Correlations among Wisc—R IQs and Several Measures of Receptive and Expressive Language for Children Referred for Special Education

1991 ◽  
Vol 69 (3) ◽  
pp. 1009-1010
Author(s):  
Myra Wiesner ◽  
John Beer
Keyword(s):  
Special Education ◽  
School Districts ◽  
Expressive Language ◽  
Professional Staff ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Language Abilities ◽  
North Central ◽  
Multiple Tests ◽  
And Performance

For 42 children from rural north central Kansas school districts (27 boys, 15 gills) who were referred for Special Education testing, the WISC—R IQs (Full Scale, Verbal, and Performance), the means on the Expressive One Word Picture Vocabulary Test, the Peabody Picture Vocabulary Test—Revised, and the Test of Language Development were recorded from the children's files. No sex differences on any variable were noted; all variables correlated (Pearson) significantly but varied in magnitude. This group of tests, being intercorrelated, can be used to collect information on children's academic, speech, and language abilities. Valid judgments can be made regarding children's academic abilities for school when multiple tests are administered by professional staff.

Correlations among Special Education Students' Wisc—R IQS and Sra Scores

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1225-1226
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
Special Education ◽  
Sex Differences ◽  
School Districts ◽  
Special Education Students ◽  
Full Scale ◽  
Education Students ◽  
North Central ◽  
Academic Abilities ◽  
And Performance

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC—R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC—R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.

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.

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.

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.

Correlations of the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson Intelligence Test for a Group of Learning Disabled Students

1979 ◽  
Vol 44 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Hubert “Booney” Vance ◽  
Rena Lewis ◽  
Susan De Bell
Keyword(s):  
Learning Disabled ◽  
Intelligence Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Disabled Students ◽  
Intelligence Scale ◽  
Verbal Scale ◽  
The Mean ◽  
And Performance

This study compared scores on the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson intelligence test for 64 students (45 boys, 19 girls) who ranged in age from 7–3 to 13–2. Mean IQ on the Peabody was significantly higher than the mean IQ on the Wechsler Intelligence Scale for Children-Revised and on the Slosson. The mean IQs were 95.0 for the Peabody, 89 0 for the Slosson, and 87.8 for the Wechsler Full Scale, with standard deviations of 12.3, 11.7, and 7.0, respectively. Highest correlations of IQs were between Verbal Scale of the Wechsler and the Slosson (.81) and between the Verbal and Performance Scales of the WISC-R (.73).

Correlations of Scores on the Wechsler Intelligence Scale for Children and the Peabody Picture Vocabulary Test for Adolescents in a Special Educational Program

1975 ◽  
Vol 37 (1) ◽  
pp. 139-144 ◽  
Author(s):  
John Pilley ◽  
Chrys Harris ◽  
John Miller ◽  
Donadrian Rice
Keyword(s):  
Statistical Test ◽  
Full Scale ◽  
Vocabulary Test ◽  
Educational Setting ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Economically Deprived ◽  
The Mean ◽  
And Performance

The Wechsler Intelligence Scale for Children and the Peabody Picture Vocabulary Test were administered to 159 socio-economically deprived Negro adolescents who had been placed in a special educational setting. Ages ranged from 12 to 15 yr., with a mean age of 138 yr. The Wechsler mean Full Scale IQ was 72.4 with a standard deviation of 9.8. Analyses yielded no significant differences between the Verbal and Performance sections of the Wechsler scale and there were no distinctive Wechsler subtest profiles discernible. Inter-correlations of the Wechsler subtests were similar to those reported in the Wechsler manual. While the obtained mean Peabody IQ closely approximated the mean Wechsler IQ, intercorrelations between the Peabody IQ and the Wechsler Full Scale, the Wechsler Verbal, and the Wechsler Performance IQs were relatively low. A statistical test showed a clear cumulative age deficit.

Correlations between Gesell Scores in Infancy and Performance on Verbal and Non-Verbal Tests in Early Childhood

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1131-1134 ◽  
Author(s):  
K. V. Roe
Keyword(s):  
Early Childhood ◽  
Normal Male ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Verbal Skills ◽  
Visual Motor ◽  
And Performance

Since infant developmental tests are heavily loaded with perceptual-motor items and are relatively free of auditory-verbal items, it was hypothesized that performance on infant tests would correlate higher with those later tests which measure non-verbal skills and lower with those tests that measure mostly verbal skills. The Gesell performance of 26 normal, male white infants at 7, 9 and 15 mo. correlated significantly and consistently with performance on the Merrill-Palmer Scale at 27 mo. and the visual-motor channel of the Illinois Test of Psycholinguistic Abilities at 5 yr. and showed consistently non-significant correlations with the Stanford Binet at 3 yr., the Peabody Picture Vocabulary Test at 5 yr., and the auditory-vocal channel of the Illinois Test of Psycholinguistic Abilities at 5 yr.

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.

Relationships among the Ready or Not Parental Checklist for School Readiness, the Brigance Kindergarten and First Grade Screen, and Sra Scores

1991 ◽  
Vol 73 (3) ◽  
pp. 859-862 ◽  
Author(s):  
Elaine Campbell ◽  
Terri Schellinger ◽  
John Beer
Keyword(s):  
School Districts ◽  
School Readiness ◽  
Analysis Of Variance ◽  
First Grade ◽  
Composite Score ◽  
Screening Instruments ◽  
Multiple Sources ◽  
North Central ◽  
And Performance ◽  
And Mathematics

73 children (38 boys, 35 girls) from rural north central Kansas school districts participated in a study comparing measures of school readiness and performance. The children's parents completed the Ready or Not checklist while all 73 children were given the Brigance K & 1 Screen. Once in kindergarten all children were administered the SRA Survey of Basic Skills. Analysis of variance of the Composite score and scores on reading and mathematics as well as the educational ability quotient indicated no significant associations of gender. Parents rated the readiness of children as very probable while on the Brigance the children performed in the higher-than-average range. These two scores gave similar results over-all and correlated significantly with the SRA scores (the better children scored on the Brigance or were rated by a parent on the Ready or Not, the better they performed on the SRA survey). These devices can be used as screening instruments to collect information about children's readiness from more than one source (parental checklist and observation of a child's performance). When multiple sources having nonidentical bases are used, more valid judgments can be made about children's readiness for school.

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%.

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