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• 1. [Article] Comparison of scores obtained on the PPVT and the PPVT-R

  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 ...

  Citation × Citation Citation Abstract Copy Title: Comparison of scores obtained on the PPVT and the PPVT-R Author: Choong, Jennie L.M. Year: 1981 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). Title: Comparison of scores obtained on the PPVT and the PPVT-R Author: Choong, Jennie L.M. Year: 1981 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). Close

• 2. [Article] The acquisition of obligatory-do

  The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this ...

  Citation × Citation Citation Abstract Copy Title: The acquisition of obligatory-do Author: Maresh-Ericksen, Bernadette Year: 1982 The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this study was to establish age trends, via elicited imitation for the acquisition of obligatory-do according to the sentence type in which it expressively occurs i.e., negative sentences, emphatic sentences, interrogative reversals and wh-questions. This study addressed the following question: At what ages do children expressively demonstrate, via elicited imitation, the auxiliary verb obligatory-do in negative sentences, emphatic sentences, interrogative reversals and wh-questions? A secondary question was: In what manner does age and MLU, mean length of utterance, of 25 utterances correlate with the acquisition of obligatory-do? Title: The acquisition of obligatory-do Author: Maresh-Ericksen, Bernadette Year: 1982 The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this study was to establish age trends, via elicited imitation for the acquisition of obligatory-do according to the sentence type in which it expressively occurs i.e., negative sentences, emphatic sentences, interrogative reversals and wh-questions. This study addressed the following question: At what ages do children expressively demonstrate, via elicited imitation, the auxiliary verb obligatory-do in negative sentences, emphatic sentences, interrogative reversals and wh-questions? A secondary question was: In what manner does age and MLU, mean length of utterance, of 25 utterances correlate with the acquisition of obligatory-do? Close

• 3. [Article] The expressive acquisition of locative and directional prepositions by severely-to-profoundly hearing impaired children

  Prepositions are important for the syntactical structure of the sentence and also to relate meaning, particularly meaning associated with concepts of place and time (Washington and Naremore, 1978). Expressive ...

  Citation × Citation Citation Abstract Copy Title: The expressive acquisition of locative and directional prepositions by severely-to-profoundly hearing impaired children Author: Warlick, JoAnn Year: 1983 Prepositions are important for the syntactical structure of the sentence and also to relate meaning, particularly meaning associated with concepts of place and time (Washington and Naremore, 1978). Expressive acquisition of function words, including prepositions, is significantly delayed in the hearing impaired population (Cooper and Rosenstein, 1966). Yet, acquisition sequence for expressive prepositions has not been determined for this population. The purpose of this study was to investigate the oral expressive acquisition of locative and directional single word prepositions in severely-to-profoundly hearing impaired children. The question this study sought to answer was: At what age levels are seventeen locative and directional single word prepositions expressively acquired by severely- to-profoundly hearing impaired children? Title: The expressive acquisition of locative and directional prepositions by severely-to-profoundly hearing impaired children Author: Warlick, JoAnn Year: 1983 Prepositions are important for the syntactical structure of the sentence and also to relate meaning, particularly meaning associated with concepts of place and time (Washington and Naremore, 1978). Expressive acquisition of function words, including prepositions, is significantly delayed in the hearing impaired population (Cooper and Rosenstein, 1966). Yet, acquisition sequence for expressive prepositions has not been determined for this population. The purpose of this study was to investigate the oral expressive acquisition of locative and directional single word prepositions in severely-to-profoundly hearing impaired children. The question this study sought to answer was: At what age levels are seventeen locative and directional single word prepositions expressively acquired by severely- to-profoundly hearing impaired children? Close

• 4. [Article] Normative data for the Tennessee test of rhythm and intonation patterns (T-TRIP)

  Prosody is the flow of speech created by controlling elements such as pitch, rate, loudness, and stress (Tiffany and Carrell, 1977). Prosody is vital to intelligibility of speech and also communicates ...

  Citation × Citation Citation Abstract Copy Title: Normative data for the Tennessee test of rhythm and intonation patterns (T-TRIP) Author: Drommond, Ray Year: 1984 Prosody is the flow of speech created by controlling elements such as pitch, rate, loudness, and stress (Tiffany and Carrell, 1977). Prosody is vital to intelligibility of speech and also communicates meaning. Despite the importance of prosody, however, few tests for the adequacy of prosodic ability in young children have been published (Koike and Asp, 1981a). To remedy this paucity of tools, Koike and Asp published the Tennessee Test of Rhythm and Intonation Patterns (T-TRIP). The clinical usefulness of the T-TRIP has been limited by a lack of normative data against which to compare individual children's performance. The purpose of this study was to collect normative data on the T-TRIP scores of normal four and six-year-olds. The question this study asked was: What are the means and standard deviations of T-TRIP scores from the samples of four and six-year-olds? A secondary question was: Are differences between the means of the two age groups statistically significant? Title: Normative data for the Tennessee test of rhythm and intonation patterns (T-TRIP) Author: Drommond, Ray Year: 1984 Prosody is the flow of speech created by controlling elements such as pitch, rate, loudness, and stress (Tiffany and Carrell, 1977). Prosody is vital to intelligibility of speech and also communicates meaning. Despite the importance of prosody, however, few tests for the adequacy of prosodic ability in young children have been published (Koike and Asp, 1981a). To remedy this paucity of tools, Koike and Asp published the Tennessee Test of Rhythm and Intonation Patterns (T-TRIP). The clinical usefulness of the T-TRIP has been limited by a lack of normative data against which to compare individual children's performance. The purpose of this study was to collect normative data on the T-TRIP scores of normal four and six-year-olds. The question this study asked was: What are the means and standard deviations of T-TRIP scores from the samples of four and six-year-olds? A secondary question was: Are differences between the means of the two age groups statistically significant? Close