Early identification is the first step to helping young children with language delays improve their skills-proficiencies that are so important to later reading success. But how do you find the children who might need help? It's simple with the Quick Interactive Language Screener (TM) (QUILS (TM)), a fun and fast web-based screening tool that helps you evaluate whether children are making language progress appropriate for their age group. Measuring both the what and the how of language learning, QUILS looks at three areas critical to language development and later academic success: vocabulary, syntax, and process. The QUILS User's Manual includes all the information you need to conduct the QUILS screener effectively in early childhood settings with children ages 3 through 5 years. You'll get: a helpful introduction to QUILS, including why and how it was developed and what it measures in-depth exploration of the three areas screened with QUILS a comprehensive walk-through of the QUILS website step-by-step guide to conducting the screening, including tips on ensuring children's eligibility, setting up a Student Record, and working with children effectively during the screening process detailed guidelines on scoring, reporting, and follow-up five case studies that illuminate QUILS in practice a summary of the research and evidence base for QUILS With this clear and concise manual, you'll have the background and guidance you need to use QUILS successfully in your early childhood program-and identify children with potential language delays as early as possible.
About the Authors About the Contributors Preface For the Reader: Essential Elements to Understanding the QUILS Acknowledgments Section I: AN INTRODUCTION TO THE QUILS (TM) Chapter 1 What Is the QUILS Why the QUILS Was Developed Who the QUILS Is For What the QUILS Measures Vocabulary and Syntax Product and Process Language Comprehension Structure of the QUILS Vocabulary Area Syntax Area Process Area QUILS Components Software User's Manual Language Questionnaire English-Spanish Bilingual Version of the QUILS Chapter 2 Why the QUILS Is Needed Current Needs for Language Screening Shortcomings of Other Language Assessments What the QUILS Offers Chapter 3 How the QUILS Was Developed Item Development First Item Tryout Second Item Tryout Creation of the Final Version of the QUILS Section II: ADMINISTRATION OF THE QUILS Chapter 4 The QUILS Areas, Types, and Items Vocabulary Area Nouns Verbs Prepositions Conjunctions Syntax Area Wh-Questions Past Tense Prepositional Phrases Embedded Clauses Process Area Verb Learning Converting Active to Passive Noun Learning Adjective Learning Chapter 5 The QUILS Web Site Access Log In Username and Password Management Welcome to the QUILS! End User License Agreement (EULA) Access to the QUILS Navigation Bars Home About Students Adding a Student Record Viewing a Student Record Screenings Reports Export Raw Data Editing a Student Record Start Screening Reports Student Reports Parent Report Group Reports Sharing Reports Resources Help Account Technical Requirements for Using QUILS Recommended Hardware/Software Computer Settings Website Security and Information About Your Data QUILS Data Chapter 6 Conducting the Screening Preparing to Use the QUILS Ensuring Children's Eligibility Allowing Time for Screening Checking Students' Familiarity with Touchscreens Preparing the Screening Environment Setting Up a Student Record Conducting a Screening Observing the Student Doing the Practice Items Giving the Screeners Interacting with Children during Screening without Influencing Their Responses Additional Recommendations for Working with Children in This Age Group Testing Across Multiple Sessions Chapter 7 Scoring, Reporting, and Follow-Up Scores Area and Overall Raw Scores Standard Scores Percentile Ranks Standardization Sample Cut Scores Reports Individual Student Reports Parent Report Group Reports Follow-Up Referral for Further Assessment Rescreening Enriching Children's Language Environments Children with Vocabulary and Syntax Weaknesses Chapter 8 The QUILS In Practice: Interpreting Results Through Five Case Examples Case 1: Screening Indicates Typical Development Case 2: Screening Reveals a Mixed Profile Case 3: Screening Indicates Atypical Development Case 4: Screening Indicates Atypical Development Case 5: Screening Reveals Possible Language Delay Section III: EVIDENCE BASE FOR THE QUILS Chapter 9 Details on the Research Behind the QUILS Normative Sample Inclusion Criteria Sample Composition Developing the Items on the QUILS Field Testing Recruitment Process and Preparation of Sites? First Item Tryout Second Item Tryout Validity Construct Validity Convergent Validity Reliability Test-Retest Reliability Interrater Reliability Scores Generation of Standard Scores Generation of Percentile Ranks Determination of Cut Scores Rasch Analyses Evaluation and Reduction of Screener Bias Future Directions References Index
