Comparability of Peabody Picture Vocabulary Test scores under group and individual administration.

1960 ◽  
Vol 51 (2) ◽  
pp. 87-91 ◽  
Author(s):  
Raymond C. Norris ◽  
John V. Hottel ◽  
Sadye Brooks
Keyword(s):  
Test Scores ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

Predictive Validity of the PPVT-R for Navajo Children

1984 ◽  
Vol 55 (1) ◽  
pp. 297-298 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement

The predictive validity of the Peabody Picture Vocabulary Test—Revised was examined for a sample of 33 Navajo children in Grades 1 to 6. Test scores correlated .65 and significantly with scores obtained 10½ mo. later on the Peabody Individual Achievement Test Total score. Implications for interpretation are discussed.

Generalization of Treatment Effects by Young Language-Delayed Children

1986 ◽  
Vol 51 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Steven F. Warren ◽  
Ann P. Kaiser
Keyword(s):  
Language Development ◽  
Test Scores ◽  
Intervention Program ◽  
Free Play ◽  
Language Intervention ◽  
Vocabulary Test ◽  
Normal Range ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Structural Aspects

This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. This effect may have been related to the subjects' MLUs. Substantial changes also occurred in the subjects' MLUs, frequency of speaking, Peabody Picture Vocabulary Test scores, and Houston Test for Language Development scores over the period of instruction. These measures suggested that 4 of the 8 subjects were functioning near the normal range at the conclusion of treatment. Implications of these and other results are discussed.

Peabody Picture Vocabulary Test Scores of Preschool Children

1967 ◽  
Vol 20 (3) ◽  
pp. 779-784 ◽  
Author(s):  
Norman A. Milgram ◽  
Mark N. Ozer
Keyword(s):  
Preschool Children ◽  
Test Scores ◽  
Multiple Choice ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Mental Set ◽  
Substandard Performance

Two groups of preschool Negro children of poor parents were administered the PPVT, SB and other linguistic and perceptual-motor measures. Since the PPVT score was consistently lower than the SB, it was concluded that this test may be more susceptible to environmental impoverishment than the SB. Substandard performance on the PPVT was discussed in terms of (a) a cumulative deficiency in storage and/or retrieval of verbal terms and (b) an inefficiency in sustaining the correct mental set required in the multiple-choice format of the PPVT.

Variability in Test Scores of Forms A and B of the Peabody Picture Vocabulary Test Derived from Sampling a First-Grade Population

1978 ◽  
Vol 9 (2) ◽  
pp. 109-117
Author(s):  
Marianne Bordogna ◽  
Richard A. Forcucci ◽  
Jerri Carlin
Keyword(s):  
Test Scores ◽  
First Grade ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Similar Performance ◽  
Response Data ◽  
Performance Variability

Previous studies have suggested that young children’s performances on the Peabody Picture Vocabulary Test vary considerably. These data infer similar performance variability in all populations. To determine the credibility of this semantic variance, Forms A and B of the PPVT were administered to 53 first-grade children in the Pittsburgh, Pennsylvania area. The results provided an additional demonstration of the variability between Forms A and B of the PPVT. Response data from previous studies were further analyzed revealing statistically significant differences between means of the group raw scores.

A Suggested Use and Non-Use for the Peabody Picture Vocabulary Test with the Retarded Child

1964 ◽  
Vol 15 (2) ◽  
pp. 421-422 ◽  
Author(s):  
Robert M. Allen ◽  
Thomas D. Haupt ◽  
R. Wayne Jones
Keyword(s):  
Public School ◽  
Test Scores ◽  
Retarded Child ◽  
Full Scale ◽  
Point Of View ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Perceptual Development ◽  
Severe Impairment

From a population of public school, educable, retarded children two groups, a high-perceiver and a low-perceiver group who were similar in CA, were selected using Frostig Test scores as the criteria. All Ss were administered the WISC and the PPVT. Results indicate significant differences between groups for mean WISC Verbal, Performance, and Full Scale IQs and for PPVT IQs and MAs. From the point of view of the level of visual perceptual development, the PPVT is a satisfactory estimate of intellectual efficiency for retarded children whose visual perceptual development is appropriate for their MAs. However, the PPVT significantly overestimates the intellectual efficiency in retarded children with severe impairment in visual perceptual development.

Reliability and Validity of Peabody Picture Vocabulary Test Scores of Disadvantaged Preschool Children

1971 ◽  
Vol 28 (3) ◽  
pp. 755-760 ◽  
Author(s):  
Joan Costello ◽  
Faizunisa Ali
Keyword(s):  
Preschool Children ◽  
Test Scores ◽  
Reliability And Validity ◽  
Psychological Tests ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Assessment Program ◽  
First Approximation ◽  
Verbal Behaviors

Test-retest correlations over a 2-wk. period for 36 black preschoolers was 0.77 for the standard Peabody test; values of 0.87 and 0.80 were obtained for a modified format with similar samples. Quite modest validity was suggested by correlations of the standard Peabody test with 2 other psychological tests assessing intellectual behaviors and with teachers' ratings of several classroom verbal behaviors. While Form A of the Peabody could be used as a first approximation in a continuing assessment program, scores cannot be considered alone for either intellectual or language evaluation.

Comparison of Three Intellectual Screening Tests in a Rehabilitation Setting

1982 ◽  
Vol 50 (1) ◽  
pp. 247-251 ◽  
Author(s):  
R. Michael O'Bannon ◽  
Henry C. Rickard
Keyword(s):  
Vocational Rehabilitation ◽  
Test Scores ◽  
Screening Tests ◽  
Vocabulary Test ◽  
Rehabilitation Center ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Verbal Iq ◽  
Quick Test ◽  
Performance Scale

Scores from three brief intellectual screening instruments were compared with WAIS IQs. The Quick Test, the Peabody Picture Vocabulary Test, the Revised Beta, and the WAIS were administered to 70 clients of a vocational rehabilitation center. All IQ estimates from the brief measures correlated highly with WAIS IQs. The Quick Test and the Peabody significantly underestimated the WAIS Verbal IQ. No differences were found between any of the brief measures and the WAIS Performance Scale or Full Scale. The Quick Test showed the greatest agreement with the WAIS when clients were classified into categories of intelligence based on their test scores.

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