| PPVT & TVIP FAQ: | |
| I have been told that the PPVT-III is co-normed with the EVT. What does that mean and what is the advantage of co-norming? |
Being co-normed means that the PPVT-III and the EVT were standardized at the same time with the same population. The advantage of co-norming these two measures is that it enables the examiner to make direct comparisons of an examinee's receptive and expressive vocabulary.
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| I think I ordered the wrong version of the PPVT-III. How do A and B differ?
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Forms IIIA and IIIB are parallel forms. Many people use one form for pretesting and the other for posttesting. If you are administering PPVT-III for the first time, it doesn't matter which form you use.
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| How do I use PPVT-III to screen for an impairment? |
How to screen for any impairment is dependent on the criteria of the screening program. For example, if the PPVT-III were a component of a preschool screening program looking for children at risk for a successful school experience, a cutoff score may be set for the PPVT-III. This might be one standard deviation below the mean. Others factors or components of the screening program would also be considered.
How one screens for any impairment specifically is not determined or set by the test publisher; however, in the Technical References to the PPVT-III manual are descriptions of clinical studies completed during the standardization of the test. These sections may be useful in designing a specific screening program.
If you are interested in using the PPVT-III as part of a screening program, you might want to purchase the Technical References to the PPVT-III. Chapter 6 describes seven studies of the PPVT-III with special populations, including language delayed and learning disabled.
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| How does the TVIP correlate with the PPVT-III? |
Test de Vocabulario en Imagenes Peabody (TVIP) is a reliable measure of hearing vocabulary for Spanish-speaking children and adolescents. While based on the PPVT-R, the TVIP was developed from the parallel forms of PPVT-R (L & M) using the most appropriate items for the Spanish population. Therefore, you cannot directly correlate the PPVT-R and TVIP because they were normed on separate populations in different languages.
Some clinicians have administered the PPVT-III to their Spanish populations in the fall and again in the spring to measure student knowledge gain or to assess instructional strategies or effectiveness. Of course, these scores should not be reported because the PPVT-III was not normed on populations who spoke only Spanish and were not dominant in English.
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| To what extent is a test confidential? What information can parents be given?
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The child's parent has the right to "inspect and review" the
completed record form, in the presence of the qualified person who administered
the test or another qualified professional. The parent does NOT have the legal
right to make a copy of the form or to hand copy the information from the form.
The only part of the record form that can be photocopied is the page that contains
the score summary information (often the first page). We grant that permission
so professionals working with the child can share that information with each
other.
We have obtained copyright protection for all test materials. Details of
test items should not be released to persons who are unqualified to administer
or interpret them. According to IDEA guidelines, the child is best served
by having an expert interpret his/her test performance. Understanding the
significance of a child's performance on a test requires theoretical grounding
in child development and measurement and expertise in interpreting technical
data, including norms and validity studies. Most parents do not have this
understanding or expertise, which is why the federal guidelines were written
so that only in the presence of a qualified professional should the parent
be shown the completed record form.
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| What is the difference between the Examiner's Manual and the Technical References?
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The Examiner's Manual contains detailed information on test administration, scoring, and converting raw scores to normative scores. It gives only a summary of the technical information such as test construction, standardization, norms development, and reliability and validity.
The Technical References provides more extensive, detailed information about development, standardization, and technical characteristics of the PPVT-III.
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| What is the difference between PPVT-IIIA and PPVT-IIIB?
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There are 408 total items in PPVT-III. 204 items are in IIIA and 204 in IIIB. The forms are parallel but completely different.
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| Can I use the PPVT-III as a diagnostic instrument?
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The PPVT-III measures receptive vocabulary and screens for verbal ability. Since the EVT measures expressive vocabulary and word retrieval, if you pair it with the PPVT-III, you will obtain diagnostic information.
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| Can I get a mental age (IQ) score with the PPVT-III?
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No, although the Technical Manual has criterion validity tables that show how PPVT-III correlates with IQ tests.
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| Can I use PPVT-III as part of my Reading First assessment program?
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Federal Reading First guidelines ask that all students be assessed to monitor
their progress toward reading goals and to diagnose any special difficulties
that could affect the way they learn. PPVT-III provides a scientifically based
assessment that can be used as part of a Reading First plan. We carry a wide
variety of assessments, programs, and materials to meet federal guidelines.
For more information, visit our Reading
First resources page.
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