month
increments
6 month norms are reported in the PLS-5 English and
Spanish manuals
1-month norms have been developed for 2:6 to 2:11 and
posted on the web. Go to www.pls5.com for the link.
Developed because children being tested for entry into school
programs are being tested at ages 2:10 and 2:11, the very
end of the six-month age range reported in the manual. One-
month norms offer more precision in scores at that critical
age.
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35. PLS-5 Spanish:
Norms in 1-month increments vs. 6-month increments
• PLS-5 AC raw score: 29
• PLS-5 Spanish standard scores based on 6 month
increment: 82
• PLS-5 standard scores based on 1-month norm increments
• Link is on www.pls5.com
2:6 2:7 2:8 2:9 2:10 2:11
82 82 82 82 82 82
87 85 83 81 78 76
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36. PLS-5 Spanish:
Norms in 1-month increments vs. 6-month increments
• PLS-5 AC raw score: 28
• PLS-5 Spanish standard scores based on 6 month increment: 79
• PLS-5 standard scores based on 1-month norm increments
• Link is on www.pls5.com
2:6 2:7 2:8 2:9 2:10 2:11
79 79 79 79 79 79
84 82 80 78 75 73
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37. What performance patterns can be
expected?
Case studies
• 3 age groups
– Birth to 2:11
– 3:0 to 5:11
– 6:0 to 7:11
• Different levels of Spanish-English proficiency
– Monolingual Spanish speaker
– Primarily Spanish speaker with some English abilities
– Bilingual Spanish-English speaker
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38. PLS–5 Spanish Dual-Language
STDZ Study
Standard Score by Administration
Method and Fluency Group
(Norm Sample)
Ages Birth-2:11
Auditory Comprehension
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Expressive Communication
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Total Language
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
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39. Case study: Miguel: age 2:11
Monolingual child: speaks Spanish only
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40. Case study: Diego, age 2:11
Bilingual child: speaks mostly Spanish and a little English
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41. Case study: Leticia, age 2:11
Bilingual child: speaks Spanish and English fluently
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42. Case Study: Jaime, age 2:11
Monolingual child: speaks Spanish only
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43. Case Study: Sergio, age 2:11
Bilingual child: speaks mostly Spanish and little English
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44. Case Study: Mari, age 2:11
Bilingual child: speaks Spanish and English fluently
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45. PLS–5 Spanish Dual-Language STDZ Study
Standard Score by Administration Method
and Fluency Group (Norm Sample)
Ages 3:0-5:11
Auditory Comprehension
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Expressive Communication
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Total Language
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
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46. PLS–5 Spanish Dual-Language STDZ Study
Standard Score by Administration Method
and Fluency Group
(Norm Sample)
Ages 6:0-7:11
Auditory Comprehension
90
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Expressive Communication
90
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Total Language
90
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
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47. PLS–5 Spanish Dual-Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Receptive & Expressive Language Disorder (n = 47)
70
75
80
85
90
95
100
105
Spanish Dual-Language
Auditory Comprehension
Nonclinical
Clinical
70
75
80
85
90
95
100
105
Spanish Dual-Language
Expressive Communication
Nonclinical
Clinical
70
75
80
85
90
95
100
105
Spanish Dual-Language
TotalLanguage
Nonclinical
Clinical
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48. Case Study: Linda age 6:3
Bilingual child: speaks Spanish and English fluently
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49. Case Study: Felipe, age 6:3
Bilingual child: speaks Spanish and English fluently
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50. PLS–5 Spanish Dual-Language STDZ Study
1. Little effect of dual-language scoring below age 3.
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51. PLS–5 Spanish Dual-Language STDZ Study
1. Little effect of dual-language scoring below age 3.
2. Nevertheless, dual-language scoring significantly
raised the average standard scores of bilingual
children. Children who primarily speak Spanish but
know some English had a smaller increase than
children who are more fully bilingual.
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52. PLS–5 Spanish Standardization:
Dual-Language STDZ Study
1. Little effect of dual-language scoring below age 3.
2. Nevertheless, dual-language scoring significantly raised the
average standard scores of bilingual children. Children who
primarily speak Spanish but know some English had a smaller
increase than children who are more fully bilingual.
3. Dual-language scoring did not appreciably affect the
scores of children with language disorders, but you
should still assess English to get the full picture of the
child’s skills.
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53. For more information
www.PLS-5.com
www.speechandlanguage.com/webinar/pls5spanish
Marie Sepulveda, MS CCC-SLP
Research Director
marie.sepulveda@pearson.com
Chien (Shannon) Wang, MA CCC-SLP
Senior Research Director
shannon.wang@pearson.com
Nancy Castilleja, MA CCC-SLP
Senior Product Manager
nancy.castilleja@pearson.com
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54. References
Bedore, L., Peña, E., Garcia, M., & Cortez, C. (2005). Conceptual vs.
monolingual scoring: when does it make a difference?. Language, Speech, and
Hearing Services in Schools, 36, 188-200.
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), Public
Law 108-446 (2004.) 118 Stat. 2647 (2004)
Pearson, B., Fernandez, S. & Oller, D. K. (1993). Lexical development in bilingual
infants and toddlers: comparison to monolingual norms. Language Learning, 43
(1), 93-120.
Peña, E.D. & Bedore, L.M. (2011). “It takes two: improving assessment accuracy
in bilingual children. ASHA Leader, 16 (13), 20-22.
Peña, E., Bedore, L., Zlatic-Giunta, R. (2002) Category-Generation
Performance of Bilingual Children: The Influence of Condition Category and
Language. Journal of Speech Language and Hearing Research, 45, 938-
947.
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55. References
Region 4 Educational Service Center (2005). Bilingual phenomena: determining a
communication difference vs. a communication disorder. Houston, TX (Author).
Zimmerman, IL, Steiner, V.G., Pond, RE, (2012). Preschool Language Scales—
Fifth Edition, Spanish. Bloomington, MN: Pearson.
Zimmerman, IL, Steiner, V.G., Pond, RE, (2011). Preschool Language Scales—
Fifth Edition. Bloomington, MN: Pearson.
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