Kaufman Assessment Battery for Children, Second Edition

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Transcript Kaufman Assessment Battery for Children, Second Edition

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Kaufman Assessment Battery for Children, Second Edition KABC-II

Jenna Satrang September 30, 2012

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Changes to KABC-II

• •

Covers an extended age range: 3-18

    

Provides measurement of 5 Scales Learning/Glr Sequential/Gsm Simultaneous/Gv Planning/Gf Knowledge/Gc

Includes a measure of verbal ability

Provides two theoretical models for interpretation (Luria & CHC)

Places new emphasis on learning ability and reasoning ability

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Dual Theoretical Model

Luria Model

Sequential Processing Simultaneous Processing Planning Ability Learning Ability --------

CHC Model

(Cattell-Horn-Carroll)

Short-term Memory (G

sm

) Visual Processing (G

v

) Fluid Reasoning (G

f

) Long-term Retrieval (G

lr

) Crystallized Ability (G

c

)

Mental Processing Index (MPI) Fluid-Crystallized Index (FCI)

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Dual Theoretical Foundation Luria Term

Learning Ability

CHC Term

Long-Term Storage & Retrieval (Glr) Short-Term Memory (Gsm) Sequential Processing Simultaneous Processing Visual Processing (Gv) Planning Ability Fluid Reasoning (Gf) Crystallized Ability (Gc)

Mental Processing Index (MPI) Fluid-Crystallized Index (FCI)

Name of

KABC-II Scale

Learning/Glr Sequential/Gsm Simultaneous/Gv Planning/Gf Knowledge/Gc

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Selecting the Model

 Selection must be made before administering the KABC-II and should consider reasons for referral.

 The CHC model is given priority because Knowledge/Gc is an important aspect of cognitive functioning.

 The Luria model is preferred when the validity of the global composite would be compromised by including acquired knowledge.  Models are selected primarily with “ fairness ” in mind.

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Nonverbal Index (NVI)

 Story Completion  Triangles  Block Counting  Pattern Reasoning  Hand Movements

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Not measured in KABC-II

   Auditory Processing (Ga) Processing Speed (Gs) Reaction Time/Decision Speed (Gt)   Reading & Writing (Grw) (achievement) Quantitative Ability (Gq) (achievement)

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Selecting the CHC Model

The CHC model is recommended when evaluating children with:

   known or suspected disabilities in reading, written expression, or mathematics mental retardation behavior disorders  attention disorders

Also recommended for determining gifted and talented eligibility.

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Selecting the Luria Model

The Luria model would be preferred, for example, when testing a child: • from a bilingual background • whose non-mainstream cultural background may have affected knowledge acquisition and verbal development • with known or suspected language disorder • with known or suspected autism

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Administration Times for Core Battery

Ages 3-4 MPI Luria Model 30 Minutes FCI CHC Model 40 Minutes 5 6 7-18 40 Minutes 50 Minutes 55 Minutes 50 Minutes 60 Minutes 70 Minutes

Preparing for Administration

• Select CHC or Luria Model (or Nonverbal Index) • Identify tests that will be administered. Depending on AGE and MODEL selected: • Luria Model requires 5-8 tests • CHC Model requires 7-10 tests • Nonverbal Index requires 4-5 tests • Arrange testing materials.

• Supplementary tests can be chosen later.

(except for Delayed)

Tests in 4 Easels

Easel 1: 1. Atlantis (3-18) 2. Conceptual Thinking (3-6) 3. Face Recognition (3-4) 4. Story Completion (7-18)

Core Tests in bold

Easel 3: 10. Verbal Knowledge (7-18) 11. Rebus (4-18) 12. Triangles (3-12) Easel 2: 5. Number Recall (4-18)

6. Gestalt Closure

7. Rover (6-18)

8. Atlantis Delayed

9. Expressive Vocabulary (3-6) Easel 4: 13. Block Counting (13-18) 14. Word Order (3-18) 15. Pattern Reasoning (5-18)

16. Hand Movements 17. Rebus Delayed

18. Riddles (3-18) Tests 9, 10, & 18 are omitted if using Luria Model.

Tests for Nonverbal Index

Easel 1: 2. Conceptual Thinking (3-6) 3. Face Recognition (3-5) 4. Story Completion (7-18) Easel 2: None Easel 3: 12. Triangles (3-18) Easel 4: 13. Block Counting (13-18) 15. Pattern Reasoning (5-18) 16. Hand Movements (3-18) • 4 tests at ages 3-4 • 5 tests at all other ages

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Norm Samples

N

= 3,025, ages 3:0-18:11  Conormed with KTEA-II Comprehensive Form at ages 4:6-18:11  Tested from September 2001 through January 2003  Matches March 2001

Current Population Survey

(Census Bureau) by:  Sex   Ethnicity SES (mother ’ s education)  Region  SES within ethnicity

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Validity

 Validity Comparisons with ability and achievement instruments.  Global mean differences between the comparison instruments (except K-ABC and WPPSI-III) the KABC-II MPI and FCI scores generally fell within two points of each other.  KABC,  WISC-IV,   FSIQ and MPI= .88 (adjusted correlation means across age groups) .89 between FSIQ and FCI  .79 between FSIQ and NVI  WPPSI-III,   .73 between FISQ and MPI .81 for the FSIQ and FCI  .81 FSIQ & NVI (younger age); .43 FSIQ & NVI (older age)  WJ III   Based on a sample of 86 students ages 7 to 16 Adjusted correlation means between global scales in the mid to high .70s

 WIAT-II  Correlation between KABC-II FCI and total achievement score = .87

 Studies of clinical Validity  ED, ADHD, AU, ID, LD, and those classified as Gifted.

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Reliability

 Reliabilities of the global scale indexes are extremely high.  Averaging in the mid to upper .90s for FCI and MPI  Low .90s for the NVI  Reliabilities of core and supplemental subtests across age ranges.   Mean range from .69 (Hand movements) to .92 (Rebus) for ages 3 to 6  All but three subtests (Hand Movements, Face Recognition, Gestalt Closure) have mean coefficients of .80 or above.

Mean range from .74 (Gestalt Closure) to .93 (Rebus) for ages 7 to 18   All but four subtests (Number Recall, Hand Movements, Gestalt Closure, Story Completion) have mean coefficients of .80

Supplemental subtests have slightly lower reliabilities on average.

Test-Retest:  Global Scales  Range from the mid .80s to the mid .90s for the FCI and MPI (lower for the Nonverbal Scale)  Scale Level  Approximately .80 except for Gc which is in the high .80s to low .90s.

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Personal Review

 Very kid-friendly and fun  Practice- especially with triangles and Rover  Doesn’t cover all the Gs, but it is useful if you need a nonverbal index

Intelligent Testing

We are the most important element in evaluation…not the tests.

Alan S. Kaufman

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References

Bain, S.K.,& Jaspers, K.E. (2010). Test Review: Review of Kaufman Brief Intelligence Test, Second Edition. Journal of Psychoeducational Assessment, 28(2), 167-174.

Carroll, J.B. ( 1997). The three-stratum theory of cognitive abilities. In D. P.

Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 122-130). New York: Guilford.

Kaufman, A.S., & Kaufman, N.L. ( 2004a). Kaufman Assessment Battery for

Children, Second Edition. Bloomington, MN: Pearson, Inc

Kaufman, A.S., & Kaufman, N.L. ( 1983). Kaufman Assessment Battery for Children.

Circle Pines, MN: American Guidance Service.

Reynolds, M. R., Keith, T. Z., Fine, J., Fisher, M. E., & Low, J. A. (2007). Confirmatory factor structure of the Kaufman Assessment Battery for Children--Second Edition: Consistency with Cattell-Horn-Carroll theory. School Psychology Quarterly, 22(4), 511-539.