Pragmatics profile question text, as part of the Clinical Evaluation of Language Fundamentals Fourth Edition (CELF-4).

Rituals and Conversational Skills: 1. makes/responds to greetings to/from others, 2. makes/responds to farewells to/from others, 3. begins/ends conversations (face-to-face, phone, etc.) appropriately, 4. observes turn-taking rules in the classroom or in social interactions, 5. maintains eye contact, appropriate body position during conversations, 6. introduces appropriate topics of conversation, 7. maintains topics using appropriate strategies (e.g., nods, responds with "hmmm ... ") 8. makes relevant contributions to a topic during conversation/discussion,9. asks appropriate questions during conversations and discussions,10. avoids use of repetitive/redundant information, 11. asks for/responds to requests for clarification during conversations 12. adjusts/modifies language based on the communication situation (communication partner[ s], topic, place) 13. uses the language (jargon/lingo) of his/her peer group appropriately, 14. tells/understands jokes/stories that are appropriate to the situation, 15. shows appropriate sense of humor during communication situations, 16. joins or leaves an ongoing communicative interact ion appropriately, 17. participates/interacts appropriately in structured group activities, 18. participates/interacts appropriately in unstructured group activities, 19. uses other media (email, phone, answering machine) appropriately, 20. responds to introductions and introduces others, 21. uses appropriate strategies for getting attention, 22. uses appropriate st rategies for responding to interruptions and interrupting others;

2016-12-09

Copyright 2003 NCS Pearson, Inc. - www.PsychCorp.com/ Semel, E., Wiig, E., and Secord, W. (2003). Clinical Evaluation of Language Fundamentals (Fourth ed.). Pearson Assessments: San Antonio, TX.

The examiner elicits information from a parent or teacher about the student's social language skills. Read each item and circle the number (word) that best describes how often the student demonstrates the skill (1 = never, 2 = sometimes, 3 = often, 4 =always). If you have never observed the skill, circle NO for not observed. If the skill is not appropriate for that student, either culturally or for any other reason, circle NA for not appropriate. Rate items if you remember occasions when the student demonstrated the targeted behavior, though you have not necessarily observed the behavior the day you complete the form. If you are rating a two-part skill (e.g., Item 11, asks for/responds to) and think the student's behavior is inconsistent across both parts, circle the skill you are rating (e.g., asks for).

Mon Apr 16 12:38:26 EDT 2018

NIH/CIT/BRICS

Mallisa Johnson

mallisa.johnson@nih.gov

NIH/CIT/BRICS

Olga Vovk

olga.vovk@nih.gov