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.

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

A comparison of the performance of five aphasic patients on different tests of language ability

1974 ◽  
Vol 21 (1) ◽  
Author(s):  
Barbara Solarsh
Keyword(s):  
Differential Diagnosis ◽  
Expressive Language ◽  
Language Ability ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Accurate Predictor ◽  
Communicative Ability ◽  
Communicative Success ◽  
Language Sample

The performance of five aphasic patients was rated on three tests of language ability: The Minnesota Test for  Differential  Diagnosis; Luria's Tests of aphasia; and a Test of expressive language based on graded stimuli from the Peabody Picture Vocabulary Test. In order to assess communicative-ability of the subjects, each expressive language sample was administered to four judges and a score of communicative success was computed. The study aimed at comparing each subject's performance on these tests of aphasia and its relationship to the degree of communicative success, in an attempt to ascertain which test is the most accurate predictor of  "amount" of aphasic impairment. It also aimed at extracting those variables most useful and appropriate in the diagnosis of the impairment found in aphasic patients. Inter-test correlations revealed that tests of aphasia appear to be accurate predictors of "amount" of communicative success. Inter-item comparison revealed fourteen sub-tests which indicated greatest difference in the performance of all the subjects.

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.

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.

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.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

Sign in / Sign up

Export Citation Format

Share Document