CASL assessment

CASL assessment or the Comprehensive Assessment of Spoken Language, 2nd Edition (CASL-2) is a standardized language assessment and a valuable tool for evaluating several areas of a child’s expressive language skills. Speech therapists who complete language evaluations for children should be familiar with commonly used assessments, like the CASL assessment, that they can administer.

SLPs can analyze and interpret the results of a child’s performance on the CASL assessment to identify a language disorder for a child between the ages of 3 and 21 years-old.

The results of the CASL-2 can also be used to gain a comprehensive understanding of a child’s language abilities, including areas of difficulty. A speech therapist can use this information and insight to develop intervention strategies and set therapy goals. Recurring administration of the CASL assessment can be used as a tool to measure an individual’s progress in therapy.

Let’s explore the components of the CASL assessment, how SLPs can interpret and apply the results of the CASL assessment to therapy planning, and more. But first, here’s a refresher on recommended practices for completing a language assessment.

Language assessment overview

A comprehensive language assessment is essential for speech language pathologists.

The assessment helps a clinician accurately identify the presence of a language disorder. Interpretation of standardized assessment results allow the clinician to determine specific areas of strengths and difficulties across various receptive and expressive language skills.

Language assessments also allow SLPs to develop personalized treatment plans and monitor a client’s progress (through periodic re-evaluations). Clinicians can use assessments to collaborate among parents, teachers, and other professionals. The results might also be used to advocate for services that a client needs.

Some factors for SLPs to consider when completing a language assessment include:

1. Age. Specific developmental milestones are expected at different ages. Standardized tests used should be normed for use with children that match the client’s age.
2. Cultural & linguistic background. This includes factors like exposure to multiple languages and cultural differences in communication styles. 
3. Strengths and difficulties.  Several domains exist within receptive and expressive language skills (i.e., morphology, syntax, semantics). Looking at a client’s skills in these specific areas can help identify potential goals and treatment strategies.
4. Behavior. Asking parents if a child’s behavior during an evaluation appeared typical for him or her can help determine whether test results appear to be an accurate reflection of the child’s true abilities.
5. Context and environment. Both a formal assessment and informal observations should be used to obtain a comprehensive look at language skills. Consider assessing the client’s skills across different environments (i.e., school, home) to understand whether they differ.
6. Caregiver’s concerns. SLPs should conduct a thorough interview with the client’s family to determine their concerns and goals for treatment.

The CASL-2 yields scores in several domains of language that can provide critical information to an SLP completing a comprehensive language assessment. This includes a measure of an individual’s social language skills (through the Pragmatic Language subtest), which can be helpful in identifying areas of difficulty for children with Autism.

What is the CASL assessment?

The CASL-2 is a standardized assessment that measures spoken language across four categories:

1. Lexical/Semantic
2. Syntactic
3. Supralinguistic
4. Pragmatic Language

What are the tests for CASL-2?

The CASL-2 consists of 14 individually administered tests, which each take approximately 5 to 10 minutes to administer. 

The CASL-2 includes 3 test easels, record forms, and an examiner’s manual. To administer the test, start by reviewing the examiner’s manual thoroughly.

Then administer the CASL assessment based on the instructions given here. This includes administering the subtests in a specified order, and using a timer for certain subtests that have specific time limits.

Record the client’s responses in the record form, and calculate raw scores. Use the tables in the CASL-2 manual to convert these scores to standard scores and percentile ranks based on the tables provided.

Interpreting CASL assessment results

Each subtest on the CASL-2 will yield a standard score. This is a measurement of the client’s performance compared to the normative sample of other children his or her age.

The mean standard score is 100, with a standard deviation of 15. This means that standard scores between 85-115 are considered to be within the normal range.

You can calculate the level of severity for delayed skills according to how many deviations below the mean a client’s score is: Mild: 70-85, Moderate 55-70 , Severe: 55 and lower.

Identify a child’s strengths by determining subtests that were scored as within normal limits and individual test items the child scored correctly on. Subtests with scores below normal and age-appropriate test items that a child scored incorrectly can be considered difficulties. These areas can be used to formulate goals for intervention planning. 

Application of CASL-2 in speech therapy

Examining the results of a client’s scores on the CASL assessment can help speech therapists identify a language delay and disorder.

Standard scores can be used to determine the severity rating for a possible diagnosis of Expressive Language Disorder, Receptive Language Disorder, or Mixed Receptive-Expressive Language Disorder (if delays are noted in both areas).

The CASL-2 should be one component of a comprehensive language assessment that examines the individual’s receptive and expressive language skills.

This typically includes clinical observation and a thorough parent interview. Subtests on the CASL-2 (such as the Pragmatic Judgment subtest) can be helpful to assess pragmatic language abilities.

The SLP will also want to attempt to engage the client in conversation to make further observations in this area. An interview with the client’s family and other professionals working with the client can provide further information about social language skills across different environments.

Strategies for using CASL-2 in speech therapy

Speech therapists can develop specific language goals to target in therapy based on the client’s areas of weaknesses shown on the CASL-2.

For example, if the client demonstrated difficulty on the Figurative Language subtest, the SLP may want to incorporate goals in this area. Part of an individualized intervention plan means identifying the client’s strengths.

These strengths should be considered when utilizing certain intervention strategies. For example, if the child’s receptive language skills appear to be within normal limits, the SLP can expect that the client will be able to comprehend instructions and information provided during tasks.

SLPs should always attempt to incorporate functional language activities. These can help a client generalize skills and improve skills that can help them in daily life.

For example, a functional activity for a child who had difficulty recalling information on the comprehension of paragraphs subtest would be to read a paragraph about how to play a video game the client is interested in. The SLP can encourage use of strategies like identifying key words or repeating key information in his or her head. 

Collaboration and communication with other professionals on the CASL assessment

SLPs should share the CASL-2 results with the rest of the interdisciplinary team working with the client (such as parents, teachers, and other therapists).

Collaborating with educators and psychologists on the CASL assessment can help speech therapists identify other areas of a client’s strengths or difficulties regarding language skills. These professionals can provide valuable insight into other areas affecting a child’s language skills, such as IQ scores.

The interdisciplinary team should integrate the results of the CASL assessment into a comprehensive treatment plan. When other team members are aware of a child’s areas of difficulties, they can take this into account when working with the child. For example, certain modifications may be provided within a classroom.