By Craig Domanski & Allison Vieira

1. Receptive Language Assessments: The Peabody Picture Vocabulary Test (PPVT-III) and the Pre-school Language Scale (PLS-4) By Craig Domanski & Allison Vieira

2. PLS-4 Description • The PLS-4 is an individually administered standardized test of communication typically used with infants to children aged 6 years and 11 months who present characteristics of a language disorder or delay. • It consists of two subscales to assess auditory comprehension/receptive and expressive skills. • It also provides three supplemental measures which include an articulation screener, a language sample checklist and a caregiver questionnaire. • The administration materials are an examiner’s manual that describes the process of the administration, scoring and interpretation procedures, a record form, a picture manual with colored stimuli and a manipulative box (blanket,toys,spoons) used for assessment. • The test time is 20-45 minutes (dependent on child).

3. PLS-4 Description • The auditory comprehension/ receptive subscale assesses areas such as: attention to speakers, object play, comprehension of basic vocabulary, grammatical markers, identifying rhyming words and making comparisons. • The expressive communication subscale asks preschoolers to name objects, use concepts that describe objects, express quantity, use grammatical markers, etc. • For older children it includes word segmentation, completing analogies, telling a short story in sequence, etc. This test also includes an articulation screener and a language sample checklist. • There are a totally of 62 receptive and 42 expressive areas assessed.

4. PLS-4 Description

5. PLS-4 Description

6. PLS-4 Description

7. PLS-4 Pros • There is a Spanish version of the assessment • Info obtained from assessment can be used in portfolio • Can be useful for children with severe language delays (autism)? • Is non biased in cases of children in low SES areas • Based on developmental milestones and research • Includes additional supplemental assessments for accuracy (caregivers)? • Detailed • Aligned with IDEA legislation? • Norms/questions based on 2000 U.S. Census figures for children birth through 6 years. The new norms are based on a larger, more diverse sample of approximately 1,500 children, including children with disabilities 13.2% (autism)?

8. PLS-4 Cons • The test is “standardized” • Do we need IOA for assessment? • Is not directed toward children 7 and older • Spanish is only language used • Recommended to be implemented by SLPs • Based on US Census 2000 results • Does not meet guidelines? Young,Hoffman & Ameer (2004)

9. PLS-4 Cons • Young,Hoffman & Ameer (2004) suggest that: • the PLS-4 does not meet guidelines to accurately diagnose a disorder • the PLS-4 revision from PLS-3 was made only to meet assessment standards

10. PLS-4 Cons

11. PLS-4 Supporting Research • The development of the PLS-4 was based on: • developmental milestones and current trends in developmental theories • survey of clinicians who had used the PLS-3 for suggested modifications • a list of new tasks tested and modified from tests results/data collected from 661 children from 46 US states • task items and scoring rules were concluded to be sensitive to the US population according to the 2000 Census and a dialect committee

12. PLS-4 Supporting Research • Zimmerman,Castilleja (2005) Mental retardation and developmental disabilities research review • Zimmerman,Steiner,Pond (2004) PsychCorp (authors) • Both state that test is effective and based on “extensive reliability and validity”

13. PLS-4 Individualized • Spanish Version • Separate assessment areas for younger and older children • Provided case study example (task analysis, developmental checklist,varying age levels, determined mastered and where help is needed)

14. PLS-4 Individualized

15. PLS-4 Modifications • A revision based on more recent population results with higher special population or in 2010 • An edition geared toward other languages • A scientific study focusing on the effectiveness in assessing children with ASDs • A description of how IDEA regulations are met

16. PLS-4 Conclusion • Although standardized, the PLS-4 seems to be an adequate assessment of language but may not be suitable for children with autism • Is a Curriculum-Based Measurement • More research • Improvement from the PLS-3 for varied ethnic and SES groups • Based on developmental milestones to help professionals plan their individualized program • Can be helpful when starting individual portfolio • Based on IDEA regulations?

17. References • Ameer, J.,Hoffman, L., Young, J. (2004) Teachers College, Columbia University PLS-4: A real change or just more of the same? • Zimmerman, I.L., Steiner, V., Pond, R. E. (2004) PsychCorp. • Zimmerman, I.L., Castilleja, N.F. (2005).The role of a language scale for infant and preschool assessment. Mental Retardation and Developmental Disabilities Review,11 (3),238-246.

18. Overview • The Peabody Picture Vocabulary Test (PPVT-III) • Developed by Lloyd and Leota Dunn • 1959 • 3 previous editions have been revised to create the PPVT-IV

19. Overview • Peabody Picture Vocabulary Test (PPVT-III) • Individually administered • Norm-referenced • Measures listening comprehension for spoken words in standard English • Screening test of verbal ability beginning at age 2.5

20. Overview • Provides all professionals working with a student a “valid, reliable, norm-referenced measure of receptive vocabulary”

21. Overview • Tests students in vocabulary acquisition • Demonstrates child’s linguistic skills as well as cognitive development • Screens for both giftedness and mental retardation • Measures English proficiency • For individuals who don’t speak English as their primary language • Detects language impairments • Tests for some visual disabilities • Used in research studies

22. Description • Item types • 20 content categories • Split into verbs, nouns, and adjectives • Items are presented as a four-item multiple choice • 4 simple black and white pictures • Student selects the most appropriate picture that illustrates the definition of the word orally presented by the instructor • Sets are progressively difficult

23. Description • Training items A & B • For students aged 2-6 through 7-11 • Before testing, the student must be able to respond independently to at least 2 training words • Noun (I.e. ball, dog, etc.) • Verb (I.e. crying, sleeping, etc.) • Can be taught during training, before going ahead with the assessment

24. Description • Training items A & B

25. Description • Training items C & D • For students aged 8 years or older • Similar procedure to A & B • Receptively identifies the number associated with each picture • Nouns (I.e. parrot, flower, etc.) • Verbs (I.e. mowing the lawn, riding a bike)

26. Description • Training items C & D

27. Description • As test continues, items get more difficult…

28. Description • Age 6,7

29. Description • Age 9, 10

30. Description • Final set

31. Pros & cons • Pros • PPVT-III is “the leading measure of receptive vocabulary for standard English and a screening test of verbal ability.” • Test de Vocabulario en Imagenes Peabody is the assessment in Spanish

32. Pros & cons • Pros • Individually administered • Norm-referenced • Applicable for age 2+ • Untimed, quick administration • Usually 10-15 minutes • No reading, writing, or speaking required

33. Pros & cons • Pros • Developed in compliance with the Standards of Educational and Psychological Testing • Published jointly by: • American Educational Research Association • American Psychological Association • National Council on Measurement in Education • There is an abundance of research supporting its use

34. Pros & cons • Supplemented by Technical References book • Development of each edition • Process used to minimize bias • How standardized • Validity information • Research • Can be used for training, analysis, and research

35. Pros & cons • Cons • Cost • Supplemental materials cost more money • Expressive test (EVT) must be purchased separately • Some items are ambiguous even for professionals

36. Cons • Example • Item for age 5

37. Individualization • Items • 204 stimulus words in all • 17 sets of 12 words each • However, each is a set of 4 nouns, verbs, and adjectives • Each set only contains 4 items

38. Individualization • Untimed • Gives everyone an equal chance to respond to known words • Examinees • Items can be answered • Expressively • By naming item • By stating number of item • By saying “yes” or “no” • Receptively • By pointing to the item • By pointing to the number of the iteM • Gesturally • Nodding “yes” or “no” as instructor points to item • 50% chance of guessing correctly

39. Research • There is an abundance of research supporting the use of the PPVT-III • 231 articles are cited in the technical references manual • Clingman & Fowler, 1976

40. Conclusion • The Peabody Picture Vocabulary Test is: • Proven • Valid • Reliable • Comprehensive • Effective

41. Any questions…?