Assessors conducting the PLS-5 in Spanish (including Dual Language administration) will need to send in a video for review, even if they have already been cleared to administer the PLS-5 in English. Please indicate on the review form if your video shows English-only administration, Spanish-only, or Dual Language.

For a successful PLS-5 Spanish administration, the assessor needs to be fluent in both receptive and expressive Spanish. For a successful PLS-5 Dual Langauge administration, the assessor should also be trained on the administration of Dual Language PLS-5.

We have outlined some important points below, however, the PLS-5 manual is your best resource for questions about administration for both Spanish-only and Dual Language.

Establishing a Basal

Spanish Administration – Page 20 of PLS-5 manual

• Achieved when a child has responded correctly to the first three consecutive numbered items from the start point for the child’s age level
• If child does not achieve basal for their age level, drop back to the start point for the preceding age level and test forward from there
  • If the child still does not establish basal, continue dropping back age levels until the child responds correctly to the first three items and establishes a basal. Then continue testing forward, skipping items that have already been administered
  • Children who are taking test items near the beginning of the test may not establish a basal. In such a case, Item 1 is considered the basal

Dual Language Administration – Page 22 of PLS-5 manual

• Administer all items on the AC scale (and EC scale, if used) in Spanish first, applying the basal rules
  • You do not need to establish separate basals for the English administration
• Start English administration:
  • of AC scale with the first item the child did not meet the pass criterion during the Spanish administration of the AC scale
  • of the EC scale, if used, with the first item the child did not meet pass criterion on the Spanish administration of the EC scale

Establishing a Ceiling

Spanish Administration – Page 23 of PLS-5 manual

• Achieved when a child has earned a score of 0 on six consecutive items in a scale
• Items that follow should not be administered

Dual Language Administration – Page 24 of PLS-5 manual

• Two ceilings will be achieved – one in Spanish, one in English
• To establish the Spanish ceiling:
  • Administer in Spanish until the child fails six consecutive numbered items
  • These items should score a 0 and check the “Administer in English” box
• To establish the English ceiling:
  • Administer all the items in English that the child did not meet criterion for in Spanish
  • If the child does not pass any English items that were failed in Spanish, the English ceiling will be the same as the Spanish ceiling
  • If the child passes English items that were failed in Spanish, a new ceiling will be established
    • Continue testing in English until the child fails six consecutive numbered items

Scale & Item Sequence

Spanish Administration – Page 12 of PLS-5 manual

• You can administer the Auditory Comprehension (AC) or Expressive Communication (EC) scale first
• Items within each scale are sequenced by level of difficulty
• You can administer items out of sequence to maximize the child’s performance and maintain their attention
  • If testing out of sequence, make sure to correctly apply the ceiling rule

Dual Language Administration – Page 13 of PLS-5 manual

• Suggested order of administration to bilingual children is:
  • AC scale in Spanish
  • EC scale in Spanish (if used)
  • AC scale in English (items not passed in Spanish)
  • EC scale in English (items not passed in Spanish, if used)
• Items may be administered out of order as described for a Spanish-only administration