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User’s Manual for the Quick Interactive Language Screener™ (QUILS™)


User’s Manual for the Quick Interactive Language Screener™ (QUILS™)

A Measure of Vocabulary, Syntax, and Language Acquisition Skills in Young Children
Authors: Roberta Michnick Golinkoff Ph.D., Jill De Villiers Ph.D., Kathy Hirsh-Pasek Ph.D., Aquiles Iglesias Ph.D., CCC-SLP, Mary Sweig Wilson Ph.D., CCC-SLP   Invited Contributors: Giovanna Morini Ph.D., Natalie Brezack, Joseph J. Glutting Ph.D., Ratna Nandakumar Ph.D.

ISBN: 978-1-68125-227-8
Pages:
Copyright: 2017
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Size:  8.5 x 11.0
Stock Number:  52278
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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™ (QUILS™), 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. Learn more about QUILS here.

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About the Authors
About the Contributors
Preface
For the Reader: Essential Elements to Understanding the QUILS
Acknowledgments

Section I: AN INTRODUCTION TO THE QUILS™

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

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