The Peabody Picture Vocabulary Test (PPVT) is a widely used receptive vocabulary screening tool, but it is not without its limitations, such as inadvisable I.Q. usage and a standardization procedure that lacks scope. A revision of the PPVT, known as the Peabody Picture Vocabulary Test-Revised (PPVT-R) was published in 1981, and contains a more complete standardization procedure as well as some structural changes of the test itself (Dunn, 1981). Speech/language pathology, whose diagnosticians most commonly use the age equivalent value, is a profession that would gain from information which deals with the equivalency of the PPVT-R to the original PPVT. The purpose of the study was to compare age equivalent values obtained from the PPVT and the PPVT-R for a preschool aged population. Specifically, this study sought to discover whether or not significant differences existed between the age equivalent values derived from the PPVT and the PPVT-R. Eighty children, age three years, six months to four years, six months participated as subjects in the study, selected on the basis of their chronological age and enrollment in one of ten selected preschools. The subjects were divided into four groups (N=20), and each group was administered one form of the PPVT (A or B) and one form of the PPVT-R ( L or M). The resultant groupings were: I (A and L); II (A and M); III ( B and L); and IV ( B and M).

Thesis--Wisconsin. / Includes bibliographical references (leaves 46-47).

The purpose of the present study was to further investigate the effects of motivation on the intellectual attainment of Negro children. In view of previous research and realizing the importance of related study on inventive and achievement, the following hypothesis was proposed: Inducement of motivation between pre-and post-administrations of Form A of the Peabody Picture Vocabulary Test would result in significantly greater magnitude of change in scores for the experimental group of Negro children than for the control group.

Speech and language pathologists (SLP) use vocabulary tests as one of several means of investigating and evaluating suspected speech and language disorders. A test widely used when assessing receptive vocabulary is Peabody Picture Vocabulary Test (PPVT) IV. Several different Swedish translations of PPVT-IV exists today, most of which have not yet been studied. Since earlier studies have confirmed that Swedish translations of PPVT lack a steadily increasing level of difficulty, Swedish SLPs are uncertain as to how applicable the test is on a Swedish population. In this study, a Swedish translation of PPVT-IV was revised with the purpose of constructing a steadily increasing level of difficulty. The study comprised 172 monolingual children from grade 1, 3, 5, 7 and 9, tested by the authors of this thesis. The participants were recruited from ten schools in Uppsala. For 21 of the 228 PPVT-IV items, two different translations were tested to enable adjustment of the level of difficulty afterwards. Based on the results of the participants, a revised translation was developed with a more steadily increasing level of difficulty. Further adaptations are still needed before standardised norms can be developed for a Swedish population. The results for every grade displayed an average score above the American age standards. Participants from grade 1 performed one year above, participants from grade 3, 5 and 7 all performed two years above, and participants from grade 9 performed six to eight years above the American age standards for the corresponding age. / Logopeder använder ordförrådstest som ett av flera instrument för att utreda och bedöma misstänkta språkliga svårigheter. Ett test som ofta används vid bedömning av det receptiva ordförrådet är Peabody Picture Vocabulary Test (PPVT) IV. På svenska finns idag flera olika översättningar av PPVT-IV vars användbarhet ej undersökts. Tidigare studier har visat att svenska översättningar av PPVT har brister i form av en ojämnt stigande svårighetsgrad och logopeder är därför osäkra på hur användbart testet är. I föreliggande studie reviderades en svensk översättning av PPVT-IV med syfte att konstruera en jämnt stigande svårighetsgrad. Studien omfattade 172 enspråkiga elever från årskurs 1, 3, 5, 7 och 9 testade av författarna till föreliggande uppsats. Deltagarna rekryterades från tio skolor i Uppsala. För 21 av de 228 uppgifterna i PPVT-IV testades två ord per uppgift för att möjliggöra justering av testets svårighetsgrad i efterhand. Utifrån deltagarnas resultat utarbetades en översättning som ger testet en mer jämnt stigande svårighetsgrad. Ytterligare revideringar behöver dock göras för att jämna ut svårighetsgraden ännu mer innan det är aktuellt att ta fram normer för en svensktalande population. I jämförelse med den amerikanska standardiseringen presterade de svenska deltagarna från samtliga årskurser i genomsnitt betydligt högre än motsvarande åldrar i den amerikanska populationen. Deltagarna från årskurs 1 presterade ca ett år högre, deltagarna från årskurs 3, 5 och 7 presterade ca två år högre och deltagarna från årskurs 9 presterade ca sex till åtta år högre än motsvarande åldrar inom den amerikanska standardiseringen.

The purpose of this study was to compare PPVT scores of Black children and language delayed White children in order to determine whether the patterning of errors can be differentiated between the two groups. The study involved twenty Black children and twenty language delayed White children between the ages of six years, six months, and seven years, six months. The subjects were from families of lower socioeconomic status. The White subjects were given the Utah Test of Language Development to establish degree of language delay. The study was designed to determine whether either the language delayed White subjects or the Black subjects would miss any items on the PPVT significantly more often than the other group. The study sought to determine whether either group consistently made the same incorrect choice on items which they miss more frequently than the other group. Finally, the study was conducted to find whether the mean ceiling item reached by the two groups would be significantly different. The results of the study indicate the patterning of errors cannot be differentiated between the two groups. No significant difference was present between the mean ceiling item reached by the groups, and only two test items were missed significantly more often by the language delayed White subjects than by the Black subjects. It is postulated that factors which might influence PPVT results in the Black population, as well as the White population, are: 1) the mean level of education of the community; 2) the residential stability of the population; and 3) the regional area from which new residents migrate.

The purpose of this study was to determine if a difference exists between mean standard scores of the Peabody Picture Vocabulary Test - Revised (PPVT-R) (Dunn and Dunn, 1981) and the Expressive One- Word Picture Vocabulary Test (EOWPVT) (Gardner, 1979) for children in several diagnostic categories. The subjects used in this study were 45 preschool children ranging in age from 36 to 47 months. These subjects were divided into groups of normal, expressively language-delayed (ELD) and normal children with a history of expressive language delay (HELD).

This study had three purposes: (1) to identify differential item functioning (DIF) on the PPVT-III (Forms A & B) using a partial correlation method, (2) to find a consistent pattern in items identified as underestimating ability in each ethnic minority group, and (3) to compare findings from an expert judgment method and a partial correlation method. Hispanic, African American, and white subjects for the study were provided by American Guidance Service (AGS) from the standardization sample of the PPVT-III; English language learners (ELL) of Mexican descent were recruited from school districts in Central and South Texas. Content raters were all self-selected volunteers, each had advanced degrees, a career in education, and no special expertise of ELL or ethnic minorities. Two groups of teachers participated as judges for this study. The "expert" group was selected because of their special knowledge of ELL students of Mexican descent. The control group was all regular education teachers with limited exposure to ELL. Using the partial correlation method, DIF was detected within each group comparison. In all cases except with the ELL on form A of the PPVT-III, there were no significant differences in numbers of items found to have significant positive correlations versus significant negative correlations. On form A, the ELL group comparison indicated more items with negative correlation than positive correlation [χ2 (1) = 5.538; p=.019]. Among the items flagged as underestimating ability of the ELL group, no consistent trend could be detected. Also, it was found that none of the expert judges could adequately predict those items that would underestimate ability for the ELL group, despite expertise. Discussion includes possible consequences of item placement and recommendations regarding further research and use of the PPVT-III.

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and Slosson Intelligence Test (SIT) were designed, at least in part, to provide a quick estimate of scores which might be obtained on the Stanford-Binet Intelligence Scale, Form L -M, without requiring extensive technical training by the examiner. Both the PPVT-R and SIT are frequently used as screening instruments to identify children for possible placement in special education programs, remedial reading groups, speech and language therapy, gifted programs, or "tracks." This study investigated the value of the PPVT-R and SIT as screening instruments for the Fourth Edition Stanford-Binet.Fifty students, grades kindergarten through fifth, were randomly selected to participate in the study. All subjects were involved in regular education at least part-time. Subjects were administered the PPVT R, SIT, and Fourth Edition Binet by a single licensed school psychologist. The administration order of the instruments was randomized. Participants were tested on consecutive school days (10) until all subjects had been administered the three instruments.Correlation coefficients were determined for the Standard Score of the PPVT-R and each Standard Age Score of the Binet (four area scores and one total test score), as well as for the SIT IQ score and each Standard Age Score of the Binet. All correlations were positive and significant beyond the p<.Ol level except between the PPVT-R and Binet Quantitative Reasoning.Analyses of Variance were used to determine mean differences of scores obtained on the three instruments. Significant differences (p<.05) were found between scores on the PPVT-R and Abstract/Visual Reasoning, SIT and Verbal Reasoning, SIT and Short-Term Memory, SIT and Abstract/Visual Reasoning, and SIT and Total Test Composite.Results indicated that, in general, the SIT is a better predictor of Fourth Edition Binet scores than the PPVT R, however frequently yielded significantly different scores. It was concluded that neither the PPVT R nor SIT should be used as a substitute for more comprehensive measures of intellectual functioning, and caution should be used when interpreting their results. Much more research is needed to clarify the diagnostic value of the Fourth Edition Stanford-Binet as a psychometric instrument.

This study had three purposes: (1) to identify differential item functioning (DIF) on the PPVT-III (Forms A & B) using a partial correlation method, (2) to find a consistent pattern in items identified as underestimating ability in each ethnic minority group, and (3) to compare findings from an expert judgment method and a partial correlation method. Hispanic, African American, and white subjects for the study were provided by American Guidance Service (AGS) from the standardization sample of the PPVT-III; English language learners (ELL) of Mexican descent were recruited from school districts in Central and South Texas. Content raters were all self-selected volunteers, each had advanced degrees, a career in education, and no special expertise of ELL or ethnic minorities. Two groups of teachers participated as judges for this study. The "expert" group was selected because of their special knowledge of ELL students of Mexican descent. The control group was all regular education teachers with limited exposure to ELL. Using the partial correlation method, DIF was detected within each group comparison. In all cases except with the ELL on form A of the PPVT-III, there were no significant differences in numbers of items found to have significant positive correlations versus significant negative correlations. On form A, the ELL group comparison indicated more items with negative correlation than positive correlation [χ2 (1) = 5.538; p=.019]. Among the items flagged as underestimating ability of the ELL group, no consistent trend could be detected. Also, it was found that none of the expert judges could adequately predict those items that would underestimate ability for the ELL group, despite expertise. Discussion includes possible consequences of item placement and recommendations regarding further research and use of the PPVT-III.

Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 138-147). Also available via the World Wide Web.