scholarly journals Predictors of Treatment Response for Preschool Children With Developmental Language Disorder

2020 ◽  
Vol 29 (4) ◽  
pp. 2082-2096
Author(s):  
Leah L. Kapa ◽  
Christina Meyers-Denman ◽  
Elena Plante ◽  
Kevin Doubleday
Keyword(s):  
Treatment Effect ◽  
Effect Size ◽  
Language Disorder ◽  
Response To Treatment ◽  
Vocabulary Test ◽  
Developmental Language Disorder ◽  
Fourth Edition ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Treatment Effect Size

Purpose Enhanced Conversational Recast treatment is an effective intervention for remediating expressive grammatical deficits in preschool-age children with developmental language disorder, but not all children respond equally well. In this study, we sought to identify which child-level variables predict response to treatment of morphological deficits. Method Predictor variables of interest, including pre-intervention test scores and target morpheme production, age, and mother's level of education (proxy for socio-economic status) were included in analyses. The sample included 105 children ( M = 5;1 [years;months]) with developmental language disorder who participated in 5 weeks of daily Enhanced Conversational Recast treatment. Classification and regression tree analysis was used to identify covariates that predicted children's generalization of their trained grammatical morpheme, as measured by treatment effect size d . Results Our analysis indicates that the Structured Photographic Expressive Language Test–Preschool 2 (SPELT-P 2) scores and the Peabody Picture Vocabulary Test–Fourth Edition scores significantly predicted the degree of benefit a child derived from Enhanced Conversational Recast treatment. Specifically, a SPELT-P 2 score above 75 (but still in the impaired range, < 87) combined with a high Peabody Picture Vocabulary Test–Fourth Edition score (> 100) yielded the largest treatment effect size, whereas a SPELT-P 2 score below 75 predicted the smallest treatment effect size. Other variables included in the model did not significantly predict treatment outcomes. Conclusions Understanding individual differences in response to treatment will allow service providers to make evidence-based decisions regarding how likely a child is to benefit from Enhanced Conversational Recast treatment and the expected magnitude of the response based on the child's background characteristics.

The Role of Spontaneous Repetitions During Treatment of Morphosyntactic Forms for Children With Developmental Language Disorder

2021 ◽  
Vol 64 (10) ◽  
pp. 3995-4003
Author(s):  
Katrina Nicholas ◽  
Elena Plante ◽  
Rebecca Gómez ◽  
Rebecca Vance
Keyword(s):  
Treatment Effect ◽  
Language Disorder ◽  
Effect Sizes ◽  
Response To Treatment ◽  
Structural Priming ◽  
Developmental Language Disorder ◽  
End Of Treatment ◽  
Correct Form ◽  
Treatment Gains

Purpose Children with developmental language disorder sometimes spontaneously repeat clinician models of morphemes targeted for treatment. We examine how spontaneous repeating of clinician models in the form of recasts associates with improved child production of those emerging morphemes. Method Forty-seven preschool children with developmental language disorder participated in Enhanced Conversational Recast therapy and were monitored for spontaneous repetitions of morphemes modeled by the clinician through conversational recasting. We calculated proportion of correct and incorrect productions elicited during treatment and for generalization probes as well as treatment effect sizes. We then used odds ratios to determine the probability that a spontaneous repetition may precede treatment gains and calculated correlations of correct repetitions with correct in-treatment productions of targets and treatment effect sizes. Results Spontaneous repetitions were highly likely to happen just prior to meaningful treatment progress. Children with higher frequencies of correct spontaneous repetitions of morpheme targets also showed higher frequencies of correct productions of these forms during the course of treatment. Furthermore, children with an earlier onset of repetitions and higher frequencies of correct repetitions showed overall larger effect sizes at the end of treatment. Conclusions Children's use of correct forms in their repetitions may serve as a self-scaffold for mastering productions of the correct form via structural priming mechanisms. Tracking spontaneously repeated targets may be a useful milestone for identifying response to treatment.

Relationship between Scores of Young Adults on Stanford-Binet IV and Peabody Picture Vocabulary Test—Revised

1987 ◽  
Vol 65 (3) ◽  
pp. 721-722 ◽  
Author(s):  
Howard Carvajal ◽  
Jon Gerber ◽  
Paul D. Smith
Keyword(s):  
Young Adults ◽  
Screening Test ◽  
Vocabulary Test ◽  
General Psychology ◽  
Fourth Edition ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale

The 1986 Stanford-Binet Intelligence Scale: Fourth Edition and the Peabody Picture Vocabulary Test—Revised were given to 32 students (16 men, 16 women) in general psychology. The statistically significant correlation of .69 between the two tests suggests the revised Peabody appears to be a satisfactory screening test of intelligence for use with young adults.

Assessment of Three-Year-Olds with the Stanford-Binet Fourth Edition

1993 ◽  
Vol 73 (1) ◽  
pp. 51-57 ◽  
Author(s):  
Dale L. Johnson ◽  
V. M. Howie ◽  
Mary Owen ◽  
Constance D. Baldwin ◽  
David Luttman
Keyword(s):  
Young Children ◽  
Vocabulary Test ◽  
Fourth Edition ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intellectual Abilities ◽  
Environmental Measures

The Stanford-Binet, Fourth Edition was normed for children 30 months of age and older, but its usefulness with young children (e.g., 36 months) has received little attention. This study of 121 three-year-old children examined possible administration problems, provided correlations with three environmental measures, and compared scores with those of the Peabody Picture Vocabulary Test—Revised. Problems of administration did arise on some subtests, correlations with environmental measures were moderate, and scores on the Stanford-Binet IV and PPVT—R were moderately correlated. The Stanford-Binet IV is a useful test in assessment of a broad range of intellectual abilities.

scholarly journals Validitas Konstruk Peabody Picture Vocabulary Test-Edisi Keempat (PPVT-4) pada Anak dengan Sindrom Down

2021 ◽  
Vol 26 (1) ◽  
pp. 169-194
Author(s):  
Neneng Tati Sumiati ◽  
Frieda Mangunsong ◽  
Guritnaningsih Guritnaningsih
Keyword(s):  
Down Syndrome ◽  
Factor Model ◽  
Language Skills ◽  
Receptive Language ◽  
Vocabulary Test ◽  
Fourth Edition ◽  
Peabody Picture Vocabulary ◽  
Language Abilities ◽  
Peabody Picture Vocabulary Test ◽  
The One

Receptive language is importance to facilitate the acquisition of language skills. Measuring receptive language skills is crucial, especially for children with language limitations, such as children with Down Syndrome (DS). This study aims to examine the construct validity of the Peabody Picture Vocabulary Test - Fourth Edition (PPVT-4) in children with DS. The research respondents consisted of 98 children with DS who are members of Persatuan Orang Tua Anak dengan Down Syndrome (POTADS) in the Jakarta, Bandung and Padang. Data were collected individually and administered by a psychologist. Data were analyzed using confimatory factor analysis (CFA). The results show that the one-factor model for set-1 to set-10 fit with the data and all items were valid, except for item 106. The implication is the PPVT-4 can be used to measure receptive language abilities of children with DS and estimate of the age equivalent of receptive language abilities.

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