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An abstract of the thesis of Deborah Kay Warren for the Master of Science in Speech Communication: Speech and Hearing Science presented November 2, 1994. Title: Nonlinguistic Cognitive Performance and Expressive and Receptive Language Soores in Children with Expressive Language Delay. This study was part of the Portland Language Development Project. The purpose was to establish reliability for the Goodenough Draw-A-Man Test. Additionally, nonlinguistic cognitive performance scores were correlated with soores from expressive and receptive language test soores. Finally, scores of overall cognitive function and of nonlinguistic cognitive function in children with normally developing language (NL) and with expressive language delay (ELD) were compared. The original group size was 60 children, 30 with ELD at the age of 20 months, and 30 who were a matched control group. These subjects were reevaluated during Kindergarten. The Draw-A-Man Test was administered to assess the subjects' nonlinguistic cognitive functioning. The McCarthy Scales of Children's Abilities CMCSA) was administered to assess the subjects' overall cognitive functioning. A free speech sample was analyzed using the Developmental Sentence Scoring (DSS) criteria to assess expressive language skills, and the Vineland Adaptive Behavior Scales <VABS), was used to assess receptive language skills. Draw-A-Man Test scores were correlated with the Perceptual Performance scores and the General Cognitive Index (GCI) scores of the MSCA to establish construct and concurrent validity, respectively. No significant correlation was found between the Draw-A-Man Test scores and the Perceptual Performance scores, but there was a significant correlation between the Draw-A-Man Test scores and the GCI scores. 2 Draw-A-Man Test scores were correlated with the DSS scores to examine nonlinguistic cognitive skills and expressive language. Draw-A-Man scores were correlated with scores from the receptive language subtest of the V ABS to examine nonlinguistic cognitive skills and receptive language. There were no significant correlations. Draw·A-Man Test scores from the subjects with NL were compared to the scores of those with ELD, and the GCI scores from the MSCA were compared between the two groups. No significant difference was found between the two groups on their Draw-A-Man scores, but there was a significant difference between the two groups' GCI scores. Data from this study indicated that the Draw-A-Man Test is a reliable measure for screening a child's overall cognitive performance. It is effective as a screen for children with ELD because it does not penalize them by assessing their cognitive performance via verbal language tasks. NONLINGUISTIC COGNITIVE PERFORMANCE AND EXPRESSIVE AND RECEPTIVE LANGUAGE SCORES IN CHILDREN WITH EXPRESSIVE LANGUAGE DELAY by DEBORAH KAY WARREN A thesis submitted in partial fnJfiUment of the requirements for the degree of MASTER OF SCIENCE in SPEECH COMMUNICATION: SPEECH AND HEARING SCIENCE Portland State University 1994 ACKNOWLEDGEMENTS My most sincere thanks to Dr. Rhea Paul, who provided her support throughout the writing of my thesis. It is difficult to find words to express what knowledge I have gained working as a research assistant over the past two years for Dr. Paul on the Portland Language Development Project. My involvement on this project not only made it possible for me to achieve my goal of becoming a practitioner in Speech and Language Pathology, but also, greatly enhanced my understanding of children with language disorders. A huge thank you must go to Joan McMahon, my academic advisor, whose expertise in winding through the maze of graduate school requirements is unsurpassed. And thank you Joan for helping me to learn how fragile the act of communication really is. Thanks also to Christine Chaille for adding an air of quiet assurance to my thesis defense. My most loving thanks to my father, Bob W arre~ for his help in my endeavor, and for believing in me enough to assure me, especially through the most difficult times, that I could make it through graduate school. This work is dedicated to my loving husband, Tom Allen, and my wonderful children, Rebekah and Rachael Warren-Allen. Without their ronstant love and encouragement, I would not have been able to achieve this goal. Now, I only hope to have the opportunity to return their support by helping each of them to follow their dreams. 'TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS  iii LIST OF TABLES  vii

Nonlinguistic Cognitive Performance and Expressive and Receptive Language Scores in Children with Expressive Language Delay