Differential Effectiveness of Receptive Language and Visual-Motor Assessments in Identifying Academically Gifted Elementary School Students

1986 ◽  
Vol 63 (2) ◽  
pp. 719-725 ◽  
Author(s):  
Howard M. Knoff ◽  
Valerie Cotter ◽  
William Coyle
Keyword(s):  
Elementary Students ◽  
Receptive Language ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
School Students ◽  
Differential Effectiveness ◽  
Language Tests ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor

A sample of 50 gifted elementary students were administered two receptive language tests (the Peabody Picture Vocabulary Test and its revised version) and two visual-motor tests (the Bender Visual-motor Gestalt Test and the Developmental Test of Visual-motor Integration). These scores were then evaluated against an achievement test battery. The receptive language and visual-motor measures did not account for a significant amount of the achievement test's variance, although some significant correlations were obtained. These results and their implications for identifying gifted elementary students are discussed.

Correlations between Scores for Peabody Picture Vocabulary Test—III and the Wechsler Intelligence Scale for Children—III

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1139-1142 ◽  
Author(s):  
Albert F. Hodapp ◽  
Kathryn C. Gerken
Keyword(s):  
Processing Speed ◽  
Receptive Language ◽  
Cognitive Tests ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Verbal Iq ◽  
Language Tests ◽  
Restriction Of Range

The Peabody Picture Vocabulary Test–IIIA and the Wechsler Intelligence Scale for Children—III were given to 35 elementary students ranging in age from 7 to 11.5 years ( M = 8.6 yr.). Correlations of .56 to .88 (corrected for restriction of range) were found between the standard scores of the two tests. The highest correlation (.88) was between the WISC–III Verbal IQ and the PPVT–III, while the lowest (.56) was between the WISC–III Processing Speed and the PPVT–III. More research is needed on the magnitudes of correlation between these tests. As previously noted in the literature, scores of receptive language tests and cognitive tests are not interchangeable.

Symbol Use by Developmentally Disabled Children

1987 ◽  
Vol 61 (1) ◽  
pp. 207-214 ◽  
Author(s):  
Jeffrey A. Atlas
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Developmentally Disabled ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Developmental Disturbance ◽  
Differential Identification ◽  
Symbol Use

13 children with a diagnosis of autism and 20 children with a diagnosis of childhood schizophrenia or a variant thereof were compared for skill in symbol use across modalities of expressive language, drawing, gesture, and play. The children were also given the Peabody Picture Vocabulary Test—Revised as a measure of receptive comprehension. Analysis showed that the autistic children had poorer receptive language than the schizophrenic children. The autisic children were poorer in symbol use, as predicted, across all expressive modalities except play, when receptive language was treated as a covariate. Implications of these results for differential identification of children with severe developmental disturbance are discussed.

High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism

2017 ◽  
Vol 23 (8) ◽  
pp. 787-796 ◽  
Author(s):  
Susan D. Mayes ◽  
Rosanna P. Breaux ◽  
Susan L. Calhoun ◽  
Sara S. Frye
Keyword(s):  
High School Students ◽  
Age Groups ◽  
School Students ◽  
Intelligence Scale ◽  
Grade Levels ◽  
High Prevalence ◽  
Normal Mean ◽  
Developmental Test ◽  
Visual Motor ◽  
Students With Adhd

Objective:Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. Method: Referred children with normal intelligence and ADHD–Combined, ADHD–Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). Results: VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses. More than half (59%) had dysgraphia, and 92% had a weakness in graphomotor ability relative to other abilities. Dysgraphia prevalence did not differ between diagnostic or age groups (6-7 years, 56%; 8-10 years, 60%; and 11-16 years, 61%). Conclusion: Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.

Communication Skills of Roma and Non-Roma Mothers and Receptive Language Levels of Their Children

2012 ◽  
Vol 40 (8) ◽  
pp. 1357-1363
Author(s):  
Maide Orçan ◽  
Canan Yildiz Çiçekler ◽  
Neriman Aral
Keyword(s):  
Communication Skills ◽  
Rating Scale ◽  
Receptive Language ◽  
Vocabulary Test ◽  
Test Results ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Skill Levels

The communication skills of Roma and non-Roma mothers and the receptive language levels of their children were compared. The analysis was based on a relational scanning model, and conducted on 28 Roma and 29 non-Roma mothers and their children aged between 5 and 6 years, who live in Konya, Turkey. The Communication Skills Rating Scale (Korkut, 1996) and the Peabody Picture Vocabulary Test (PPVT; Dunn, 1959) were used and data were assessed using the Mann-Whitney U test. Results indicate that in terms of communication skills of mothers, and their children's receptive language levels, non-Roma mothers and their children have using significantly higher skill levels.

Structured vs Unstructured Visual-Motor Tests for Educable Retarded Children

1972 ◽  
Vol 34 (3) ◽  
pp. 691-694 ◽  
Author(s):  
Virginia R. Krauft ◽  
Conrad C. Krauft
Keyword(s):  
Motor Skills ◽  
Test Scores ◽  
Visual Motor Integration ◽  
Developmental Age ◽  
Motor Testing ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Structured Test

To determine correlations among test scores on Berry Developmental Test of Visual-motor Integration (Berry), a structured test, and the Bender-Gestalt (Bender), an unstructured one, half of 24 children (IQs ranging from 50 to 80) were given each test first. Developmental age scores and/or equivalents were obtained. Both Koppitz and Bender methods were used to score the Bender protocols. Intercorrelations between the Bender (Koppitz and Bender scoring) and Berry were statistically significant ( p < .01). For this sample a structured booklet for visual-motor testing (Berry) measures visual-motor skills in a manner comparable to the unstructured Bender.

Predicting Handwriting Performance of Early Elementary Students with the Developmental Test of Visual-Motor Integration

2002 ◽  
Vol 95 (2) ◽  
pp. 661-669 ◽  
Author(s):  
Deborah Marr ◽  
Sharon Cermak
Keyword(s):  
Elementary Students ◽  
First Grade ◽  
Early Elementary ◽  
Children At Risk ◽  
Successful Completion ◽  
Successful Performance ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Clear Support

The purpose of this study was to examine use of the Developmental Test of Visual-Motor Integration in predicting handwriting performance of early elementary students and the contribution of sex. An additional purpose was to examine whether successful completion of the first nine figures or the oblique cross from the test predicted handwriting. 101 children were tested at the beginning of their kindergarten year and again in the middle of the first-grade year on the Scale of Children's Readiness In Printing (SCRIPT). The VMI kindergarten scores did not significantly predict first-grade SCRIPT scores for the sample as a whole. When boys and girls were considered separately, VMI scores predicted handwriting SCRIPT scores for girls, but accounted for only 10% of the variance. Successful performance on the first nine VMI figures was significantly associated with handwriting for girls but not boys, while the oblique cross did not significantly predict handwriting performance. These results do not provide clear support, for administration of the Developmental Test of Visual-Motor Integration during kindergarten as a tool to identify children at risk for handwriting difficulties.

Comparison of Scores on Two Visual-Motor Tests for Children Referred for Learning or Adjustment Difficulties

1981 ◽  
Vol 53 (3) ◽  
pp. 863-867 ◽  
Author(s):  
Stephen T. De Mers ◽  
Dan Wright ◽  
Leon Dappen
Keyword(s):  
Normal Subjects ◽  
Classroom Teachers ◽  
Visual Motor Integration ◽  
Adjustment Difficulties ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Highly Correlated ◽  
Mean Differences ◽  
Bender Gestalt Test

93 students 6 to 11 yr. old and referred for evaluation because of learning or adjustment difficulties by their classroom teachers were administered Beery's Developmental Test of Visual-motor Integration and Koppitz's version of the Bender-Gestalt test. Previous research with retarded samples indicated the two tests were highly correlated while one study using normal subjects yielded significant differences between the tests. The present study indicated significant mean differences between the tests and significant but moderate correlations between the measures for each of three age ranges between 6 and 11 yr. In general, Beery's test gave higher standard scores for this sample of referred students; examiners are cautioned not to use the tests interchangeably with similar populations.

Frostig Training with Headstart Children

1970 ◽  
Vol 30 (2) ◽  
pp. 521-522 ◽  
Author(s):  
Ray Beck ◽  
Larry W. Talkington
Keyword(s):  
Visual Perception ◽  
Group Differences ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Developmental Test ◽  
The One

Two groups of Headstart children in a northwestern state were evaluated for test-retest changes on the Frostig Developmental Test of Visual Perception (FDTVP) and the Peabody Picture Vocabulary Test (PPVT) following training of the one group using Frostig-Horne materials. Significant between-group differences were observed only on FDTVP Area IV, Position in space.

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