K-ABC and McCarthy scale performance among “at-risk” and normal preschoolers

This study assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K-ABC) for 51 “at-risk” (Low Birthweight, Head Start, and Developmentally Delayed) and 33 “normal” preschool children. The K-ABC Mental Processing Composite (MPC) and McCarthy General Cognitive Index (GCI) correlated significantly for both groups, but was significantly greater for the at-risk preschoolers. The at-risk group achieved a significantly higher mean MPC than GCI, while the normal comparison subjects achieved a slightly lower mean MPC. As reflected in previous studies, the GCI seems to provide an accurate estimate of the at-risk child's typical classroom performance. While the MPC may afford an estimate of such children's capacity for academic growth, if provided appropriately tailored remediation, it may also be missing critical aspects of children's cognitive functioning. Mean score discrepancies for at-risk preschoolers were discussed in relation to the theoretical and psychometric properties of the K-ABC and McCarthy.     

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.     

The McCarthy scales and Kaufman's McCarthy short form correlations with the comprehensive test of basic skills

The purpose of the present investigation was to examine the predictive validity of Kaufman's short form version of the McCarthy Scales of Children's Abilities for samples of English-speaking and Spanish-speaking Mexican-American children. Comparisons of the observed correlations between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated GCI with academic achievement (as measured by the Comprehensive Tests of Basic Skills) showed that the conventional McCarthy and Kaufman's short form predicted achievement about equally well. Implication of this finding was discussed in light of supportive evidence for the validity of the Kaufman short form and in the context of screening of culturally diverse children.     

A short form of the McCarthy scales of children's abilities: Methodological and clinical applications

The McCarthy Scales of Children's Abilities (MSCA) was administered to 50 kindergarten-aged children to obtain General Cognitive Indices (GCI). A short form of the MSCA was developed by using a step-wise regression analysis to select the six subtests that best predicted the GCI. The potential use of such a short form for kindergarten screening was 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.     

Cross-validation of the factor structure of the McCarthy scales for kindergarten children

This study was designed to cross-validate the factor structure of the McCarthy Scales of Children's Abilities for children 5 to 6 1/2 years of age. A factor analysis was performed on a group of 105 children with a mean General Cognitive Index (GCI) of 115.42. The subjects ranged in age from 4–11 to 6–7 with a mean age of 5–6. The age variable was partialled from each score using multiple regression procedures. Five factors were generated, including Verbal Comprehension, Quantitative-Reasoning, Memory, Perceptual-Performance, and Motor factors. These data were subsequently compared to Kaufman's factor analytic studies with the McCarthy standardization group, and to the scale structure of the instrument. In general, the overall factor pattern of this study provides further evidence of the construct validity of the McCarthy Scales for kindergarten children.     

A critical comment on Umansky and Cohen's (1980) “race and sex differences on the mccarthy screening test”

Several reasoning errors and methodological flaws in Umansky and Cohen's investigation of race and sex bias in the McCarthy Screening Test were pointed out and discussed.     

Factor structure of the McCarthy Scales for Children experiencing problems in school

The McCarthy Scales of Children's Abilities (MSCA) were factor analyzed for a group of 6- to 8 1/2-year-old children referred for school-related problems. The sample was composed of 300 rural eastern North Carolina public school children with a mean GCI of 88.1. Evidence was found for factors similar to three of the six MSCA Scales: General Cognitive, Verbal, and Motor. Coefficients of congruence were computed and compared with earlier analyses of the standardization data. The results were interpreted as generally supporting the MSCA's validity with children experiencing problems in school. Implications for interpretation of the MSCA Scales were presented.     

Effectiveness of the PPVT-R for screening gifted students

The PPVT-R and the WISC-R were administered to a sample of 35 students, grades 1 through 8, who were nominated for possible participation in gifted programming. The correlation between the PPVT-R and Full Scale IQ was .27, which probably was affected by the restricted range of ability assessed. The PPVT-R showed modest incremental effectiveness beyond informal referral procedures in predicting toward a WISC-R criterion score.     

Concurrent validity of the PPVT-R with the K-ABC for learning problem children

This study examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Kaufman Assessment Battery for Children (K-ABC) with 47 students referred for learning difficulties. A comparison of the correlations of each of the criterion measures from the K-ABC global scales showed a more substantial relationship between the PPVT-R standard score and the K-ABC Achievement scale than with other K-ABC scales. In an effort to further examine the relationship between the PPVT-R and the K-ABC, a stepwise multiple regression was calculated, with the standard scores of the K-ABC global scales serving as the predictor variables of the PPVT-R. This analysis indicated that the K-ABC Achievement global scale was the only significant predictor of the PPVT-R. Implications for practitioners were discussed.     

Comparison of the PPVT-R and WISC-R with urban educable mentally retarded students

Comparisons of the revised PPVT (PPVT-R) and the WISC-R were made with 67 EMR students. Significant differences were found between the PPVT-R mean standard scores and Verbal, Performance, and Full Scale IQs. The PPVT-R did not correlate significantly with the WISC-R scales or subtests, suggesting the tests are measuring different abilities.     

Further investigation of comparability of the WISC-R and PPVT-R for children and youth referred for psychological services

Comparisons of the WISC-R and PPVT-R were made with 37 students (25 boys, 12 girls). Pearson product moments (r) and two-tail f-tests were employed in the data analysis. The sample ranged in age from 6-2 to 14-6, with a mean age of 10-1, and SD=2.6. There were no significant differences between the WISC-R IQs and PPVT-R standard scores. The PPVT-R did not correlate significantly with the WISC-R IQ scales.     

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 performance of preschoolers with speech/language disorders on the McCarthy Scales of Children's Abilities

The McCarthy Scales of Children's Abilities (MSCA) was used to evaluate the performance of preschool children with speech/language disorders. Preschoolers were screened first for normal intelligence using the Performance scale of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Preschoolers with speechllanguage disorders had significantly lower scores on all scales of the MSCA (Verbal, Perceptual/Performance, Quantitative, and Memory), except the Motor scale. They also had an average 20-point lower GCI than the control children. An analysis of the scores of the speechllanguage group on subtests revealed difficulty in short- term auditory memory skills but not in short-term visual memory skills. Deficits in categorical thinking skills and verbal expression skills were also evident. Characteriza- tion of learning disabilities in preschoolers with speechllanguage disorders is discussed.     

Concurrent validity of the Battelle Developmental Inventory for speech and language disordered children

Concurrent validity of the Battelle Developmental Inventory (BDI) was investigated with speech and language disordered children between the ages of 35 and 60 months. Correlations between the BDI expressive communication subdomain and the Peabody Picture Vocabulary Test-Revised (PPVT-R), Preschool Language Scale-Revised (PLS-R), and Arizona Articulation Proficiency Scale-Revised (AAPS-R) were significant. The BDI total score was also significantly correlated with the PPVT-R and the PLS-R. There were no significant differences between the three BDI developmental quotients and PPVT-R standard scores. The receptive communication subdomain of the BDI did not correlate significantly with any of the language measures.     

Equivalence and concurrent validity of PPVT-R forms L and M for school-age children with special needs

The PPVT-R and the WISC-R were administered to 101 special needs students; 55 of the referrals were new and 46 were reevaluation. Concurrent validity within the moderate range (.53 to .67) was established; however, when form L and form M were correlated with the WISC-R, form L yielded consistently higher correlations than did form M. Level of performance as reflected by average performance on the PPVT-R and WISC-R was comparable. No significant difference between instruments was observed except, as anticipated, for the PPVT-R and the WISC-R Performance Scale. No sex differences were observed. Further research focusing on the equivalency of forms L and M and the PPVT-R is recommended, particularly since such equivalence or “lack of” may interact with age of student or nature of classifying condition.     

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.     

Comparison of the PPVT-R and WISC-R: A validation study with second-grade students

The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed.     

Interpretation of the PPVT-R: A pure measure of verbal comprehension?

The present study examined WISC-R scale, factor, and subtest scores in relationship to PPVT-R standard scores in order to test hypotheses regarding abilities measured by the PPVT-R. For a naturally occurring sample of rural children referred for assessment (N = 51), the results of direct and stepwise regression analyses indicated that, while verbal comprehension abilities may contribute most to successful performance on the PPVT-R, perceptual organization abilities also play a significant though less substantial role in the child's performance on the PPVT-R. While Vocabulary scaled scores accounted for 63% of the variance, addition of Object Assembly and Picture Arrangement scaled scores accounted for an additional 11% of the observed variance in PPVT-R performance. Students for whom the PPVT-R overestimated WISC-R Full Scale performance differed significantly from students for whom the PPVT-R underestimated their WISC-R performance only on the WISC-R Arithmetic subtest. Implications for interpretation of the PPVT-R are discussed.     

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.