Generalization of Treatment Effects by Young Language-Delayed Children

1986 ◽  
Vol 51 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Steven F. Warren ◽  
Ann P. Kaiser
Keyword(s):  
Language Development ◽  
Test Scores ◽  
Intervention Program ◽  
Free Play ◽  
Language Intervention ◽  
Vocabulary Test ◽  
Normal Range ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Structural Aspects

This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. This effect may have been related to the subjects' MLUs. Substantial changes also occurred in the subjects' MLUs, frequency of speaking, Peabody Picture Vocabulary Test scores, and Houston Test for Language Development scores over the period of instruction. These measures suggested that 4 of the 8 subjects were functioning near the normal range at the conclusion of treatment. Implications of these and other results are discussed.

Predictive Validity of the PPVT-R for Navajo Children

1984 ◽  
Vol 55 (1) ◽  
pp. 297-298 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement

The predictive validity of the Peabody Picture Vocabulary Test—Revised was examined for a sample of 33 Navajo children in Grades 1 to 6. Test scores correlated .65 and significantly with scores obtained 10½ mo. later on the Peabody Individual Achievement Test Total score. Implications for interpretation are discussed.

Peabody Picture Vocabulary Test Scores of Preschool Children

1967 ◽  
Vol 20 (3) ◽  
pp. 779-784 ◽  
Author(s):  
Norman A. Milgram ◽  
Mark N. Ozer
Keyword(s):  
Preschool Children ◽  
Test Scores ◽  
Multiple Choice ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Mental Set ◽  
Substandard Performance

Two groups of preschool Negro children of poor parents were administered the PPVT, SB and other linguistic and perceptual-motor measures. Since the PPVT score was consistently lower than the SB, it was concluded that this test may be more susceptible to environmental impoverishment than the SB. Substandard performance on the PPVT was discussed in terms of (a) a cumulative deficiency in storage and/or retrieval of verbal terms and (b) an inefficiency in sustaining the correct mental set required in the multiple-choice format of the PPVT.

Variability in Test Scores of Forms A and B of the Peabody Picture Vocabulary Test Derived from Sampling a First-Grade Population

1978 ◽  
Vol 9 (2) ◽  
pp. 109-117
Author(s):  
Marianne Bordogna ◽  
Richard A. Forcucci ◽  
Jerri Carlin
Keyword(s):  
Test Scores ◽  
First Grade ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Similar Performance ◽  
Response Data ◽  
Performance Variability

Previous studies have suggested that young children’s performances on the Peabody Picture Vocabulary Test vary considerably. These data infer similar performance variability in all populations. To determine the credibility of this semantic variance, Forms A and B of the PPVT were administered to 53 first-grade children in the Pittsburgh, Pennsylvania area. The results provided an additional demonstration of the variability between Forms A and B of the PPVT. Response data from previous studies were further analyzed revealing statistically significant differences between means of the group raw scores.

Re-Evaluation of the Use of the Quick Test with a Sample of Institutionalized Mentally Retarded Subjects

1971 ◽  
Vol 29 (3_suppl) ◽  
pp. 1155-1159 ◽  
Author(s):  
Michael P. Maloney ◽  
Michael P. Ward ◽  
Herbert U. Schenck ◽  
George N. Braucht
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Normal Range ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Quick Test ◽  
Order Form

The present study sought to evaluate the usefulness of the Quick Test (QT) as a measure of intelligence in mentally retarded persons. Both the QT and the Peabody Picture Vocabulary Test (PPVT) were administered to 109 institutionalized retarded Ss, ranging in age from 10 to 57 yr. in the order Form B, A (PPVT), QT 1, 2, 3. An order of test effects was clear. The results suggested that, although the QT is effective with persons in the normal range of intelligence, it, as with the PPVT, should not be used alone to assess intelligence of mentally retarded persons.

Stability and Validity of Two Measures of Intelligence Used with Children Whose Language Development is Delayed

1971 ◽  
Vol 14 (2) ◽  
pp. 254-261 ◽  
Author(s):  
Paul S. Weiner
Keyword(s):  
Language Development ◽  
Reliability And Validity ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Intelligence Level ◽  
Preschool Language ◽  
Two Measures ◽  
Performance Scale

An assessment was made of reliability and validity of the Arthur Adaptation of the Leiter International Performance Scale (AALIPS) and the Peabody Picture Vocabulary Test (PPVT) when used with preschool, language delayed children. The tests were used to examine a group of such children on three occasions. Six months elapsed between the first two administrations and approximately two years, on the average, between the first and third. On the last occasion, the Wechsler Intelligence Scale for Children (WISC) was also administered. The AALIPS proved to be quite useful as a gauge of intelligence level for this population. Measurements on it were stable through time and also predictive of later functioning on the WISC, particularly on the nonverbal section of that test. Useful in the group study, the AALIPS was also helpful in individual cases if interpretations were limited to judgments of normal and subnormal functioning. The PPVT was equally stable as a measure of group functioning. However, it was much less successful in predicting later functioning on the verbal section of the WISC. It seems to be much more limited than the AALIPS as a measure of intellectual functioning of preschool, language delayed children. Its scope is a restricted though possibly helpful one.

A Suggested Use and Non-Use for the Peabody Picture Vocabulary Test with the Retarded Child

1964 ◽  
Vol 15 (2) ◽  
pp. 421-422 ◽  
Author(s):  
Robert M. Allen ◽  
Thomas D. Haupt ◽  
R. Wayne Jones
Keyword(s):  
Public School ◽  
Test Scores ◽  
Retarded Child ◽  
Full Scale ◽  
Point Of View ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Perceptual Development ◽  
Severe Impairment

From a population of public school, educable, retarded children two groups, a high-perceiver and a low-perceiver group who were similar in CA, were selected using Frostig Test scores as the criteria. All Ss were administered the WISC and the PPVT. Results indicate significant differences between groups for mean WISC Verbal, Performance, and Full Scale IQs and for PPVT IQs and MAs. From the point of view of the level of visual perceptual development, the PPVT is a satisfactory estimate of intellectual efficiency for retarded children whose visual perceptual development is appropriate for their MAs. However, the PPVT significantly overestimates the intellectual efficiency in retarded children with severe impairment in visual perceptual development.

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