Differential performance on the expressive one-word picture vocabulary test

The Expressive One-Word Picture Vocabulary Test (EOWPVT) is a screening instrument used to derive an estimate of general verbal intelligence. The purpose of this paper is to present five clinical case studies of children with depressed performance on the EOWPVT to illustrate differential performance outcomes that are not attributable to a single causal factor (i.e., general verbal intelligence). It is proposed that the utility of the EOWPVT, from a qualitative and analytic perspective, may provide more than just a measure of general verbal intelligence.     

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.     

The concurrent validity of the Expressive One-Word Picture Vocabulary Test for Mexican-American children

The Expressive One-Word, Picutre Vocabulary Test (EOWPVT) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) were administered to 50 bilingual, Mexican-American children in grades 3-5. The students' relative performance on these two vocabulary tests, as well as their error patterns, was examied. The results revealed that the EOWPVT has adequate concurrent validity with the PPVT-R, and that on both tests the students' scores were almost two standard deviations below the normative mean. The outcome indicating that the expressive vocabulary score was higher than the receptive vocabulary score is explained in terms of differences of item content and in the composition of the norm samples for the two tests. Items that generated high error rates are identified to facilitate appropriate interpretation of the EOWPVT when used with Mexican-American children.     

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.     

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).     

Relating Self-Conception to Curriculum Development

Abstract

Fifty-five poverty-area children at the completion of a full-year pre-kindergarten program were compared with forty - seven same-aged children from a similar socio-economic area who had no pre-kindergarten experience. The children with preschooling scored significantly higher on the Stanford-Binet (P equals .001) and on the Peabody Picture Vocabulary Test (P equals .05). Virtually all of this difference, however, was accounted for by the girls with pre-kindergarten schooling who scored significantly higher (P equals .001) than boys with the same schooling. These boys scored only slightly higher than those with no schooling and at about the same level as girls with no school experience.     

Performance of gifted children on the PPVT and PPVT-R

The Peabody Picture Vocabulary Test and the Peabody Picture Vocabulary Test-Revised were compared for 31 gifted children. The sample mean for the PPVT-R was significantly lower than for the PPVT. In addition, the PPVT and PPVT-R correlated to a significant degree, yielding a standard score correlation coefficient of .83.     

A concurrent validity study of the Woodcock Word Comprehension Test

The purpose of this study was to determine the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence. Subjects were 194 children who were tested in a University Reading Clinic. All were administered the Woodcock Reading Mastery Tests, the Slosson Oral Reading Test, an Informal Reading Inventory, the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the Peabody Picture Vocabulary Test. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.     

Comparison of reading disabled children's scores on the WISC-R,Peabody Picture Vocabulary Test,and Slosson Intelligence Test

Scores on the Slosson Intelligence Test and Peabody Picture Vocabulary Test, two frequently used screening devices, are examined to determine how well they predict scores on the Wechsler Intelligence Scale for Children—Revised. Two hundred seven children representing reading disabled children in the average classroom were administered each of the three measures of this study. The degree of relationship between the PPVT and the WISC-R was found to be.57, and the degree of relationship between the SIT and the WISC-R was found to be.73. The results of this study suggest that the PPVT and SIT measure different and/or limited aspects of a child's ability as measured by the WISC-R and are therefore only rough estimates of capacity to function in situations requiring what is generally termed intelligence.     

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.     

Abused, neglected, and nonmaltreated preschoolers'' ability to discriminate emotions in others: The effects of IQ

Sixty children between the ages of 3 and 5 participated in this study of children's ability to discriminate emotions in others. Twelve children were identified as neglected, and eight were identified as abused. Two additional groups of nonmaltreated children included one comparable on IQ and one with significantly higher intelligence. All children were given three tests: The Peabody Picture Vocabulary Test, the Borke Interpersonal Awareness Test and the Rothenberg Social Sensitivity Test. The results showed that normal children with the higher IQ were significantly better able to identify and discriminate other people's emotions from picture stories than were the other groups of children, who were not different from one another on any of the measures. Furthermore, when IQ was covaried in the ANOVAS, all group-differences disappeared. It was suggested that previous studies demonstrating inferior performance on measures of social cognition by maltreated children may have been due to the failure to control for IQ.     

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.     

Comparison of Hualapai school children to national norms on measures of receptive vocabulary and verbal ability

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.     

A comparison of the Kaufman brief intelligence test (K-BIT) with the Stanford-Binet,a two-subtest short form,and the Kaufman test of educational achievement (K-TEA) brief form

The relationship between the K-BIT, the Stanford-Binet, a two-subtest short form, and the K-TEA was examined with a population of 75 academically referred students. The K-BIT correlated significantly with the Stanford-Binet (.81) and the K-TEA Math (.57), Reading (.58), and Spelling (.47) scores. The mean K-BIT IQ Composite (76.5) averaged 5.1 points lower than the mean Stanford-Binet Test Composite (81.6). The results tend to support the use of the K-BIT as a screening instrument when the Stanford-Binet is the follow-up or comprehensive measure of intelligence.     

Relation between ITPA average deviation and Stanford-Binet intelligence scores

The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. The results revealed a curvilinear (quadratic) relation between total average deviation and Stanford-Binet intelligence scores. The use of average deviation as an index of “learning disabilities” was discussed.     

Comparisons of the peabody picture vocabulary test and the McCarthy Sclaes of Children's Abilities with a sample of autistic children

The Peabody Picture Vocabulary Test and the McCarthy Scales of Children's Abilities were administered to eight autistic children. A correlated t-test and Pearson product correlations were calculated between the scores of the two tests in a within-subjects desgin. The Peabody correlated significantly with the McCarthy General Cognitive Index, Verbal Scale, perceptual Scale, and Memory Scale. A significant difference between the means of the two tests was found, with the Peabody yielding lower scores. The importance of multiskilled testing for the cognitive assessment of autistic children was discussed.     

Fine-grained auditory discrimination and performance on tests of receptive vocabulary and receptive language

This research investigated the relation between children’s performance on two measures of receptive language and children’s auditory discrimination of consonant-vowel sounds having frequency and temporal acoustic differences. The measures of fine-grained auditory discrimination produced significant multiple regression coefficients against both receptive vocabulary (Peabody Picture Vocabulary Test-Revised) and receptive language (Token Test for Children) scores. Validation analyses conducted by predicting receptive vocabulary and language scores for a new sample of children and relating them to the actual scores led to significant outcomes. It was concluded that fine-grained auditory discrimination is particularly important in the relatively early stages of language learning. The cooperation of the participating children, teachers, principals, and school district administrators is gratefully acknowledged. This research was supported, in part, by a grant from NINCDS (NIH).     

Oral language facility,verbal intelligence and performance on tests of psycholinguistic ability

The performance of 152 children in the age range 7 years 5 months to 7 years 11 months on a battery comprising the Illinois Test of Psycholinguistic Abilities (ITPA), the English Picture Vocabulary Test 2 (EPVT), a test of auditory discrimination, a sentence repetition test and an orally administered verbal intelligence test was compared with the complexity and fluency of spoken language recorded from each child. Only a moderate correlation was found between the ITPA total score and the length‐complexity index (LCI) from the language samples. Moderate correlations were found between the LCI and several auditory‐vocal channel subtests from the ITPA; however, with the influence of verbal intelligence partialled out most of these were reduced to low or nonsignificant levels. The scores from the Manual Expression subtest in the visual‐motor channel were found to correlate as highly with LCI as did the ITPA total score.

This relationship was maintained to two situations, (i) when the factor of verbal intelligence was controlled statistically, (ii) when a sub‐sample of subjects within a narrow IQ range was selected for separate analysis. The Verbal Expression subtest also showed moderate correlation with LCI in four out of five analyses, thus lending support to the “process” construct in the ITPA model. No connection was found between any of the psycholinguistic subtests and fluency of language production. The validity of the ITPA as a test of oral language performance was questioned.     

Comparisons of the IQ and vocabulary scores on Wechsler Preschool and Primary Scale of Intelligence-Revised and Peabody Picture Vocabulary Test-Revised

The Wechsler Preschool and Primary Scale of Intelligence-Revised and the Peabody Picture Vocabulary Test-Revised were administered to 51 preschool, kindergarten, first-grade, and second-grade students. Although 2 of 4 Pearson correlations between these two instruments were statistically significant, they may not be of practical significance.     

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.