CASL-2

Using one of three self-standing test easels, you read items aloud and the examinee responds by speaking or pointing. All of the easels now feature full-color illustrations that make administration more engaging, especially for young children, and updated items to address current technology. In addition, the easels include instructions, examples, pictures, items, prompts, sample correct and incorrect answers, scoring criteria to streamline the administration process, and tabs so you can easily flip to the test you want.

There are two CASL-2 record forms, the Comprehensive Form and the Preschool Form. Using the appropriate form, you record the examinee’s responses by hand. Across the 14 tests, suggested Start Items allow you to skip the items that are not applicable to the individual’s age. Consistent basal and ceiling rules (four correct items in a row and four incorrect items in a row, respectively) save you time by making it easy to remember when you can stop an administration.

Both CASL-2 record forms now include a fold-out panel making it easier to transfer raw scores to the Score Summary page, where you can easily convert them to standard scores. In addition, both forms include an Item Analysis Worksheet for each test, providing qualitative information that is helpful for writing IEP goals and intervention plans. It tells you exactly what the examinee’s strengths and areas for improvement are, giving you a level of detail that extends beyond a standard score.

A clinical validation sample of 204 individuals demonstrates that the CASL-2 can differentiate between typically developing individuals and those with the following diagnoses:

• Expressive and/or Receptive Language Disorder
• Hearing impairment
• Autism Spectrum Disorder
• Social (pragmatic) Communication Disorder
• Intellectual Disability
• Learning Disability
• Learning Disability
• Developmental Delay

Norms, based on a representative sample of 1,700 subjects, are provided at 6-month intervals for ages 3 and 4, at 1-year intervals for school-age children, and at multiyear intervals for upper-age groups. The standardization sample reflects the U.S. population in terms of geographic region, gender, race, and SES/parent education. In addition, it includes the following clinical groups: speech impaired, language delayed, intellectually disabled, learning disordered, emotionally disturbed, and hearing impaired.