Language Processing Test Elementary (LPT-3 Elementary)
Gail J.Richard and Mary Anne Hanner
· Ages: 5-11 Years
· Grades: K-6
· Testing Time: 35 minutes
The diagnosis of language processing disorders is based on the premise that language develops in a neurological hierarchy, with concrete skills providing the foundation for higher-level skills. The skills evaluated must be discrete and carefully controlled. The LPT-3 Elementary, designed with this concept in mind, begins with a simple task and progressively increases the language processing demands placed upon the student. This hierarchical approach ensures evaluation of prerequisite skills for increased processing demand. The task hierarchy is based on A. R. Luria's model of brain organisation which states that each structure of the brain has a highly specific role, but all of the roles are under coordinated control.
The two pretests and six subtests are arranged in a hierarchical order from simple to complex processing tasks. Each subsequent subtest builds on the skills previously evaluated. Each subtest consists of twelve items. The Labeling and Stating Functions pretests are to get the student "warmed up" to the testing situation. These scores are reported separately and not included in the total test analysis.
Pretest 1, Labeling
Name pictures with a one-word response. What is this?
Pretest 2, Stating Functions
State a verb that describes the function of a specific noun. What do you do with a shoe?
Subtest A, Associations
Name an additional item that is typically associated with a specific noun. What goes with a toothbrush?
Subtest B, Categorization
Name at least three items that belong to the specific category presented. Name three things you read.
Subtest C, Similarities
Compare two items and state the similar characteristics that place them in the same category. Sink and bathtub. Tell me how they are the same.
Subtest D, Differences
Contrast two items and state the differences between them. Sink and bathtub. Tell me how they are different.
Subtest E, Multiple Meanings
State three definitions for each stimulus word. Each stimulus word is presented in three different sentence contexts. To receive full credit, the student must provide an acceptable definition for two of the three sentences.
Subtest F, Attributes
Spontaneously describe a specific noun. Success on this task is evaluated by the number of different attribute areas, or depth of processing, that the student addresses without the use of prompts. Pretend that I don't know what a watermelon is. Tell me everything you can about a watermelon.
The test should only be administered by a trained professional (e.g., speech-language pathologist, psychologist, teacher of the learning-disabled, special education consultant). Paraprofessionals or support personnel cannot adequately administer and score the test.
COMPLETE LPT-3 ELEMENTARY KIT INCLUDES: Examiner’s Manual, 20 Test Forms.