Jack A. Naglieri

Concurrent validity of the revised Peabody Picture Vocabulary Test

In this investigation, the relationships between the Revised Peabody Picture Vocabulary Test, the Peabody Individual Achievement Test, and McCarthy Scales of Childrens Abilities were explored. The sample included 26 children randomly selected from three classes in an elementary school. The Revised Peabody Picture Vocabulary Test correlated positively and significantly with the Peabody Individual Achievement Tests total score (.53) and most of its subtests. The Revised Peabody Picture Vocabulary Test also correlated significantly with the Verbal, Quantitative, Memory, and General Cognitive Indexes of the McCarthy Scales (Median r = .76). The mean Peabody Picture Vocabulary Test score was 104.6 and nearly identical to the McCarthy General Cognitive Index (104.4) but significantly smaller than the Peabody Individual Achievement total test score (114.5).

Use of the WISC-R and PPVT-R with Mentally Retarded Children.

Explored the relationship between the Revised Peabody Picture Vocabulary test (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) for a sample of 38 mentally retarded children between the ages of 5--5 to 12--7. The PPVT-R correlated significantly with the WISC-R Verbal (.58), Performance (.48) and Full Scale (.59) IQ scores. There was no significant difference between the mean PPVT-R Standard Score Equivalent (59.9) and the mean WISC-R Verbal (59.5), Performance (62.4), or Full Scale (57.7) IG scores. Implications of these findings for the use of the PPVT-R are discussed.

FACTOR STRUCTURE OF THE WISC-R FOR CHILDREN IDENTIFIED AS LEARNING DISABLED

The aim of the present investigation was to explore the factor structure of the WISC-R for a sample of children identified as learning disabled. The sample of 140 children were between the ages of 6–2 and 14–8 (M = 9–7); 96 were males and 44 females. A principal factor analysis yielded a factor solution similar to that reported for the WISC-R standardization sample. Support for the robustness of the Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility factors for this population of learning disabled children resulted.

Comparison of the PPVT and PPVT-R for Preschool Children: Implications for the Practitioner.

The aim of this study was to compare the standard scores and age scores obtained from the Peabody Picture Vocabulary Test (1965) and the Revised Peabody Picture Vocabulary Test (1981). The sample included 88 preschool children who ranged in age from 2–6 to 5–11. The mean PPVT IQ score was 98.9 (SD = 16.9) and Mental Age was 55.2 months (SD = 20.1 mo.); the mean PPVT-R Standard Score Equivalent was 95.4 (SD = 13.4) and Age Equivalent was 48.5 months (SD = 14.6 mo.). The mean PPVT IQ and Mental Age scores were significantly higher (p < .01) than the respective Standard Scores and Age Equivalents. Implications for the use of the Revised PPVT are discussed.

Comparison of McCarthy General Cognitive Index and WISC-R IQ for educable mentally retarded, learning disabled, and normal children.

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

Inter-Rater Reliability and Concurrent Validity of the Goodenough-Harris and McCarthy Draw-A-Child Scoring Systems.

Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of 6 and 8 ½ yr. (M = 7–8; 44 males and 16 females; 36 whites and 24 blacks). The inter-rater reliabilities of the Goodenough-Harris system were .938 and .934 for the McCarthy Draw-A-Child. The scores from both drawing tests correlated significantly, .57 to .87, with the WISC-R Full Scale IQ and McCarthy General Cognitive Index. Implications are discussed as they relate to the use of the Goodenough-Harris and McCarthy Draw-A-Child systems.

McCarthy and WISC-R Correlations with WRAT Achievement Scores.

The relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement Test Reading scores were explored with a sample of 20 educable mentally retarded (M age = 7–10) and 20 learning disabled (M age = 8–1) children. Wide Range Achievement Test scores did not correlate significantly with the WISC-R and McCarthy scores for the retarded sample, while substantial correlations were found for the learning disabled group. Analysis indicated that the McCarthy and WISC-R were positively and equally related to the Wide Range Achievement Test Reading section. Implications of these findings are discussed.

Factor structure of the McCarthy scales for school-age children with low GCIs

Abstract This study aimed to cross-validate the factor analysis of the McCarthy Scales and to determine the construct validity of these scales for children who score one standard deviation below the normative mean on general cognitive ability. The sample was comprised of 77 children aged 6 to 8 1 2 with a mean General Cognitive Index (GCI) of 61.6. Principal factor analysis produced four meaningful factors which corresponded closely to four of the scales on McCarthys battery. The present findings discourage the interpretation of the Quantitative Scale for school-age children with GCIs below 84. Other implications of the results for the interpretation of McCarthy profiles for low-scoring school-aged children are discussed.

Wide Range Achievement Test: A One-Year Stability Study

This study examined the stability of the 1965 and 1978 Wide Range Achievement Test standard scores for a total sample of 115 kindergarten, first, and second grade students on the Hopi Indian Reservation in Northern Arizona. Results indicate satisfactory stability over a 1-yr. interval for the Reading, Spelling, and Arithmetic subtests using both the 1965 and 1978 editions. At the same test administration, the 1965 and 1978 standard scores correlated significantly with each other. Standard score subtest means derived from the 1965 and 1978 editions of the WRAT were compared and determined to be, in most cases, significantly different from one another.

McCarthy Scales, McCarthy Screening Test, and Kaufman's McCarthy Short Form Correlations with the Peabody Individual Achievement Test.

In this investigation, the relationships between the McCarthy Scales General Cognitive Index, the McCarthy Screening Test, Kaufmans McCarthy short form, and the Peabody Individual Achievement Test were examined. The sample included 39 children randomly selected from four classes in an elementary school. Results indicated that the Estimated General Cognitive Index by Kaufmans short form was virtually identical to the McCarthy Scales (full form) Index. The McCarthy Scales, McCarthy Screening Test, and Kaufmans short form all correlated significantly (p=.01) with the Peabody Individual Achievement Test, with the exception of the McCarthy Motor Scale. Moreover, there was no significant difference between the Peabody Total Test/Kaufman McCarthy short form correlation of.55 and the Peabody Total Test/McCarthy Screening Test correlation of.54 (t=0.09). Implications of these findings are discussed.