Special Education ETDs

Publication Date

3-22-1978

Abstract

The purpose of this study was to answer these two questions: Is there a significant difference in test results between the English and Spanish versions of the Peabody Picture Vocabulary Test (PPVT)? Second is there a significant difference when the test is administered with a monetary contingency? The sample population consisted of fifty Spanish surnamed high school work-study special education students from five high schools in the Albuquerque Public School system. Two trained examiners administered the tests individually to the students at their respective school locations. A bilingual Hispanic female administered the Spanish PPVT and an Anglo female administered the English PPVT. The test instrument used was the English Peabody Picture Vocabulary test and a non-standardized Spanish translation which was a combination of two forms previously used in some sections of New Mexico. The Spanish translation utilized words known and spoken in the local Albuquerque area. A monetary contingency of one penny per correct response was incorporated. Each student was tested with one form of the English PPVT receiving a contingency and the alternate form without a contingency and one form of the Spanish PPVT receiving a contingency and the alternate form without a contingency. Comparisons were made between: the English and Spanish versions, the English without contingency and Spanish without contingency, the English with contingency and Spanish with contingency, the English without contingency and English with contingency, and the Spanish without contingency and Spanish with contingency. Analysis of the data indicated that a significant difference in test results existed between the English and Spanish versions of the PPVT. Scores were significantly higher on the English version than on the Spanish version. The data further indicates that a significant difference in test results existed between forms administered with and without a contingency. Scores were significantly higher when a contingency was applied than when a contingency was not applied. This study indicated that the students in the sample population had higher test scores when a monetary contingency was applied and scores on the English version were higher than on the Spanish version of the PPVT.

Document Type

Thesis

Language

English

Degree Name

Special Education

Level of Degree

Masters

Department Name

Special Education

First Committee Member (Chair)

Glenn Van Etten

Second Committee Member

Roger Lee Kroth

Third Committee Member

Eloy R. Gonzales

Fourth Committee Member

Billy Leslie Watson

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