EVT-2EVT-2

Expressive vocabulary test (II)Expressive vocabulary test (II)

Expressive vocabulary test (II)Expressive vocabulary test (II) is: is:

Individually administeredIndividually administered Norm-referencedNorm-referenced Assesses expressive vocab and word retrievalAssesses expressive vocab and word retrieval Children and adults 2:6 to 90 yearsChildren and adults 2:6 to 90 years Labeling and synonymLabeling and synonym Word retrieval evaluated by comparing Word retrieval evaluated by comparing

expressive and receptive vocab skills using expressive and receptive vocab skills using standard score differences between EVT-2 and standard score differences between EVT-2 and conformed PPVT-4.conformed PPVT-4.

Each of forms contain three examples followed by Each of forms contain three examples followed by 190 items arranged in order of increasing difficulty.190 items arranged in order of increasing difficulty.

Examiner presents a picture from the test easel and Examiner presents a picture from the test easel and reads a stimulus question from the record form.reads a stimulus question from the record form.

Examinee must respond with one word that provides Examinee must respond with one word that provides an acceptable label for the picture, answers a specific an acceptable label for the picture, answers a specific question about the picture, or provides a synonym for question about the picture, or provides a synonym for a word that fits the pictured contexta word that fits the pictured context

Examples are given to the examinee at the beginning Examples are given to the examinee at the beginning to ensure understanding of the task.to ensure understanding of the task.

Key FeaturesKey Features development- broad sampling of words, parts of speech, full-colour development- broad sampling of words, parts of speech, full-colour

pictures, representative of races, biased items removed before printing, pictures, representative of races, biased items removed before printing, normed on a nationwide sample of 3540, matched to US census data with normed on a nationwide sample of 3540, matched to US census data with regard to sex, race, ethnicity, geographic region, education level (of parents regard to sex, race, ethnicity, geographic region, education level (of parents and examines if adult).and examines if adult).

Administration: start items, basal and ceiling restrict test to areas of abilityAdministration: start items, basal and ceiling restrict test to areas of ability Examinee not required to read, write, or give lengthy oral responses.Examinee not required to read, write, or give lengthy oral responses. Correct responses are listed in report formsCorrect responses are listed in report forms Age-based or grade-based comparison.Age-based or grade-based comparison. Standard scores allow comparison to other tests with same: i.e. tests of oral Standard scores allow comparison to other tests with same: i.e. tests of oral

language, academic achievement, and cognitive abilitylanguage, academic achievement, and cognitive ability Percentiles, normal curve equivalents, stanines, and age and grade Percentiles, normal curve equivalents, stanines, and age and grade

equivalents also availableequivalents also available Growth scale valueGrowth scale value

Applications: Applications: screening, progress monitoring, research by speech-language screening, progress monitoring, research by speech-language

pathologists, reading specialists, psychologists, who measure pathologists, reading specialists, psychologists, who measure expressive vocab. Skills in children through to adults.expressive vocab. Skills in children through to adults.

Screening: possible language difficultyScreening: possible language difficulty Screening preschoolers: high-frequency wordsScreening preschoolers: high-frequency words Word retrieval: if were able to identify words in PPVT, may Word retrieval: if were able to identify words in PPVT, may

be a problem such as aphasia (loss of ability to produce or be a problem such as aphasia (loss of ability to produce or comprehend language), or other expressive language comprehend language), or other expressive language difficulties (apraxia: loss of ability to make the movements difficulties (apraxia: loss of ability to make the movements necessary to create speech, dysarthria: difficulty with necessary to create speech, dysarthria: difficulty with articulation of speech sounds).articulation of speech sounds).

Applications cont’dApplications cont’d

Reading difficulties: understanding and assessing Reading difficulties: understanding and assessing literacy skillsliteracy skills

Monitoring growth: GSVMonitoring growth: GSV Research: longitudinal, clinicalResearch: longitudinal, clinical ELL: Inappropriate to report a normative score for ELL: Inappropriate to report a normative score for

someone who is not proficient in English. However, someone who is not proficient in English. However, the test can be used to evaluate examinee’s the test can be used to evaluate examinee’s knowledge of words and their type (high-frequency, knowledge of words and their type (high-frequency, etc). Screening and intervention.etc). Screening and intervention.

Quantitative vs. qualitative analysisQuantitative vs. qualitative analysis

Administration of the testAdministration of the test

QualificationsQualifications RapportRapport Special needsSpecial needs

Administration cont’dAdministration cont’d Order of administration: PPVT then EVT. Why? PPVT is Order of administration: PPVT then EVT. Why? PPVT is

easier, speech not required. Same order as in standardization.easier, speech not required. Same order as in standardization. Forms: A and B. If you want to compare same items on both, Forms: A and B. If you want to compare same items on both,

use A then B, or B then A. If you don’t need to compare, use use A then B, or B then A. If you don’t need to compare, use A for both or B for both.A for both or B for both.

Seating arrangement: unobstructed view of examinee, right Seating arrangement: unobstructed view of examinee, right angles, don’t show answers or report form.angles, don’t show answers or report form.

Recording info: verify all info, esp. birth date. Reason for Recording info: verify all info, esp. birth date. Reason for administering: assessing word retrieval skills, expressive administering: assessing word retrieval skills, expressive vocabulary, or screening for language impairment, depending vocabulary, or screening for language impairment, depending in reason for testing.in reason for testing.

Why do you need the birthdate? Start item and converting raw Why do you need the birthdate? Start item and converting raw to standard scores. 30 days in a month, don’t round days up to to standard scores. 30 days in a month, don’t round days up to next month.next month.

AdministrationAdministration

1. Read instructions for first examples on easel, depending on age of examinee 1. Read instructions for first examples on easel, depending on age of examinee (1/2 for 2-6:11 year olds; 2, 3 for 7 and older). If both are correct, go to (1/2 for 2-6:11 year olds; 2, 3 for 7 and older). If both are correct, go to appropriate start item for their age.appropriate start item for their age.

2. If young examinee responds incorrectly to either or both examples, go to 2. If young examinee responds incorrectly to either or both examples, go to first test item.first test item.

3. If older examinee has difficulty with 2/3, go back to example one, and 3. If older examinee has difficulty with 2/3, go back to example one, and begin starting at an earlier start item than their age would suggest.begin starting at an earlier start item than their age would suggest.

4. Teach on the start item as well. IE reinforce correct answer after you record 4. Teach on the start item as well. IE reinforce correct answer after you record it, and if incorrect answer or don’t know, record THEN teach correct it, and if incorrect answer or don’t know, record THEN teach correct answer. “Zipper. This is a zipper.”answer. “Zipper. This is a zipper.”

5. Show pictures for all questions. For questions that point to a specific body 5. Show pictures for all questions. For questions that point to a specific body part, if the examinee does not understand, point to your own body part. part, if the examinee does not understand, point to your own body part. Pictures also give context for synonyms. Follow the script in the easel Pictures also give context for synonyms. Follow the script in the easel and record form by word!and record form by word!

Admin. cont’dAdmin. cont’d

6. Basal: five consecutive correct items. Ceiling: five incorrect items in a row. 6. Basal: five consecutive correct items. Ceiling: five incorrect items in a row. Not including examples. Not including examples.

7. If examinee gets any of the first five wrong, go back til you get to five right 7. If examinee gets any of the first five wrong, go back til you get to five right in a row. Then jump ahead to where you left off and continue til you get in a row. Then jump ahead to where you left off and continue til you get to five wrong in a row. That is your ceiling.to five wrong in a row. That is your ceiling.

8. If you don’t find five in a row that are right, still move forward to get the 8. If you don’t find five in a row that are right, still move forward to get the ceiling.ceiling.

9. Administration rules: read the question as it is in the record form. no 9. Administration rules: read the question as it is in the record form. no defining the word, showing the question, spelling of words. Words may defining the word, showing the question, spelling of words. Words may be repeated only once. be repeated only once.

10. See alternative wording for repeating or prompting: p.11. 10. See alternative wording for repeating or prompting: p.11. What do you call this?What do you call this? Tell me another name for what you see.Tell me another name for what you see. Tell me one word for this.Tell me one word for this.

11. Synonyms: 11. Synonyms: Tell me another word that means the same thing and goes Tell me another word that means the same thing and goes

with the picture.with the picture. Tell me another name for the pictureTell me another name for the picture Tell me another way to say..etc. see p 11.Tell me another way to say..etc. see p 11. Response time: 10 sec.Response time: 10 sec.12. Pointing questions: make sure you point at the right part. 12. Pointing questions: make sure you point at the right part.

Make sure examinee is paying attention when you do this.Make sure examinee is paying attention when you do this.13. Same pictures from previous questions: if examinee notices, 13. Same pictures from previous questions: if examinee notices,

say yes but this is a different question. And then repeat the say yes but this is a different question. And then repeat the question. Some questions have the same picture for two question. Some questions have the same picture for two separate questions. Don’t turn the page by mistake.separate questions. Don’t turn the page by mistake.

14. “Pay attention” if distracted.14. “Pay attention” if distracted.

15. “good job” or “you are doing well” if shy or 15. “good job” or “you are doing well” if shy or reluctantreluctant

16. if you think he/she misheard, ask them to repeat 16. if you think he/she misheard, ask them to repeat question back to you. question back to you.

17. don’t say if it was right or wrong. Just say “that was 17. don’t say if it was right or wrong. Just say “that was a good answer”. a good answer”.

18. Remind examinees to look at the picture.18. Remind examinees to look at the picture.19. Circle/draw line under correct/ incorrect answer on 19. Circle/draw line under correct/ incorrect answer on

the form. If it is not there, write it in the Other the form. If it is not there, write it in the Other column.column.

20. DK: don’t know.20. DK: don’t know.

PromptingPrompting P or Figure 2.4 ( p. 13)P or Figure 2.4 ( p. 13) Only prompt for words in the prompt section of each Only prompt for words in the prompt section of each

questionquestion Use alternative sentence from p. 11Use alternative sentence from p. 11 Another answer that is in the prompt section? Ok prompt Another answer that is in the prompt section? Ok prompt

again.again. Don’t overprompt if the answer isn’t comingDon’t overprompt if the answer isn’t coming Remind examinees to say one word only.Remind examinees to say one word only. If the response contains the correct word, and has the same If the response contains the correct word, and has the same

meaning, mark it as right.meaning, mark it as right. Others, score according to answer given after prompt.Others, score according to answer given after prompt.

ScoringScoring Correct answers are in the correct box of the record formCorrect answers are in the correct box of the record form 1 for correct; 0 for incorrect1 for correct; 0 for incorrect Record last new response if they change their mind.Record last new response if they change their mind. Don’t suggest or encourage changes if they make a mistake.Don’t suggest or encourage changes if they make a mistake. If you prompt a close answer that is listed in the P box, and If you prompt a close answer that is listed in the P box, and

they get it right after this, mark it correct.they get it right after this, mark it correct. Additional prompts: multiple words, wrong form (part of Additional prompts: multiple words, wrong form (part of

speech), too vague, related word, too many words, no words, speech), too vague, related word, too many words, no words, repeat question, wrong meaning for the picture.repeat question, wrong meaning for the picture.

Scoring rulesScoring rules words are taken from the dictionary. Sometimes two words words are taken from the dictionary. Sometimes two words

have one meaning, such as field glasses.have one meaning, such as field glasses. multiple word: if contains correct word in same context, multiple word: if contains correct word in same context,

mark as right.mark as right. Don’t penalize for pronunciation or articulation errors (e.g. Don’t penalize for pronunciation or articulation errors (e.g.

lisp).lisp). Familiarized responses such as “ducky” are okay for young Familiarized responses such as “ducky” are okay for young

children.children. shortened words are sometimes okay, such as copter.shortened words are sometimes okay, such as copter. slang may be okay, such as chopperslang may be okay, such as chopper foreign words are sometimes okay, such as amigoforeign words are sometimes okay, such as amigo answer must go with the picture. answer must go with the picture. must be specific to the picture.must be specific to the picture.

SymbolsSymbols

Brackets [ ]: Brackets [ ]: Multiple answers: remind examinee to restrict to one Multiple answers: remind examinee to restrict to one

word answersword answers General categories, e.g. [other animal]General categories, e.g. [other animal] Too specific answer e.g. [specific brand], may be wrongToo specific answer e.g. [specific brand], may be wrong

Slashes /: alternative words or word endings. May Slashes /: alternative words or word endings. May be in correct or incorrect boxes.be in correct or incorrect boxes.

Parentheses ( ): alternative endings may be correct Parentheses ( ): alternative endings may be correct or incorrector incorrect

Calculating raw scoreCalculating raw score

Same as PPVT: subtract total errors from Same as PPVT: subtract total errors from highest ceiling score.highest ceiling score.

Total errors goes from first error to last. Total errors goes from first error to last. Questions below the basal are counted as Questions below the basal are counted as correct.correct.

Use the highest ceiling possible if there is Use the highest ceiling possible if there is more than one (rare).more than one (rare).

Determination of scoresDetermination of scores Sam: 8 years, 4 months, third gradeSam: 8 years, 4 months, third grade converting raw score to a standard score:converting raw score to a standard score:

compare to age or grade (Fall/spring) norms depending on examinee’s compare to age or grade (Fall/spring) norms depending on examinee’s ability level and resultsability level and results

B.1: ageB.1: age B.2: grade fall (July 1 to New Years Eve)B.2: grade fall (July 1 to New Years Eve) B.3: grade spring (New Years to June 30)B.3: grade spring (New Years to June 30) Form a or BForm a or B

Confidence interval: personal preference and reason for Confidence interval: personal preference and reason for testing.testing. 90 or 95%90 or 95% Same table, B1, 2 or 3.Same table, B1, 2 or 3. 90% chance that true score falls within the range given (possibility of 90% chance that true score falls within the range given (possibility of

test error).test error).

Percentile, NCE, or stanine:Percentile, NCE, or stanine: Percentile: B.4Percentile: B.4 Age equivalent: B.5Age equivalent: B.5 Grade equivalent: B.6Grade equivalent: B.6 Use raw score not standard!!! For age and grade equivalentsUse raw score not standard!!! For age and grade equivalents

GSV: B.5 or b.6GSV: B.5 or b.6 Use a or bUse a or b B.9 for old EVT.B.9 for old EVT.

extremely low scores: raw score of 0: don’t report standard extremely low scores: raw score of 0: don’t report standard score.score.

Was test valid for this person?Was test valid for this person? Report behavioral observations rather than standard scoreReport behavioral observations rather than standard score Extremely high scores: if they reached the maximum, they may have Extremely high scores: if they reached the maximum, they may have

been able to go further. Note this on observations.been able to go further. Note this on observations.

Interpreting scoresInterpreting scores Standard scores: average, above average, below Standard scores: average, above average, below

averageaverage no bell curve on front; simply a ruler line. no bell curve on front; simply a ruler line. Mark an x on the number corresponding to the standard Mark an x on the number corresponding to the standard

score on the upper section of the number line. Shade in score on the upper section of the number line. Shade in the confidence interval in the lower part. the confidence interval in the lower part.

Standard deviations indicate how far the examinee’s Standard deviations indicate how far the examinee’s standard score was from the mean (average).standard score was from the mean (average).

Significantly different from the norm if 2 SD’s or more.Significantly different from the norm if 2 SD’s or more. Standard score may remain the same from year to year, Standard score may remain the same from year to year,

but this still means they made progress (as age or grade but this still means they made progress (as age or grade went up and so did norms).went up and so did norms).

If progress is made, Raw score will increase, so will GSV If progress is made, Raw score will increase, so will GSV

Percentiles: can’t compare test results from Percentiles: can’t compare test results from one test to another (ordinal)one test to another (ordinal)

Stanines: often used as cutoff scores or when Stanines: often used as cutoff scores or when broad interpretations of performance are broad interpretations of performance are needed (RR- only go from 1 to 9).needed (RR- only go from 1 to 9).

Age/grade equivalentsAge/grade equivalents the age or grade at which the raw score was the the age or grade at which the raw score was the

average.average. Should not be used for diagnosis or placementShould not be used for diagnosis or placement May not reflect individual’s range or depth of May not reflect individual’s range or depth of

abilityability Cannot compare age grade equivalents from Cannot compare age grade equivalents from

different test. Why? They are not derived scores different test. Why? They are not derived scores that are distributed evenly around the mean (i.e. bell that are distributed evenly around the mean (i.e. bell curve). Differences between levels are not the curve). Differences between levels are not the same.same.

Don’t misinterpret/overinterpret these scores!Don’t misinterpret/overinterpret these scores!

GSVGSV

as examinee improves over time, GSV will as examinee improves over time, GSV will increase.increase.

Examine effectiveness of interventionExamine effectiveness of intervention Average can be taken of groups.Average can be taken of groups.

Score differences between PPVT-4 Score differences between PPVT-4 and EVT-2and EVT-2

USE AGE NORMS!! Need to know their age.USE AGE NORMS!! Need to know their age. go to the back of the report form. Write down the standard go to the back of the report form. Write down the standard

score data from both tests on the graph as earlier in the report score data from both tests on the graph as earlier in the report form (score on top; confidence interval on bottom).form (score on top; confidence interval on bottom).

Check off which form was used, A or B.Check off which form was used, A or B. subtract scores from each other. Enter difference (positive) in subtract scores from each other. Enter difference (positive) in

box. box. check for significance of result in B.7 to see whether this check for significance of result in B.7 to see whether this

difference was statistically significant or not. Circle the difference was statistically significant or not. Circle the appropriate number. .01 means less than 1% chance that appropriate number. .01 means less than 1% chance that difference happened by chance. Note the smaller the value, difference happened by chance. Note the smaller the value, the greater the significance of the difference is real and not the greater the significance of the difference is real and not due to chance.due to chance.

Prevalence and statistical Prevalence and statistical significancesignificance

Prevalence: how common is this difference in the norm Prevalence: how common is this difference in the norm population?population?

B.8: Look up the examinee’s age and difference in the table B.8: Look up the examinee’s age and difference in the table and look up the percentage in the sample population that had and look up the percentage in the sample population that had the same difference. This tells you how the same difference. This tells you how common/uncommon this is. Circle amount in the common/uncommon this is. Circle amount in the Percentage box on report form. Percentage box on report form.

““The difference is statistically significant at the .01 level, The difference is statistically significant at the .01 level, and only one out of 100 children would have the same and only one out of 100 children would have the same difference as his.”= The result is statistically significant (or difference as his.”= The result is statistically significant (or not) and this is how many people would have the same not) and this is how many people would have the same difference in the sample population. difference in the sample population.

The more significant, the less people will have the same The more significant, the less people will have the same difference. difference.

Interpreting score differencesInterpreting score differences If there is no significant difference between scores on EVT and PPVT, If there is no significant difference between scores on EVT and PPVT,

and scores are at a similar level, the examinee’s vocab level is consistent and scores are at a similar level, the examinee’s vocab level is consistent receptively and expressively.receptively and expressively.

if there is a significant difference and it is uncommon, look further.if there is a significant difference and it is uncommon, look further.

if the PPVT is higher, may be a word retrieval problem, rather than if the PPVT is higher, may be a word retrieval problem, rather than expressive vocab. Why? If they knew the answers in the PPVT, they expressive vocab. Why? If they knew the answers in the PPVT, they know the answers but are not answering correctly in the EVT. E.g. know the answers but are not answering correctly in the EVT. E.g. dysnomia: difficulty naming things. Or other expressive language dysnomia: difficulty naming things. Or other expressive language problem. May want to administer another more comprehensive oral test problem. May want to administer another more comprehensive oral test such as OWLS. Observe child in natural env’t where he speaks. such as OWLS. Observe child in natural env’t where he speaks.

if the EVT is higher, they may prefer expressing their knowledge if the EVT is higher, they may prefer expressing their knowledge verbally rather than pointing.verbally rather than pointing.