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1.
The Kaufman Assessment Battery for Children (K-ABC) purports to assess fluid and crystallized intelligence via processing and achievement subtests, respectively. Eight K-ABC Mental Processing and five K-ABC Achievement subtests were administered to 41 gifted students. Scores were subsequently compared to concurrent achievement measures from the California Achievement Test (CAT), as well as previously obtained mental ability measures (Wechsler Intelligence Scale for Children-Revised [WISC-R], Stanford-Binet [SB], and Wide Range Achievement Test [WRAT] achievement scores). In general, K-ABC mental ability scores were lower than WISC-R and SB IQs. K-ABC achievement scores were consistent with K-ABC mental ability scores, but more highly related to SB and WISC-R VIQ (r = .42 and .40, respectively) than to WISC-R FSIQ (r = .16) and PIQ (r = .09), or to the K-ABC Mental Processing (Composite r = .17), Simultaneous Processing (r = .08), and Sequential Processing scores (r = .20). With the exception of WRAT Word Recognition, WRAT, K-ABC, and CAT achievement scores were similar. The patterns of intercorrelations suggest that the K-ABC achievement scores are more verbally loaded than are the CAT and WRAT achievement measures. 相似文献
2.
The basic question addressed in this study was whether the discrepancies found between the Mental Processing Composite (ability component) and the Achievement subtests of the Kaufman Assessment Battery for Children (K-ABC) corresponded with the discrepancies found between the WISC-R Full Scale IQ and the PIAT subtests, or whether use of the K-ABC over the WISC-R and PIAT results in the identification of different students. The differences were evaluated using four standard score procedures for calculating a severe discrepancy. It was found that the K-ABC and WISC-R/PIAT approaches to the determination of a score difference resulted in the identification of different populations of students. The high average PIAT standard scores together with the lower subtest reliabilities appeared to be the primary source of disparity between the K-ABC and WISC-R/PIAT comparisons. 相似文献
3.
The purpose of this study was to examine the relationship of the Kaufman Assessment Battery for Children (K-ABC), the WISC-R, and the Woodcock-Johnson Psychoeducational Battery (W-JPB), Part Two, with children who experience learning disabilities. Correlational analyses were used to examine relationships among the WISC-R, K-ABC Mental Processing and Achievement scales, and the W-JPB Achievement scales. Thirty-four children with learning disabilities (mean age 8–11 years) received all three measures. Correlation coefficients indicated stronger and more consistent relationships between the WISC-R and W-JPB Achievement tests than between the K-ABC and W-JPB Achievement tests. Significant relationships between the WISC-R Full Scale IQ and the K-ABC Mental Processing Composite (MPC) revealed evidence of validity for this learning disabled sample. However, correlation coefficients among the K-ABC Achievement subtests and the W-JPB Achievement clusters indicated both convergent and discriminant validity. Thus, it is suggested that both the K-ABC MPC, for assessment of cognitive abilities, and the W-JPB Achievement clusters could be employed in discrepancy formulas for special education placement of children with learning disabilities. 相似文献
4.
Possible bias in the differential predictive validity of the Kaufman Assessment Battery (K-ABC) was investigated with 76 Anglo and 90 Mexican American fifth- and sixth-grade boys and girls. All children were English-speaking and from similar socioeconomic backgrounds. The criterion variable was the Comprehensive Tests of Basic Skills (CTBS; Language, Reading, Mathematics, and Total Scores). Several statistical techniques were used to investigate test bias (examination of predictive validity coefficients; two methods of examining homogeneity of slopes of the regression lines). The results showed considerable evidence of bias in differential predictive validity, indicating that the global cognitive score of the K-ABC (the Mental Processing Composite) was less effective in predicting CTBS scores for the Mexican American group than for the Anglo group. 相似文献
5.
The authors of the Kaufman Assessment Battery for Children (K-ABC) assert that, in addition to a discrepancy between learning potential and academic achievement, learning disability is characterized by poor sequential relative to simultaneous processing skills. The present study was designed to determine whether the K-ABC could discriminate between learning disabled and normal children on the basis of these characteristics. Forty-three LD pupils from 7 to 12 years of age and 20 normally achieving children of similar age were administered the K-ABC. Results indicated that, for both the LD and the normal children, scores on the Sequential Processing Scale were significantly lower than on the Simultaneous Processing Scale. In addition, the aiscrepancy between Simultaneous and Sequential scale scores was similarly distributed in both groups. The LD group scored lower and the normal group higher on the Achievement Scale than on the Mental Processing Composite. The results, therefore, indicated that the K-ABC differentiated LD from normal children in terms of Achievement relative to M.P.C. scores; however, it failed to reveal a unique profile pattern related to simultaneous vs. sequential processing skills for the LD group. Further analyses of the relationship between K-ABC processing scale scores and WISC-R scores, as recategorized by Bannatyne, revealed significant correlations between measures, indicating similar underlying theoretical constructs. 相似文献
6.
This study examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Kaufman Assessment Battery for Children (K-ABC) with 47 students referred for learning difficulties. A comparison of the correlations of each of the criterion measures from the K-ABC global scales showed a more substantial relationship between the PPVT-R standard score and the K-ABC Achievement scale than with other K-ABC scales. In an effort to further examine the relationship between the PPVT-R and the K-ABC, a stepwise multiple regression was calculated, with the standard scores of the K-ABC global scales serving as the predictor variables of the PPVT-R. This analysis indicated that the K-ABC Achievement global scale was the only significant predictor of the PPVT-R. Implications for practitioners were discussed. 相似文献
7.
Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported. 相似文献
8.
Convergent and discriminant validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) were examined using 51 first-grade children. Convergent validity was assessed using the Reading Recognition and Comprehension subtests of the Peabody Individual Achievement Test. Discriminant validity was assessed using a measure of anxiety/self-esteem, the Child Anxiety Scale, and a measure of hyperactive behavior, the Hyperactivity scale of the Achenbach Child Behavior Checklist. Results supported the convergent validity of the K-ABC; correlations with reading achievement were fairly large. The discriminant validity received only partial support. The K-ABC did not correlate with the Child Anxiety Scale, but did show rather large correlations with the measure of hyperactive behavior. Implications for understanding what the K-ABC Mental Processing Scales are measuring are discussed. 相似文献
9.
The comparability of the Test of Cognitive Skills (TCS) with the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) with 75 elementary- and middle-school-aged gifted students was investigated. Results indicated that the mean Cognitive Skills Index was about 6 points higher than the WISC-R FSIQ and about 9 points higher than the SBIV Composite score. Correlation coefficients between the TCS Cognitive Skills Index and the SBIV Composite score and the WISC-R FSIQ were.51 and.41, respectively. Absolute differences between individual scores revealed that 44% of the students' SBIV Composite scores were more than 10 points different than their Cognitive Skills Index, and 28% of the students' WISC-R FSIQ scores were more than 10 points different. The results indicated limited comparability between the TCS and WISC-R and SBIV. The implications of these findings and future research questions are discussed. 相似文献
10.
This study investigated the construct validity of the Kaufman Assessment Battery for Children (K-ABC) via correlational procedures with the WISC-R. Thirty-two special population children selected from kindergarten through grade five participated in the study; 19 children were diagnosed as learning disabled, 13 as educable mentally retarded. A high relationship between the WISC-R FSIQ and the K-ABC Mental Processing composite revealed evidence of construct validity in the measurement of intelligence. The K-ABC diagnosed the learning disabled but failed to diagnose the mentally retarded children. The K-ABC Sequential Processing Scale appeared to offer a unique construct (analytic, temporal sequencing) not measured by the WISC-R. Implications for the usefulness of the K-ABC are discussed. 相似文献
11.
John S. Childres Thomas W. Durham Larry M. Bolen Linda H. Taylor 《Psychology in the schools》1985,22(1):29-33
The Kaufman Assessment Battery for Children (K-ABC) was administered to 44 4th-, 5th-, and 6th-grade students. Six months later, all students received the California Achievement Test (CAT). Significant positive correlations were obtained between K-ABC variables and CAT scores. CAT subtest scores and total score correlated higher with the K-ABC ACHV scale than with the K-ABC SEQ, SIM, or MPC scales on 8 of the 12 comparisons. The results support the predictive utility of the K-ABC, and also provide support for the differential validity of the K-ABC achievement vs. mental processing scales. 相似文献
12.
Jack A. Naglieri 《Psychology in the schools》1985,22(2):133-141
The aim of this investigation was to examine normal (N = 34), learning disabled (N = 34), and borderline mentally retarded (N = 33) children's performance on the WISC-R and K-ABC. Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite by group (F = 0.7, p > .15). The Full Scale IQ and Mental Processing Composite standard score correlated .85 for the entire sample, and all other subscale correlations ranged from .65 to .90 (all significant at p < .001). Analysis of Verbal-Performance, Mental Processing-Achievement, and Simultaneous-Sequential discrepancy means by group revealed no significant differences in comparison to normative values. Subtest patterns analysis revealed high rank order correlations between the learning disabled and mentally retarded groups, but lower correlations between the exceptional and normal groups. Implications of these findings are discussed. 相似文献
13.
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. 相似文献
14.
This study assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K-ABC) for 51 “at-risk” (Low Birthweight, Head Start, and Developmentally Delayed) and 33 “normal” preschool children. The K-ABC Mental Processing Composite (MPC) and McCarthy General Cognitive Index (GCI) correlated significantly for both groups, but was significantly greater for the at-risk preschoolers. The at-risk group achieved a significantly higher mean MPC than GCI, while the normal comparison subjects achieved a slightly lower mean MPC. As reflected in previous studies, the GCI seems to provide an accurate estimate of the at-risk child's typical classroom performance. While the MPC may afford an estimate of such children's capacity for academic growth, if provided appropriately tailored remediation, it may also be missing critical aspects of children's cognitive functioning. Mean score discrepancies for at-risk preschoolers were discussed in relation to the theoretical and psychometric properties of the K-ABC and McCarthy. 相似文献
15.
This study examined the concurrent validity of several new and revised conceptual language measures. The Bracken Basic Concept Scale (BBCS), Boehm Test of Basic Concepts-Preschool Version (Boehm-PV) or Boehm-Revised (Boehm-R), and PPVT-R were administered to 99 preschool children (mean age = 5–2). The K-ABC Achievement Scale Composite (K-ABC ACH) was utilized as a criterion measure of achievement. The BBCS correlated significantly with the PPVT-R, and both correlated significantly and comparably with the Boehm-PV and Boehm-R. The BBCS, Boehm-R, and PPVT-R correlated significantly with K-ABC ACH. The BBCS proved significantly more difficult for children than did the Boehm-R, and the authors suggested variables that may have contributed to the discrepancy. The BBCS appears to be a valuable new measure of basic concept acquisition and would seem to hold a distinct advantage of allowing for repeated measurement with the same instrument across the preschool-early elementary school years. 相似文献
16.
The Kaufman-Assessment Battery for Children (K-ABC), a measure of cognitive functioning, was administered to 26 male and 24 female hearing-impaired elementary school students to determine its appropriateness for hearing-impaired children. The Wechsler Intelligence Scale for Children-Revised (WISC-R) also was administered. Scores for the present hearing-impaired sample on the K-ABC were compared with the normative group and were correlated with the WISC-R and standard achievement test scores. Results showed that both the Simultaneous Processing Scale and the Nonverbal Scale seemed appropriate for hearing-impaired children, whose scores were similar to those of the test's normative sample. Scores on the K-ABC also correlated highly with scores from the WISC-R. The Sequential Processing Scale was more problematic and not as useful. The K-ABC was significantly related to school achievement. Difficulties in the administration of the instrument with hearing-impaired children also are discussed. 相似文献
17.
LeAdelle Phelps 《Psychology in the schools》1989,26(2):125-129
The WISC-R and the Fourth Edition of the Stanford-Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2-point difference between the mean SB: FE Composite score and the mean WISC-R Full Scale score was found, (r = .393, p. ⩽ .01), the t test between the two scores was significant (t = 2.30, p ⩽ .05). Correlations between the three scales of the WISC-R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC-R Verbal) to .599 (SB: FE Short-Term Memory with WISC-R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any of the WISC-R scores. 相似文献
18.
The K-ABC and the Stanford-Binet IV (abbreviated test battery) were administered in a counterbalanced order to 32 gifted third- and fourth-grade students. It was found that the Stanford-Binet IV produced scores that were an average of eight points higher than those on the K-ABC. The concurrent validity coefficient of .70 indicated a high degree of association between test performance on these two tests. When the diagnostic heuristic of +2 SDs is used to identify gifted children, 68.6% concordance was found between these tests. Eighty percent of the discordance involved cases in which the Binet IQ was above +2 SDs and the K-ABC was below +2 SDs. Implication for the assessment of gifted children is discussed. 相似文献
19.
Eighty practitioners with varying levels of experience in the administration of the Kaufman Assessment Battery for Children (K-ABC) were asked to complete a K-ABC Abilities Matrix to indicate their perceptions of the specific abilities assessed by each of the ten K-ABC Mental Processing subtests. The practitioners' responses were compared to the perceptions of the K-ABC authors, and, in roughly half of the judgements, a majority of the practitioners agreed with the test authors, while the remaining judgements constituted majority disagreements. The practitioners associated additional psychoeducational abilities or skills, that had not been identified previously by the K-ABC authors, with several of the K-ABC subtests. 相似文献
20.
Karen L. Davidson 《Roeper Review》2013,35(3):111-115
This study compared relative cognitive strengths of American Indian and White students, ages seven through twelve years. The sample group included 57 American Indian subjects and 60 White subjects attending schools within a single school district in southcentral Montana. These children had all been referred for assessment for possible placement in an enrichment program for students of high ability. All subjects were administered the Kaufman Assessment Battery for Children, and scores were analyzed through a one‐way Analysis of Variance. There were found to be no significant differences between the two group means on the Mental Processing Composite. However, Indian subjects scored significantly higher than White subjects in Simultaneous Processing, and White subjects scored significantly higher than Indian subjects in Sequential Processing. Indian subjects also achieved significantly higher scores in three of five Simultaneous Processing subtests. Possible interpretations of statistical differences and implications for educators are discussed. 相似文献