Test-Retest Comparisons Using the CELF-RST and BLT-2S With Kindergartners

Abstract

The purpose of this study was to explore the performance stability of 101 kindergarten children on two commonly used screening tests: the Clinical Evaluation of Language Fundamentals-Revised Screening Test (CELF-RST) and the Bankson Language Test-Second Edition (BLT-2S). Both screening tests were administered at the beginning of the school year and again 7 months later. Several interesting findings emerged that may have significant implications for the speech-language pathologist working in the schools: (a) Children scored significantly higher on both tests during the second administration, despite the absence of any intervention from a speech-language pathologist; (b) almost one fourth of the children who failed the first test passed the second administration, despite the absence of intervention; and (3) approximately one-third of the kindergartners were inconsistently identified (i.e., passed one test but failed the other). Implications for the speech-language pathologist are discussed.