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PLS-5 Exam questions with complete solutions
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PLS-5 Exam questions with complete solutions
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PLS-5 ExamWhat types of validity measures are provided? - correct answer ✔✔Content
Construct
Concurrent
Analyze the content validity of the test. Strengths? Weaknesses? - correct answer ✔✔Content validity-
how representative the test items are of the content that is being assessed
• Established based on literature reviews, clinical users' feedback, and expert review
Strengths-
• incorporates recent research on language development as compared to what was included for the PLS-
4
• during piloting the test was modified based on feedback from clinicians
Weaknesses
• During content validity trial testing, kids who were previously diagnosed as language disordered were
classified as disordered based on a score of 1.5 SDs below the mean on an unspecified language test.
Since we don't know what the language test is and what the validity and accuracy of that test is, then we
cannot be for certain that this test is valid in accurately assessing content.
• We don't know the level of knowledge that the "panel of experts" has on cultural and linguistically
diverse populations' language and dialect-use, so we cannot know for sure that they are adequate in
judging the content of the test.
Construct validity. How was it tested for the PLS-5? - correct answer ✔✔Construct validity- how well the
test measures what it intends to measure
• Performance of TD kids (no diagnosis and no therapy) was compared to performance of kids with LDs
(receptive, expressive, or both)(1.5 SDs below mean on unspecified language test and therapy) to
determine whether the PLS-5 could distinguish between the two
, What are the sensitivity and specificity measures? How do they compare with the standard in the field? -
correct answer ✔✔Two groups: language disorder groups and language delay groups
Language Disorders group--
sensitivity = .% of kids who were previously diagnosed as language disordered were identified as
having a language disorder on the PLS-5 FAIR
specificity = .% of kids who were previously identified as typical were identified as typical on the
PLS-5 FAIR
Language Delay group--
sensitivity = .% of kids who were previously diagnosed as language delayed were identified as
having a language delay on the PLS-5 GOOD
specificity = .% of kids who were previously identified as typical were identified as typical on the
PLS-5 UNACCEPTABLE
According to Plante & Vance (1994), sensitivity and specificity measures above .9 are good,
between .89-.8 are fair, and below .8 are unacceptable
GENERAL MEASURES-
sensitivity: scored 1.5 SDs below mean on unspecified language test and in therapy
specificity: no diagnosis and not in therapy
What was the reference standard(s) used to identify the sensitivity and specificity groups. Is it sufficient?
- correct answer ✔✔Score of 77 or lower (1.5 SDs or more below the mean) = sensitivity group
NOT SUFFICIENT because according to Spaulding, Plante, & Farinella (2006), cutoff scores are not valid in
diagnosing language disorders because many children with language disorder are on the low end of
normal and they will be missed. Additionally, some children who don't have a language disorder may be
inappropriately identified.
What are the positive and negative Likelihood Ratios for the index test? What does each one suggest? -
correct answer ✔✔Positive likelihood ratio (LR+): the likelihood that someone who tests positive actually
has the disorder
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