The Revision Decision: Is Change Always Good? A Comparison of CELF–R and CELF–3 Test Scores in Children With Language Impairment, Focal Brain Damage, and Typical Development

Abstract

This study is important for professionals who administer language tests and/or use language testing results to recommend appropriate school placements, additional services, and/or interventions. Although psychometric tests are frequently revised, it is not always the case that a revised version has improved diagnostic utility.