Photo: Dunn administering Peabody Assessing vocabulary through picture vocabulary tests: Tifaldi, Peabody, etc. PSYC 453 Meeting 4

Peabody PPVT-4 http://www.pearsonassessments.com/HAIWEB/Cultures/e n-us/Productdetail.htm?Pid=PAa30700

PPVT “mean language-age” scores in Turkey   Norms from 1974, but only urban data were used Kindergarten Home care 1st grader 2nd grader Istanbul 5;3 5;8 5;10 7;5 Diyarbakır 4;10 4;0 Van 4;7 5;4 6;3 (Aksu-Koç, Erguvanlı-Taylan, Bekman, 2002)

TİFALDİ Turkish Expressive and Receptive Language Test (Berument & Güven, 2010)

Preparing the testing setup Flat surface such as table or floor Preparing the stand for the booklet Orange side up for the bottom piece Attach the other two pieces, with white sides facing out (and blue sides facing in)

Preparing the testing setup The stand should be prepared before the child is invited to the study. Why?

Starting the test To the child: We prepared picture books to play “haydi resmi bulalım/let’s find the picture” with you. Now I will say a word, and you will show me the picture of that word, ok? Some pictures might be difficult, but show me which one you think is right, ok? Come on, let’s start now

Starting the test

Form of the question “Bunlardan hangisi köpek?” Which one out of these is a dog? NOT any of the below Bana köpeği göster ‘show me the dog’ Köpek nerede? ‘where is the dog?’ Köpek hangisi? ‘which one is the dog?’ Bul bakalım köpeği ‘find the dog, come on’ Bakalım köpek neredeymiiiş ‘let’s see where the dog is’

Warmup Examples Whatever the age of the child is, items which are on first the first two pages of the book, should be done. Example I: While showing the first page of the “TİFALDİ Alıcı Dil Alt Test”: You should ask the child: “-Bunlardan hangisi kedi? Gösterir misin?” “Which one out of these is a cat? Can you show it?” You should not point out the target or provide any extra information about the target. If the child gives a right answer: You should say:“Tamam, çok güzel” “OK, very good” and proceed to the 2nd example.

Warmup Examples If the child gives a wrong answer: (by pointing the target)“Look this is a cat”, “that is …” (the name of the animal that the child has said). By pointing the cat again you should then ask “What is the name of this?” Bak bu kedi (parmakla göstererek), bu da ....(söylediği hayvanın adı). Kedi tekrar gösterilerek: “Neymiş bunun adı?” denir. When the child says “cat”, you should say “Tamam çok güzel”, “OK, very good” and proceed to the 2nd example.

Warmup Examples Example 2 By showing the 2nd page of the “TİFALDİ Alıcı Dil Alt Testi” You should ask the child: - “Şimdi de diğer resimlere bakalım. Bunlardan hangisi yatak?” “Let’s look at the other pictures together. Which one of these is a bed?” If the child gives a right answer, you should say: - “Tamam çok güzel”, “OK, very good” And you should proceed to the main test according to the age of the child.

Warmup Examples If the child gives a wrong answer: “- Bak bu yatak, bu da .... (söylediği nesnenin adı). Yatak tekrar gösterilerek: “Neymiş bunun adı?” denir. “- Look this is a bed, and that is .... (the name of the object that the child has said). By pointing the bed again you should then ask “What is the name of this?” When the child says “bed”, you should say “Tamam çok güzel”, “OK, very good”. If the child does not point to a picture (any picture) You should say: “Which one of these is a bed? Guess” “Sence hangisi yatak? tahmin et” If s/he does not answer, you should proceed to the main test by saying “şimdi de diğer resimlere bakalım”, “let’s look at the other pictures now”. When you are done with showing the pictures you should say: “Aferin çok güzel yaptın, teşekkür ederim sana” “Well done, you have done a great job, thank you.”

Recording on the answer sheet The answers that are given to the warmup pictures should be recorded to the answer sheet but these pictures shouldn’t be included in the grading. The number of the picture that the child showed (1, 2, 3 or 4) should be written down as it is on the column of “Verilen Cevap” “The answers provided”. If the answer of the child was wrong, you should write “1” under the column of “Yanlış”/ “Wrong” Tifaldi Scoring Sheet-English.docx

Rules to terminate the test (Stop rules) At the age level of 4 if the child has 10 or more wrong answers  continue till the end of the level 4, and terminate the test) At the age level of 5 if the child has 16 or more wrong answers  continue till the end of the level 5, and terminate the test) At the age level of 6 if the child has 10 or more wrong answers  continue till the end of the level 6, and terminate the test) Note: Errors must be within the same age level of questions, but they do not have to be consecutive

Proceed... Then check the stop rule

Do not apply the “return back rule” after the age level of 4. Rules to return back When the child makes 3 consecutive errors at the age level of 4, return back to the age level of 3 When the child makes 3 consecutive errors at the age level of 3, return back to the first stage Do not apply the “return back rule” after the age level of 4.

Rules to be followed after the phase of “returning back” Rules that must be followed at the first level: The first level is finished regardless of the number of errors Return back to the point you left on the age level of 3, complete the level of 3 Return back to the point you left on the age level of 4 regardless of the number of errors, finish the level of 4 Apply the rules to terminate the test

Motivating the child During the test çok güzel (very nice) ne kadar güzel yapıyorsun (you are doing so good) ne kadar güzel oynuyorsun (you are playing so well)

Motivating the child If the child appears bored, biraz yoruldun galiba (you seem a little bit tired) sen biraz sıkıldın galiba (you seem a little bit bored) AMA çok güzel yapıyorsun ve bitirmemize çok az kaldı, (BUT you are doing so well and we are about to finish) AMA çok iyi gidiyorsun, (BUT you are doing great) resimlere bakmak hoşuna gidiyor mu? (do you enjoy looking at the pictures?) sen resim yapmasını sever misin? (do you like drawing?)

Motivating the child after an interruption Haydi, bakalım başka ne resimleri varmış, sen zaten benimle çok güzel oynuyorsun. Devam edelim mi? Come on now let’s see what else is there, you are playing really well with me. Shall we continue?

Monitoring the child’s behavior In order to prevent the child from giving the same answer to all the questions or to avoid the child answer without looking at the pictures you should be sure that the child checked all the pictures and you should make the child concentrate on the pictures by saying “Did you look at them all?”

Common questions and answers “Ne yazıyorsun, ne yapıyorsun, ne işaretliyorsun?” “What are you writing down, what are you doing, what are you marking?” “cevaplarını hatırlamak için not ediyorum” “I am making notes so that I can remember your answers”

Common responses “Bilmiyorum, sen söyle” “Burada yok ki ” “I don’t know, you tell me” “There is no such thing” “sen bir tanesini göster, önce sen tahmin et, sonra da ben söyleyeyim” “first you show me one, you guess first then I will answer”

Common questions “Bildim mi? Bu doğru cevap mı?” “Did I do it right? Was it a right answer? If the answer is right, “evet doğru cevap verdin, zaten çok güzel yapıyorsun” “yes, you did it right, you are doing great already” If the answer is wrong “bu (çocuğun gösterdiği) kalem” “bu da silgi” (doğru cevap silgi olduğunda) “this (the one the child showed) is a pencil” “and this one is an eraser” (when the right answer is eraser).

4 groups of TEÇGE, compared with TİFALDİ High economic status, low depression in moms N= 481, 47 % High economic status, high depression in moms N= 116, 11 % Low economic status, low depression in moms N = 297, 29 % Low economic status, high depression in moms N= 123, 12 %

Common problems in responses

Receptive vocabulary scores are higher in families of hi economic status, using TİFALDİ * .85 of a standard deviation difference B B Already at the age of 3, but possibly much earlier, we see that the receptive vocabulary scores are significantly higher in families of higher status--- there is .85 of a standard deviation between the two economic groups A A Low economic Status/ low depression Low economic Status/ high depression High economic Status/ low depression High economic Status/ high depression

Let’s watch and find problems in administering 47; 13

Next time Assignment 1--- we will go over it Gesture paper on KUAIS