Relevant bibliographies by topics / Peabody picture vocabulary test – Traduction

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Academic literature on the topic 'Peabody picture vocabulary test – Traduction'

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Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Peabody picture vocabulary test – Traduction"

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Maddux, Cleborne D. "Peabody Picture Vocabulary Test (PPVT-III)." Diagnostique 24, no. 1-4 (March 1999): 221–28. http://dx.doi.org/10.1177/153450849902401-419.

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Stockman, Ida J. "The New Peabody Picture Vocabulary Test—III:." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 340–53. http://dx.doi.org/10.1044/0161-1461.3104.340.

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This article examines whether changes in the ethnic minority composition of the standardization sample for the latest edition of the Peabody Picture Vocabulary Test (PPVT-III, Dunn & Dunn, 1997) can be used as the sole explanation for children's better test scores when compared to an earlier edition, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Results from a comparative analysis of these two test editions suggest that other factors may explain improved performances. Among these factors are the number of words and age levels sampled, the types of words and pictures used, and characteristics of the standardization sample other than its ethnic minority composition. This analysis also raises questions regarding the usefulness of converting scores from one edition to the other and the type of criteria that could be used to evaluate whether the PPVT-III is an unbiased test of vocabulary for children from diverse cultural and linguistic backgrounds. KEY WORDS: vocabulary, multicultural assessment, standardized tests, Peabody Picture Vocabulary Test, test bias
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Campbell, Jonathan. "Book Review: Peabody Picture Vocabulary Test, Third Edition." Journal of Psychoeducational Assessment 16, no. 4 (December 1998): 334–38. http://dx.doi.org/10.1177/073428299801600405.

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Ukrainetz, Teresa A., and Deborah S. Duncan. "From Old to New." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 336–39. http://dx.doi.org/10.1044/0161-1461.3104.336.

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The Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997) is a relatively recent revision of the old standby, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Although the new vocabulary test appears to be improved in several aspects, there is one change that warrants serious attention. Data indicate that children from 4 to 10 years of age are scoring, on average, 10 standard score points higher on the PPVT-III than on the PPVT-R ( Williams, 1998). This article investigates possible reasons for this change and discusses implications for clinical practice.
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Carvajal, Howard, Jeff E. Hayes, Holly R. Miller, Deloise A. Wiebe, and Kenneth A. Weaver. "Comparisons of the Vocabulary Scores and IQs on the Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 76, no. 1 (February 1993): 28–30. http://dx.doi.org/10.2466/pms.1993.76.1.28.

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The Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised were given to 33 children (15 boys, 18 girls) who were enrolled in Grades 3, 4, and 5. The statistically significant correlations of .75, .76, and .60, respectively, between the Peabody Standard Score Equivalents and the Wechsler Vocabulary subtest scaled scores and the Wechsler Verbal and Full Scale IQs suggest that the Peabody appears to be a satisfactory screening test of intelligence for use with children in these grades.
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Carvajal, Howard, Cathy Shaffer, and Kenneth A. Weaver. "Correlations of Scores of Maximum Security Inmates on Wechsler Adult Intelligence Scale—Revised and Peabody Picture Vocabulary Test—Revised." Psychological Reports 65, no. 1 (August 1989): 268–70. http://dx.doi.org/10.2466/pr0.1989.65.1.268.

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29 men (15 white, 14 black) who were inmates at a maximum security penitentiary were given the Wechsler Adult Intelligence Scale—Revised and the Peabody Picture Vocabulary Test—Revised on which the full scale IQs correlated .80. This suggests the Peabody would serve as an effective screening test for this population.
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GOLDFIELD, BEVERLY A., CHRISTINA GENCARELLA, and KEVIN FORNARI. "Understanding and assessing word comprehension." Applied Psycholinguistics 37, no. 3 (April 10, 2015): 529–49. http://dx.doi.org/10.1017/s0142716415000107.

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ABSTRACTThe intermodal preferential looking (IPL) task was developed to assess comprehension in infants and toddlers. We extend this methodology to examine word comprehension in preschool children using two measures: proportion of looking time to target (LTT) and longest look (LL) to target. Children (3–6 years) were tested with the IPL for comprehension of nouns, verbs, and adjectives. Both LTT and LL scores showed that, across all ages, eye gaze to the target word increased from baseline to test; there were higher scores for nouns compared to verbs and adjectives. We also compare IPL performance to scores on a standardized test of receptive vocabulary (the Peabody Picture Vocabulary Test—Fourth Edition). Correlations with Peabody Picture Vocabulary Test scores were stronger for LTT than LL measures. The IPL may provide an alternative method for assessing word comprehension in preschool children with behavioral limitations.
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Carvajal, Howard, Jon Gerber, and Paul D. Smith. "Relationship between Scores of Young Adults on Stanford-Binet IV and Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 65, no. 3 (December 1987): 721–22. http://dx.doi.org/10.2466/pms.1987.65.3.721.

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The 1986 Stanford-Binet Intelligence Scale: Fourth Edition and the Peabody Picture Vocabulary Test—Revised were given to 32 students (16 men, 16 women) in general psychology. The statistically significant correlation of .69 between the two tests suggests the revised Peabody appears to be a satisfactory screening test of intelligence for use with young adults.
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Pichette, François, Sébastien Béland, and Justyna Leśniewska. "Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test." Languages 4, no. 2 (May 5, 2019): 27. http://dx.doi.org/10.3390/languages4020027.

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This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect “real” differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languages. Male participants outscored female participants, possibly due to the multiple-choice format and to the fact that most gender-biased questions favored men rather than women. Finally, our analysis process yielded only seven items out of 228 as showing gender DIF, which is much lower than the numbers reported in the literature for ESL tests. This low figure suggests that the high number of gender-related DIF items reported in previous research might be attributed to the use of DIF detecting methods that do not take into account artificial DIF stemming from the cross-contamination of test items.
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Nandurkar, Aparna, and Suchita Oak. "Performance of English-speaking Indians on the Peabody Picture Vocabulary Test." Asia Pacific Journal of Speech, Language and Hearing 4, no. 3 (September 1999): 193–203. http://dx.doi.org/10.1179/136132899807557466.

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Dissertations / Theses on the topic "Peabody picture vocabulary test – Traduction"

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Tanguay, Michelle. "Validation d'un test de vocabulaire américain par un procédé multi-techniques de traduction." Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/37375.

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"La traduction de toute méthode et de tout instrument de mesure développés par et pour un autre milieu culturel, doit être vérifiée afin d’éliminer l’erreur causée par la contamination des données de départ. La version de langue française des items 40 à 79 de la forme A du test de vocabulaire "P.P.V.T.” a été validée par une procédure multi-technigues. Après une technique de retraduction réalisée par deux groupes de traducteurs, une autre équipe de traducteurs a analysé les différentes versions obtenues pour choisir la meilleure traduction à chacun des items. Deux groupes de sujets anglophone et francophone ont passé ce test ou sa version et, après analyse de leurs résultats, leurs moyennes se sont avérées être comparables. La version en langue française de cette partie du *’P . P . V . T ., comparée au test original, est donc fidèle (selon le coefficient alpha de l’analyse de la fidélité) et valide (selon une analyse de la covariance)."
Québec Université Laval, Bibliothèque 2019
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Karner, Malin, and Philip Mattsin. "Anpassning av ett ordförrådstest : En reviderad svensk översättning av Peabody Picture Vocabulary Test - IV." Thesis, Uppsala universitet, Logopedi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339478.

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Speech and language pathologists (SLP) use vocabulary tests as one of several means of investigating and evaluating suspected speech and language disorders. A test widely used when assessing receptive vocabulary is Peabody Picture Vocabulary Test (PPVT) IV. Several different Swedish translations of PPVT-IV exists today, most of which have not yet been studied. Since earlier studies have confirmed that Swedish translations of PPVT lack a steadily increasing level of difficulty, Swedish SLPs are uncertain as to how applicable the test is on a Swedish population. In this study, a Swedish translation of PPVT-IV was revised with the purpose of constructing a steadily increasing level of difficulty. The study comprised 172 monolingual children from grade 1, 3, 5, 7 and 9, tested by the authors of this thesis. The participants were recruited from ten schools in Uppsala. For 21 of the 228 PPVT-IV items, two different translations were tested to enable adjustment of the level of difficulty afterwards. Based on the results of the participants, a revised translation was developed with a more steadily increasing level of difficulty. Further adaptations are still needed before standardised norms can be developed for a Swedish population. The results for every grade displayed an average score above the American age standards. Participants from grade 1 performed one year above, participants from grade 3, 5 and 7 all performed two years above, and participants from grade 9 performed six to eight years above the American age standards for the corresponding age.
Logopeder använder ordförrådstest som ett av flera instrument för att utreda och bedöma misstänkta språkliga svårigheter. Ett test som ofta används vid bedömning av det receptiva ordförrådet är Peabody Picture Vocabulary Test (PPVT) IV. På svenska finns idag flera olika översättningar av PPVT-IV vars användbarhet ej undersökts. Tidigare studier har visat att svenska översättningar av PPVT har brister i form av en ojämnt stigande svårighetsgrad och logopeder är därför osäkra på hur användbart testet är. I föreliggande studie reviderades en svensk översättning av PPVT-IV med syfte att konstruera en jämnt stigande svårighetsgrad. Studien omfattade 172 enspråkiga elever från årskurs 1, 3, 5, 7 och 9 testade av författarna till föreliggande uppsats. Deltagarna rekryterades från tio skolor i Uppsala. För 21 av de 228 uppgifterna i PPVT-IV testades två ord per uppgift för att möjliggöra justering av testets svårighetsgrad i efterhand. Utifrån deltagarnas resultat utarbetades en översättning som ger testet en mer jämnt stigande svårighetsgrad. Ytterligare revideringar behöver dock göras för att jämna ut svårighetsgraden ännu mer innan det är aktuellt att ta fram normer för en svensktalande population. I jämförelse med den amerikanska standardiseringen presterade de svenska deltagarna från samtliga årskurser i genomsnitt betydligt högre än motsvarande åldrar i den amerikanska populationen. Deltagarna från årskurs 1 presterade ca ett år högre, deltagarna från årskurs 3, 5 och 7 presterade ca två år högre och deltagarna från årskurs 9 presterade ca sex till åtta år högre än motsvarande åldrar inom den amerikanska standardiseringen.
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Conoley, Colleen Adele. "Differential item functioning in the Peabody Picture Vocabulary Test - Third Edition: partial correlation versus expert judgment." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/151.

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This study had three purposes: (1) to identify differential item functioning (DIF) on the PPVT-III (Forms A & B) using a partial correlation method, (2) to find a consistent pattern in items identified as underestimating ability in each ethnic minority group, and (3) to compare findings from an expert judgment method and a partial correlation method. Hispanic, African American, and white subjects for the study were provided by American Guidance Service (AGS) from the standardization sample of the PPVT-III; English language learners (ELL) of Mexican descent were recruited from school districts in Central and South Texas. Content raters were all self-selected volunteers, each had advanced degrees, a career in education, and no special expertise of ELL or ethnic minorities. Two groups of teachers participated as judges for this study. The "expert" group was selected because of their special knowledge of ELL students of Mexican descent. The control group was all regular education teachers with limited exposure to ELL. Using the partial correlation method, DIF was detected within each group comparison. In all cases except with the ELL on form A of the PPVT-III, there were no significant differences in numbers of items found to have significant positive correlations versus significant negative correlations. On form A, the ELL group comparison indicated more items with negative correlation than positive correlation [χ2 (1) = 5.538; p=.019]. Among the items flagged as underestimating ability of the ELL group, no consistent trend could be detected. Also, it was found that none of the expert judges could adequately predict those items that would underestimate ability for the ELL group, despite expertise. Discussion includes possible consequences of item placement and recommendations regarding further research and use of the PPVT-III.
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Smalley, Judith Ellen. "The differential predictive validity of the Spanish and English versions of the Peabody Picture Vocabulary Test." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2797.

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The purpose of this study was to determine the predictive validity of the Spanish and English versions of the Peabody Picture Vocabulary Test for entering limited English proficient (LEP) Spanish and monolingual English kindergarten students. The criterion was reading achievement as measured by the Total Reading subtest of the Comprehensive Tests of Basic Skills (CTBS) and the Spanish Assessment of Basic Education (SABE). In addition, percentage of instructional time in Spanish was examined as a variable which may combine with the vocabulary scores to predict achievement for the Spanish speaking students. Selected for the study were 355 monolingual English speaking and 208 monolingual Spanish-speaking kindergarten students from a single district in central California. The LEP students included were those who scored a "one," no English, on the Bilingual Syntax Measure (BSM) upon entering kindergarten. Students included in the study were selected over 3 school years and 25 kindergarten teachers. Ninety percent of the district's students were on free or reduced cost lunch. The results of this study indicate there is a statistically significant relationship between entering kindergarten students' vocabulary scores and end of the first grade reading achievement but the vocabulary scores differentially predict achievement for the Spanish and English students. English speaking students scored significantly higher in reading achievement than Spanish-speaking students. The amount of time spent instructing in Spanish during the first grade combines with the students' language and vocabulary scores for a greater increment in the prediction of reading achievement. LEP Spanish-speaking students instructed more than 75% of the time in Spanish at the first grade level scored significantly higher in reading achievement than those instructed less than 75% of the time.
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Safadi, Lynn. "A comparison of two vocabulary tests used with normal and delayed preschool children." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4144.

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The purpose of this study was to determine if a difference exists between mean standard scores of the Peabody Picture Vocabulary Test - Revised (PPVT-R) (Dunn and Dunn, 1981) and the Expressive One- Word Picture Vocabulary Test (EOWPVT) (Gardner, 1979) for children in several diagnostic categories. The subjects used in this study were 45 preschool children ranging in age from 36 to 47 months. These subjects were divided into groups of normal, expressively language-delayed (ELD) and normal children with a history of expressive language delay (HELD).
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Church, Rex W. "An investigation of the value of the Peabody picture vocabulary test-revised and the Slosson intelligence test as screening instruments for the fourth edition of the Stanford-Binet intelligence scale." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467365.

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The Peabody Picture Vocabulary Test-Revised (PPVT-R) and Slosson Intelligence Test (SIT) were designed, at least in part, to provide a quick estimate of scores which might be obtained on the Stanford-Binet Intelligence Scale, Form L -M, without requiring extensive technical training by the examiner. Both the PPVT-R and SIT are frequently used as screening instruments to identify children for possible placement in special education programs, remedial reading groups, speech and language therapy, gifted programs, or "tracks." This study investigated the value of the PPVT-R and SIT as screening instruments for the Fourth Edition Stanford-Binet.Fifty students, grades kindergarten through fifth, were randomly selected to participate in the study. All subjects were involved in regular education at least part-time. Subjects were administered the PPVT R, SIT, and Fourth Edition Binet by a single licensed school psychologist. The administration order of the instruments was randomized. Participants were tested on consecutive school days (10) until all subjects had been administered the three instruments.Correlation coefficients were determined for the Standard Score of the PPVT-R and each Standard Age Score of the Binet (four area scores and one total test score), as well as for the SIT IQ score and each Standard Age Score of the Binet. All correlations were positive and significant beyond the p<.Ol level except between the PPVT-R and Binet Quantitative Reasoning.Analyses of Variance were used to determine mean differences of scores obtained on the three instruments. Significant differences (p<.05) were found between scores on the PPVT-R and Abstract/Visual Reasoning, SIT and Verbal Reasoning, SIT and Short-Term Memory, SIT and Abstract/Visual Reasoning, and SIT and Total Test Composite.Results indicated that, in general, the SIT is a better predictor of Fourth Edition Binet scores than the PPVT R, however frequently yielded significantly different scores. It was concluded that neither the PPVT R nor SIT should be used as a substitute for more comprehensive measures of intellectual functioning, and caution should be used when interpreting their results. Much more research is needed to clarify the diagnostic value of the Fourth Edition Stanford-Binet as a psychometric instrument.
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Schneider, Diana. "A comparison of preschool scores on the PPVT-R and the TELD." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3527.

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The purpose of this study was to compare PPVT-R age equivalents with language ages from the Test of Early Language Development - TELD 2 (Hresko, Reid, and Hammill, 1981) for a preschool population. This study sought to find the strength of association between the PPVT-R age equivalents and the TELD language ages. The subjects used in the study were 54 preschool children ranging in age from 3-6 through 4-7 years. Normal children were selected for the study based on their chronological age, sex, and socioeconomic status - SES.
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Ng, Agnes Oi Kee. "Relationships among the Stanford-Binet Intelligence Scale : Fourth Edition, the Peabody Picture Vocabulary test-Revised and teacher rating for Canadian Chinese elementary age students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31247.

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The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale. The subjects were found to perform more than one standard deviation below the norm on the Peabody Picture Vocabulary test - Revised, which is a test of receptive language. Chinese speaking home environments and the culturally biased items in the test might have resulted in the significantly low score obtained by the subjects. On the Stanford-Binet Intelligence Scale: Fourth Edition, the subjects did not perform significantly different from the norm on the Test Composite, Verbal Reasoning, Abstract/Visual Reasoning, Short-Term Memory and seven subtests. They did score significantly higher than the norm on Pattern Analysis, Matrices, Number Series and Quantitative Reasoning and significantly lower on Copying and Memory for Sentences. When compared with a group of Asian subjects (ages 7-11) from the Stanford-Binet standardization sample, the subjects performed significantly higher on Quantitative Reasoning and lower on Short-term Memory. As consistent with the results of previous research, the subjects in the present study excelled in visual/perceptual and mathematical tests. It is possible that their (English Language) proficiency may have brought about significantly low score in Memory for Sentences. The four reasoning area scores on the Stanford-Binet were found to be significantly different from each other with the subjects' highest score in Quantitative Reasoning and the lowest in Short-Term Memory. Correlations among the three measures reached statistical significance ranging from the thirties to the sixties. Teacher rating correlated equally well with the standardized tests as there was no significant difference among the correlations. However, the correlations indicated that though these tests shared something in common, in practice, they cannot be used interchangeably. The study concluded that the Peabody Picture Vocabulary Test - Revised may not be an appropriate instrument for measuring the receptive language of Chinese students who have English as their second language. The Stanford-Binet Intelligence Scale: Fourth Edition could be considered a valid measure of the cognitive ability of this group of students. The positive and significant correlations among Teacher Rating and standardized tests indicate that teachers' perception of student ability parallels what formal testing reveals.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Nordlund, Alissa Clare. "Correlation of preschoolers' performance on three language comprehension tests." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3909.

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The purpose of this study was to determine the relationship between the Peabody Picture Vocabulary Test-Revised, (PPVT-R) and receptive subtest of the Preschool Language Scale (PLS), and between the PPVT-R and the Test of Auditory Comprehension of Language-Revised (TACL-R), as well as determine how the tests compare in identifying children in need of further evaluation in the area of receptive language. The reasoning behind the goal of this study was to determine that if the three tests showed a strong, positive correlation and identified the same children as needing further assessment, then perhaps the test which was easier and shorter to administer (the PPVT-R) could be used with more confidence 2 as a quick, reliable screening tool of overall receptive language ability. In other words, if a child does poorly on the PPVT-R, one could assume that the child would most likely score below average on the other two tests also. Based on the results of this study, one cannot make this assumption.
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Stocks, Christy Gail. "Data on the PPVT-R for black kindergarteners." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3761.

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The purpose of this study was to obtain data from the PPVT-R scores of low and middle SES black kindergartners in the Portland area to determine if there is a difference between their scores and the scores reported in the PPVT-R. The primary question to be answered was do the scores of black kindergartners in Portland vary significantly dependent upon SES? The secondary questions this study sought to answer were: what are the means, standard deviations, and ranges of scores for black kindergartners in Portland and what are the means, standard deviations, and ranges for each two-month age group of black kindergartners in Portland?
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Books on the topic "Peabody picture vocabulary test – Traduction"

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Williams, Kathleen T. Technical references to the Peabody Picture Vocabulary Test, third edition (PPVT-III). Circle Pines, MN: American Guidance Service, 1997.

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2

Dunn, Lloyd M. Échelle de vocabulaire en images Peabody (EVIP). Toronto, Ont: Psycan, 1993.

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Landry, Chantal E. Étude de l'applicabilité de l'adaptation Dudley/Delage du 'Peabody Picture Vocabulary Test' chez une population enfantine sudburoise. Sudbury, Ont: Laurentian University, Department of Psychology, 1986.

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PPVT-III. Circle Pines, Minn: American Guidance Service, 1997.

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Book chapters on the topic "Peabody picture vocabulary test – Traduction"

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Naglieri, Jack A. "Peabody Picture Vocabulary Test." In Encyclopedia of psychology, Vol. 6., 74–75. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-023.

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Eigsti, Inge-Marie. "Peabody Picture Vocabulary Test." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_531-3.

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Henninger, Nathan. "Peabody Picture Vocabulary Test." In Encyclopedia of Clinical Neuropsychology, 2612–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1581.

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Eigsti, Inge-Marie. "Peabody Picture Vocabulary Test." In Encyclopedia of Autism Spectrum Disorders, 2143–46. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_531.

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Henninger, Nathan. "Peabody Picture Vocabulary Test." In Encyclopedia of Clinical Neuropsychology, 1889–90. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1581.

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Henninger, Nathan. "Peabody Picture Vocabulary Test." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-56782-2_1581-2.

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Eigsti, Inge-Marie. "Peabody Picture Vocabulary Test." In Encyclopedia of Autism Spectrum Disorders, 3357–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_531.

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McKinlay, Audrey. "Peabody Picture Vocabulary Test –Third Edition (PPVT-III)." In Encyclopedia of Child Behavior and Development, 1072. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2093.

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"PPVT: Peabody Picture Vocabulary Test." In Encyclopedia of Autism Spectrum Disorders, 3591. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_301234.

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"Peabody Picture Vocabulary Test, Fourth Edition (PPVT)." In Encyclopedia of Autism Spectrum Disorders, 2146. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101008.

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Conference papers on the topic "Peabody picture vocabulary test – Traduction"

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Huggins, Jane E., Ramses Eduardo Alcaide-Aguirre, Abdulrahman W. Aref, David Brown, and Seth A. Warschausky. "Brain-computer interface administration of the Peabody Picture Vocabulary Test-IV." In 2015 7th International IEEE/EMBS Conference on Neural Engineering (NER). IEEE, 2015. http://dx.doi.org/10.1109/ner.2015.7146552.

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Reports on the topic "Peabody picture vocabulary test – Traduction"

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Cole, Kevin. A Comparison and Item Analysis of Responses between Black Children and Language Delayed White Children on the Peabody Picture Vocabulary Test. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2127.

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