Implications of regression analysis and correlational data between subtests of the WISC-R and the PPVT-r for a delinquent population

Rosso, Martin; Falasco, Sharon Lee; Phelps, LeAdelle

doi:10.1002/1097-4679(198405)40:3<811::aid-jclp2270400331>3.0.co;2-v

Cited by 8 publications

(2 citation statements)

References 11 publications

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“…M. Dunn & Dunn, 1981). In more recent studies using the PPVT-R in English-speaking clinical samples, coefficients in the order of .79 (Rosso, Falasco, & Phelps, 1984) and .50 (Zagar & Mead, 1983) have been reported. Correlations between PPVT-R and WISC-III Block Design subtest scores in those studies were .54 and .40, respectively, compared to .33 in the present study.…”

Section: Discussionmentioning

confidence: 99%

Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students

Simos

Sideridis

Protopapas

et al. 2011

Assessment for Effective Intervention

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Assessment of lexical/semantic knowledge is performed with a variety of tests varying in response requirements. The present study exemplifies the application of modern statistical approaches in the adaptation and assessment of the psychometric properties of the Peabody Picture Vocabulary Test–Revised (PPVT-R) Greek. Confirmatory factor analyses applied to data from a large sample of elementary school students ( N = 585) indicated the existence of a single vocabulary dimension and differential item functioning procedures pointed to minimal bias due to gender or ethnic group. Rasch model–derived indices of item difficulty and discrimination were used to develop a short form of the test, which was administered to a second sample of 900 students. Convergent and discriminant validity were assessed through comparisons with the Wechsler Intelligence Scales for Children–III Vocabulary and Block design subtests. Short- and long-term stability of individual scores over a 6-month period were very high, and the utility of the test as part of routine educational assessment is attested by its strong longitudinal predictive value with reading comprehension measures. It is concluded that the Greek version of the PPVT-R constitutes a reliable and valid assessment of vocabulary for Greek students and immigrants who speak Greek.

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Section: Discussionmentioning

confidence: 99%

Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students

Simos

Sideridis

Protopapas

et al. 2011

Assessment for Effective Intervention

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“…The major trends of these studies are summarized below; for a more comprehensive review, the reader is referred to Bracken, Prasse, and McCallum (1984). Several studies have compared the PPVT-R and the WISC-R with school-aged children (e.g., Altepeter & Handal, 1986;Breen & Siewert, 1983;Davis & Kramer, 1985;Hollinger & Sarvis, 1984a, 1984bNaglieri, 1982;Naglieri & Yazzie, 1983;Prasse & Bracken, 1981;Rosso, Falasco, & Koller, 1984;Rosso, Falasco, & Phelps, 1984;Vance, Kitson, & Singer, 1983b;Wright, 1983). Reported correlations between the PPVT-R standard score and the WISC-R Full Scale IQ have ranged from .02 to .86, with a median value of about .60; coefficients between the PPVT-R and the WISC-R Verbal IQ have ranged from .10 to .87, with a median value of about .70; coefficients between PPVT-R and the WISC-R Performance IQ have ranged from -.12 to .78, with a median value of about .40.…”

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confidence: 99%

The PPVT-R as a measure of psycholinguistic functioning: A caution

Altepeter

1989

J. Clin. Psychol.

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The present investigation was undertaken to evaluate the use of the PPVT‐R as a measure of psycholinguistic functioning. The sample included 75 schoolaged children referred for evaluation. The mean PPVT‐R standard score (94.59, SD = 15.85) was not significantly different (p <.01) than the WISC‐R Full Scale IQ (95.36, SD = 16.29), Verbal IQ (94.36, SD = 16.17), or Performance IQ (97.75, SD = 15.61), or the mean ITPA PLQ. The PPVT‐R correlated positively and significantly with the WISC‐R Full Scale IQ (.77), Verbal IQ (.71) and Performance IQ (.74) and the WISC‐R subtests, with coefficients that ranged from.42 (object assembly) to.69 (vocabulary). In addition, the PPVT‐R correlated positively and significantly with the ITPA Psycho‐Linguistic Quotient (PLQ) (.72) and the ITPA subtests, with coefficients that ranged from.38 (auditory sequential memory) to.72 (grammatic closure). Regression analyses determined that the ITPA PLQ and the PPVT‐R standard score were not predictive of one another. The data are interpreted to suggest that the PPVT‐R is not more appropriately used as a measure of receptive language ability than as a screen for intellectual functioning.

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WISC—R patterns of cognitive abilities in behavior disordered and learning disabled children.

Longman

Inglis²,

Lawson³

1991

Psychological Assessment: A Journal of Consulting and Clinical

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Both behavior disorder (BD) and learning disability (LD) are frequently diagnosed in the same children. This study comprises 2 parts. First, previously published data were examined to compare the Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of groups of children diagnosed as BD and to assess the fit of their scores to the Learning Disability Index (LDI). Second, new data were secured from a total of 171 children, diagnosed as BD, LD, or both (BD-LD). All of these groups showed similar patterns of cognitive functioning, although they were clearly differentiated in terms of their academic performance and by reports of behavior problems. These findings support the notion that there may be a common cognitive cause for both learning disability and behavior disorder.

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Implications of regression analysis and correlational data between subtests of the WISC-R and the PPVT-r for a delinquent population

Cited by 8 publications

References 11 publications

Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students

Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students

The PPVT-R as a measure of psycholinguistic functioning: A caution

WISC—R patterns of cognitive abilities in behavior disordered and learning disabled children.

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