804
Views
21
CrossRef citations to date
0
Altmetric
Research Article

Investigating the interchangeability and diagnostic utility of the PPVT-III and PPVT-IV for children with and without SLI

, &
Pages 453-462 | Published online: 04 Feb 2013

References

  • Adams, K. M. (2000). Practical and ethical issues pertaining to test revisions. Psychological Assessment, 12, 281–286.
  • Alt, M. (2011). Phonological working memory impairments in children with specific language impairment: Where does the problem lie? Journal of Communication Disorders, 43, 173–185.
  • Alt, M., & Plante, E. (2006). Factors that influence lexical and semantic fast mapping of young children with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 941–954.
  • Alt, M., & Suddarth, R. (2012). Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers. Journal of Communication Disorders, 45, 84–97.
  • Alt, M., Plante, E., & Creusere, M. (2004). Semantic features in fast-mapping: Performance of preschoolers with specific language impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research, 47, 407–420.
  • American National Standards Institute. (2004). Specifications of audiometers. (ANSI S3.6-2004). New York: ANSI.
  • American Psychological Association. (2010). Ethical principles of psychologists and code of conducts. American Psychologist, 65, 493.
  • Ballantyne, A. O., Spilkin, A. M., & Trauner, D. A. (2007). The revision decision: Is change always good? A comparison of CELF-R and CELF-3 test scores in children with language impairment, focal brain damage, and typical development. Language, Speech, and Hearing Services in Schools, 38, 182–189.
  • Betz, S. K., Sullivan, S. F., & Eickhoff, J. (2010). Factors impacting the selection of standardized tests for the diagnosis of SLI. Poster session presented at the Symposium of Research on Child Language Disorders in Madison, WI.
  • Bush, S. S. (2010). Determining whether or when to adopt new versions of psychological and neuropsychological tests: Ethical and professional considerations. Clinical Neuropsychologist, 24, 7–16.
  • Caesar, L. G., & Kohler, P. D. (2009). Tools clinicians use: A survey of language assessment procedures used by school-based speech-language pathologists. Communication Disorders Quarterly, 30, 226–236.
  • Collisson, B. A. (2010). Investigating the visual perceptual domain in children with Specific Language Impairment. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (3464324).
  • de Beaman, S. R., Beaman, P. E., Garcia-Peña, C., Villa, M. A., Heres, J., Cordova, A., et al. (2004). Validation of a modified version of the Mini-Mental State Examination (MMSE) in Spanish. Aging, Neuropsychology, and Cognition, 11, 1–11.
  • Dollaghan, C. A. (2004). Evidence-based practice in communication disorders: What do we know, and when do we know it? Journal of Communication Disorders, 37, 391–400.
  • Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test-Revised.Circle Pines, MN: American Guidance Service.
  • Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test–III.Circle Pines, MN: American Guidance Service.
  • Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test-IV.Circle Pines, MN: American Guidance Service.
  • Eickhoff, J., Betz, S. K., & Ristow, J. (2010). Clinical procedures used by speech-language pathologists to diagnose SLI.Poster session presented at the Symposium of Research on Child Language Disorders in Madison, WI.
  • Emmons, M. R., & Alfonso, V. C. (2005). A critical review of the technical characteristics of current preschool screening batteries. Journal of Psychoeducational Assessment, 23, 111–127.
  • Gray, S. (2003). Word learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56–67.
  • Gray, S. (2004). Word learning by preschoolers with specific language impairment: Predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117–1132.
  • Gray, S. (2005). Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues. Journal of Speech, Language, and Hearing Research, 48, 1452–1467.
  • Gray, S. (2006). The relationship between phonological memory, receptive vocabulary, and fast mapping in young children with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 955–969.
  • Gray, S., Plante, E., Vance, R., & Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools, 30, 196–206.
  • Jessup, B., Ward, E., Cahill, L., & Keating, D. (2008). Teacher identification of speech and language impairment in kindergarten students using the Kindergarten Development Check. International Journal of Speech-Language Pathology, 10, 449–459.
  • Kan, P. F., & Windsor, J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53, 739–756.
  • Kaufman, A. S., & Kaufman, L. N. (2004). Kaufman Assessment Battery for Children: Manual (2nd ed.). Circle Pines, MN: AGS Publishing.
  • Lucas, M. B. (2007). The effects of using sign language to improve the receptive vocabulary of hearing esl kindergarteners. (Doctoral dissertation). Dissertation Abstracts International Section A: Humanities and Social Sciences, 68, AAI3255644.
  • McGregor, K. K., Newman, R. M., Reilly, R. M., & Capone, N. C. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014.
  • Montgomery, J. (2008). Montgomery Assessment of Vocabulary Acquisition. Greenville, SC: Super Duper Publications.
  • Nash, M., & Donaldson, M. L. (2005). Word learning in children with vocabulary deficits. Journal of Speech, Language, and Hearing Research, 48, 439–458.
  • O’Neill, D. K. (2007). The language use inventory for young children: A parent report measure of pragmatic language development for 18- to 47-month old children. Journal of Speech, Language, and Hearing Research, 50, 214–228.
  • Oetting, J. B., Rice, M. L., & Swank, L. K. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38, 434–445.
  • Pankratz, M., Morrison, A., & Plante, E. (2004). Difference in standard scores of adults on the Peabody Picture Vocabulary Test (Revised and third edition). Journal of Speech, Language, and Hearing Research, 47, 714–718.
  • Paul, R. (1995). Language disorders from infancy through adolescence: Assessment and intervention. Austin, TX: Pro-Ed.
  • Peña, E. D., Spaulding, T. J., & Plante, E. (2006). The composition of normative groups and diagnostic decision making: Shooting ourselves in the foot. American Journal of Speech-Language Pathology, 15, 247–254.
  • Plante, E., & Vance, R. (1994). Selection of preschool language tests: A data-based approach. Language, Speech, and Hearing Services in Schools, 25, 15–24.
  • Qi, C. H., Kaiser, A. P., Milan, S., & Hancock, T. (2006). Language performance of low-income African American and European American preschool children on the PPVT-III. Language, Speech, and Hearing Services in Schools, 37, 5–16.
  • Rescorla, L., Roberts, J., & Dahlsgaard, K. (1997). Late talkers at 2: Outcome at age 3. Journal of Speech, Language, and Hearing Research, 40, 556–566.
  • Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398–1411.
  • Rice, M. L., Cleave, P. L., & Oetting, J. B. (2000). The use of syntactic cues in lexical acquisition by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 582–594.
  • Rice, M. L., Oetting, J. B., Marquis, J., Bode, J., & Pae, S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research, 37, 106–122.
  • Semel, E., Wiig, E. H., & Secord, W. (1987). Clinical Evaluation of Language Fundamentals: Revised.San Antonio, TX: The Psychological Corporation.
  • Semel, E., Wiig, E. H., & Secord, W. A. (1995). Clinical Evaluation of Language Fundamentals (3rd ed.). San Antonio, TX: The Psychological Corporation.
  • Sheng, L., & McGregor, K. (2010). Lexical–semantic organization in children with specific language impairment. Journal of Speech, Language & Hearing Research, 53, 146–159.
  • Silverstein, M. L., & Nelson, L. D. (2000). Clinical and research implications of revising psychological tests. Psychological Assessment, 12, 298–303.
  • Spaulding, T. J., Plante, E., & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools, 37, 61–72.
  • Storkel, H. L., & Rogers, M. A. (2000). The effect of probabilistic phonotactics on lexical acquisition. Clinical Linguistics and Phonetics, 14, 407–425.
  • Strauss, E., Spreen, O., & Junter, M. (2000). Implications of test revisions for research. Psychological Assessment, 12, 298–303.
  • Tomblin, J. B., & Records, N. L. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 39, 1284–1294.
  • Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., & Smith, E. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245–1260.
  • Ukrainetz, T. A., & Duncan, D. S. (2000). From old to new: Examining score increases on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 31, 336–339.
  • Waggoner, T. L. (2002). Color Vision Testing Made Easy.Elgin, IL: Good-lite Company.
  • Washington, J. A., & Craig, H. K. (1999). Performances of at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 30, 75–82.
  • Watkins, R. V., Kelly, D. J., Habers, H. M., & Hollis, W. (1995). Measuring children’s lexical diversity: Differentiating typical and impaired language learners. Journal of Speech and Hearing Research, 38, 1349–1355.
  • Wiig, E. H., Secord, W. A., & Semel, E. (2004). Clinical Evaluation of Language Fundamentals Preschool (2nd ed.). Toronto: The Psychological Corporation.
  • Williams, K. T. (1998). Peabody Picture Vocabulary Test-III: What is new and different? Clinical Connection, 11, 6–8.
  • Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of language assessment: A survey of California Public school clinicians. Language, Speech, and Hearing Services in Schools, 22, 236–241.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.