McCarthy scales,McCarthy screening test,and Kaufman's McCarthy short form correlations with the Peabody Individual Achievement Test

In this investigation, the relationships between the McCarthy Scales General Cognitive Index, the McCarthy Screening Test, Kaufman's McCarthy short form, and the Peabody Individual Achievement Test were examined. The sample included 39 children randomly selected from four classes in an elementary school. Results indicated that the Estimated General Cognitive Index by Kaufman's short form was virtually identical to the McCarthy Scales (full form) Index. The McCarthy Scales, McCarthy Screening Test, and Kaufman's short form all correlated significantly (p=.01) with the Peabody Individual Achievement Test, with the exception of the McCarthy Motor Scale. Moreover, there was no significant difference between the Peabody Total Test/Kaufman McCarthy short form correlation of.55 and the Peabody Total Test/McCarthy Screening Test correlation of.54 (t=0.09). Implications of these findings are discussed.     

Concurrent validity of the revised Peabody Picture Vocabulary Test

In this investigation, the relationships between the Revised Peabody Picture Vocabulary Test, the Peabody Individual Achievement Test, and McCarthy Scales of Children's Abilities were explored. The sample included 26 children randomly selected from three classes in an elementary school. The Revised Peabody Picture Vocabulary Test correlated positively and significantly with the Peabody Individual Achievement Test's total score (.53) and most of its subtests. The Revised Peabody Picture Vocabulary Test also correlated significantly with the Verbal, Quantitative, Memory, and General Cognitive Indexes of the McCarthy Scales (Median r = .76). The mean Peabody Picture Vocabulary Test score was 104.6 and nearly identical to the McCarthy General Cognitive Index (104.4) but significantly smaller than the Peabody Individual Achievement total test score (114.5).     

Comparison of the peabody picture vocabulary test-revised and the McCarthy screening test

The relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlated t-tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. Discussion regarding the relationship found between the MST and the PPVT-R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT-R is presented.     

A comparison of three different measures of intelligence with preschool children identified at-risk

This study compares three different measures of intelligence used with preschool children identified “at-risk.” Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale IQ of the WPPSI. The results and their implication for the assessment of preschool children are discussed.     

Performance of bilingual and monolingual Hispanic children on the Peabody Picture Vocabulary Test-Revised and the McCarthy Perceptual Performance Scale

This study evaluated the receptive vocabulary ability and nonverbal cognitive ability of 20 monolingual (Spanish-speaking) and 11 bilingual (Spanish/English-speaking) Mexican-American preschool children, ages 45 to 65 months. The children obtained significantly lower scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R) than on the Perceptual Performance Scale of the McCarthy Scales of Children's Abilities. On both measures, the bilingual group obtained significantly higher scores than did the monolingual group. The results support prior recommendations that the PPVT-R not be used to estimate the intelligence level of Hispanic children.     

The role of sex differences in the referral process as measured by the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed.     

Correction for prematurity and its consequences for the assessment of the very low birth weight infant

The consequences of correcting developmental test scores for the degree of prematurity were studied in 2 cohorts of children each composed of demographically matched groups of preterm and full-term infants. The children were administered the Bayley Scales at 4, 8, 12, 18, and 24 months of age; the Stanford-Binet at 3 years; the Reynell Developmental Language Scales at 2, 3, and 4 years; and the McCarthy Scale of Children's Abilities, the ITPA Grammatic Closure, the Northwestern Syntax Screening Test, the Beery Developmental Test of Visual Motor Integration, and the Peabody Picture Vocabulary Test at 5 years. At each point in time, except some language measures at 5 years, the uncorrected scores of the preterms were significantly lower than those of the full-terms. Although the corrected scores were significantly lower early in development, they were not lower at 5 years, with the exception of the Beery VMI, a measure of perceptual-motor skills. In the first year the corrected scores were typically more highly correlated with 3-year and 5-year test scores. From 12 months on the uncorrected scores were usually more highly correlated. The same pattern was evident for the prediction of developmental delay. Correction for degree of prematurity appears to be appropriate in the first few months. After that point, slightly more accurate prediction is achieved by using the uncorrected scores. Early test scores are significantly influenced by the degree of biological maturity, but the impact of environmental influences increases with development.     

Use of the Peabody Picture Vocabulary Test with low-functioning autistic children

The Peabody Picture Vocabulary Test (Dunn, 1965) was adapted to facilitate administration to low-functioning autistic children who do not have a pointing response. By cutting the plates into individual pictures, children can respond by giving the examiner the target picture. Ten autistic and 10 preschool-aged children were given both the standard form (Form A) and the adapted form (Form C) by the same examiner less than one week apart. Several t-tests were calculated to test the hypotheses that the adaptation would not affect raw scores of normal, preschool-aged children; yet lowfunctioning autistic children would score significantly better on the adapted version. It was concluded that the two forms of the PPVT are equivalent forms when a pointing response exists, and it is therefore valid to use the published norms for the adapted version.     

The McCarthy scales of Children's Abilities as a predictor of achievement: A five-year follow-up

The purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of achievement over a six-year period. Twenty-four kindergarten children were tested with the McCarthy Scales and subsequently examined with the Comprehensive Testing Program achievement tests in sixth grade. A correlational analysis of the data resulted in significant relationships between the McCarthy General Cognitive Index, Quantitative Scale, and Memory Scale and both the CTP and course grades. The McCarthy Perceptual-Performance Scale showed significant correlations with the CTP but not with course grades; the Verbal Scale was not predictive of academic achievement. The significance of these findings is discussed.     

A comparison of the PPVT-R and WISC-R with rural children referred for assessment

The present study investigated the relationship between the Revised Peabody Picture Vocabulary Test (PPVT-R) and the WISC-R for a naturally occurring sample of rural children referred for assessment (N = 53). The results indicated that the PPVT-R was highly correlated with WISC-R scale and subtest scores. Examination of a sub-sample of developmentally handicapped students revealed substantial reduction in correlational relationships as a function of reduced sample size and restricted range of general ability. While the PPVT-R was found to underestimate all three WISC-R scale scores, the discrepancy between the PPVT-R standard scores and the WISC-R Performance Scale score was the only statistically significant underestimation. Results are discussed in terms of prior research findings and implications for interpretation.     

A comparison of the Stanford-Binet Intelligence Scale and the McCarthy Scales of Children's Abilities with preschool children

The purpose of the present study was to determine the degree to which performance on the McCarthy Scaies of Children's Abilities correlated with performance on the Stanford-Binet for a group of preschoolers. The sample consisted of 44 children ranging in age from 3–11 to 5–4. It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores, r^xy = .90. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales.     

Concurrent validity of the PPVT-R for “at risk” preschool children

The PPVT-R and McCarthy Scales of Children's Abilities were compared in a counterbalanced design for 35 preschool children identified previously as being “at risk.” Nonsignificant differences were found between Forms L and M of the PPVT-R and the McCarthy GCI. Correlations between the PPVT-R and the McCarthy GCI and Scale scores all were significant and in the moderate range of .41 to .69. Alternate form reliability of the PPVT-R was .87.     

Relationship between PPVT and WISC-R in children with reading disabilities

The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children.     

Factor structure of the Wechsler Intelligence Scale for Children-Revised,Peabody Picture Vocabulary Test,and Peabody Individual Achievement Test in a psychiatric sample

This study analyzed the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Picture Vocabulary Test (PPVT), and the Peabody Individual Achievement Test (PIAT) in a psychiatric sample that ranged in age from 6 to 16 years (mean age = 11.1 years; SD = 3.0). The resultant factor structure of this sample was compared with patterns reported on normal and learning-disabled children. The subjects were 329 children under inpatient and outpatient care who had been referred for emotional disturbances. The results were similar to previous factor analytic studies of the WISC-R and PIAT, showing four factors: Verbal Comprehension, Verbal Achievement, Perceptual Organization, and Number Facility. The implications for the interpretation of these tests in a psychiatric sample and the appropriateness of a maximum likelihood technique in analysis of psychometric data are discussed.     

Comparison of the K-ABC and PPVT-R with Head Start Chidren

The relationship between the new Kaufman Assessment Battery for Children (K-ABC) and the Revised Peabody Picture Vocabulary Test (PPVT-R) Forms L and M was explored for a sample of 30 predominantly black Head Start children. The highest correlations occurred between the K-ABC Achievement Scale and the PPVT-R. The K-ABC Expressive Vocabulary subtest correlated moderately highly with PPVT-R Form L, while the K-ABC Riddles subtest correlated moderately highly with PPVT-R Form M. Mean standard scores for the K-ABC Scales and subtests ranged from 11 to 20 points higher than those obtained on the PPVT-R. It would not appear redundant to administer the PPVT-R in addition to the K-ABC when one needs a receptive vocabulary measure.     

The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children

Each year thousands of children are evaluated or reevaluated utilizing the current edition of the Wechsler Intelligence Scale to determine their eligibility for gifted programs. The Wechsler Intelligence Scale for Children-III (1991) is new enough that only limited research is available on how it compares to the previously used Wechsler Intelligence Scale for Children-Revised (1974). The purpose of this study was to determine the comparability between the previously dominant intelligence scale, the WISC-R, and the revised WISC-III with gifted children. The results of this study indicate that the latest revision (WISC-III) and the earlier version (WISC-R) produce remarkably similar scale and subtest scores when administered under clinical conditions to gifted children. All 51 children determined eligible through the administration of one of these two Wechsler tests would have been eligible for services had the other test been administered. The Verbal and Performance scale IQ scores were within two points of each other across the two test administrations, while only a one-point difference existed between the Full Scale IQ scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were in high agreement across the two administrations (p<.01). The level of agreement between some subtests across the two administrations suggests that clinical judgment is just as important as scores in considering who is eligible for gifted programs.     

Psychometric Characteristics of the California Preschool Social Competence Scale in a Spanish Population Sample

Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months following their 4th birthday in two population-based birth cohorts in Spain (N = 378). A confirmatory factor analysis (CFA) was used to compare the underlying structure of the Spanish–Catalan version with that of the original version. Cronbach's alpha coefficient was used to determine the internal consistency of each of the confirmed factors. Cohen's kappa formula was used to calculate the test–retest reliability in a small subset of children who were rated again one month later. Five correlated factors (Considerateness, Task Orientation, Extraversion, Verbal Facility, and Response to Unfamiliar) were optimally confirmed as a result of CFA. The first three factors had robust internal consistency. The kappa coefficient was satisfactory in 29 items out of 30. Children's cognitive abilities as assessed by the McCarthy Scales, children's gender, maternal social class and level of education were related to the social competence scores as indicators of criterion-related factors. Practice or Policy: The bilingual version of the CPSCS has good psychometric properties allowing it to be used in further studies in either Spanish or Catalan populations.     

Relationship among McCarthy Scales of Children's Abilities,WPPSI, and Columbia mental maturity scale

Concurrent validity of the McCarthy Scales of Children's Abilities for 60 kindergartners was investigated, using the WPPSI and Columbia Mental Maturity Scale. Although correlations were of acceptable magnitude, the General Cognitive Index of the MSCA was significantly lower than major scores obtained on the other two tests. Analyses of the different scales of the MSCA are also reported.     

Standard score tables for the McCarthy drawing tests

Few adequately normed drawing tests are available for current practice. Two subtests of the McCarthy Scales, Draw-A-Design and Draw-A-Child, are the best normed of all drawing tests for children aged 2½ to 8½ years: however, no age-corrected deviation scaled scores are available for interpretaion, only raw scores and age equivalents. This paper presents scaled scores for use in interpretation of these two drawing tests.     

Comparison of bilingual children on the WISC-R and the Escala de Inteligencia Wechsler Para Ninos

A comparison was made of bilingual Puerto Rican students' scores on the WISC-R and the Escala de Inteligencia Wechsler Para Ninos to see whether there were any differences in scores based on the language in which they were tested. These children were determined to be equally proficient in English and Spanish, based on scores from the Dailey Language Facility Test. There were no significant differences between the Full Scale and the Verbal Scale scores on both tests, but significant differences were found between the Verbal and Performance Scale scores on both tests. Caution in testing bilingual children before determination of bilinguality, as well as further research into development of intelligence tests for individual culture groups, is recommended.