California Association of School Psychologists Burlingame CA March

California Association of School Psychologists Burlingame, CA March 18, 2004 The Revisions of the Kaufman Assessment Battery for Children (KABC-II) and Kaufman Test of Educational Achievement (KTEA-II) Alan S. Kaufman Mark H. Daniel

Original K-ABC—The Positives • Smaller ethnic differences for African Americans, Hispanics, and Native Americans • Theory-based** • Novel tasks** • Teaching Items**

Original K-ABC—The Positives • Interpretive Manual** • Many validity studies in manual** • Special Education children in standardization sample** • Easy to Administer & Score • Includes Nonverbal Scale

Original K-ABC—The Negatives • Excluded verbal ability from measure of intelligence • Measured too few abilities (only Sequential-Simultaneous Processing) • Alternative interpretations feasible • Too much memory, not enough reasoning ability

Goals of the KABC-II • Keep the positives of the K-ABC and eliminate its negatives • Develop a test that will help effect change • Expand age range to 3 -18 years (K-ABC range was 2½ -12½ )

Goals of the KABC-II Offer flexibility to examiner • Two Theories—Luria & CHC • Two Global scores—MPI & FCI • Nonverbal Scale • Core Battery + Supplementary Subtests + Supplementary Delayed Recall Scale + Out-of-Level Norms

Goals of the KABC-II Keep the Best K-ABC Subtests and develop interesting new ones • Eight K-ABC subtests were eliminated • Eight K-ABC subtests were retained • Eight new subtests were added to the KABC-II

Subtests Eliminated from K-ABC • • Spatial Memory Magic Window Photo Series Matrix Analogies Arithmetic Faces & Places Reading: Decoding Reading: Understanding

Subtests Retained from K-ABC • • Word Order Number Recall Triangles Face Recognition Riddles Expressive Vocabulary (Extended to age 18) Hand Movements (Supplementary subtest only) Gestalt Closure (Supplementary subtest only)

New KABC-II Subtests • • Atlantis (Immediate & Delayed) Rebus (Immediate & Delayed) Conceptual Thinking (ages 3 -6) Rover (ages 6 -18) Block Counting (ages 5 -18) Pattern Reasoning (ages 5 -18) Story Completion (ages 6 -18) Verbal Knowledge

Features of the KABC-II Measures a wider variety of processing abilities: • Continues to measure Sequential & Simultaneous • New emphasis on learning ability • Increased emphasis on reasoning ability (planning)

KABC-II: Key Features • Wide age range for consistency of assessment throughout the school years • Processing orientation helps give insights into how the child learns • Five scales help identify processing disorders (and integrities) for the assessment of SPECIFIC LEARNING DISABILITIES

Theory of Original K-ABC • Based on: – Sperry’s cerebral lateralization theory – Luria’s neuropsychological theory • Definition of intelligence: – The integration of sequential and simultaneous processing, distinct from language ability and factual knowledge

Original K-ABC Structure Sequential Processing Mental Processing Composite Achievement Simultaneous Processing

Dual Theoretical Foundation Luria Term CHC Term Name of KABC-II Scale Long-Term Storage Learning Ability & Retrieval (Glr) Learning/Glr Sequential Processing Sequential/Gsm Simultaneous Processing Planning Ability Short-Term Memory (Gsm) Visual Processing (Gv) Fluid Reasoning (Gf) Crystallized Ability (Gc) Mental Processing Fluid-Crystallized Index (MPI) Index (FCI) Simultaneous/Gv Planning/Gf Knowledge/Gc

Features of the KABC-II Hybrid of the new and the old: – Roots in Luria’s theory – Simultaneously rests on the CHC model – Provides alternative frameworks for interpreting the 4 or 5 scales that compose the battery

Knowledge/Gc: Verbal Knowledge

Knowledge /Gc: Verbal Knowledge All Verbal Items What has many contests, cowboys, and horses? What is made of nylon, is carefully folded, and is needed for skydiving?

Knowledge /Gc: Verbal Knowledge All Verbal Items What is as big as a fist, has a beat, and keeps people alive? What is a liquid, is silvercolored, and is used in thermometers?

Block 1—Maintains Arousal

Block 2—Codes & Stores Information

Block 3—Plans & Organizes Behavior

Dual theoretical model Luria perspective—Learning/Glr LEARNING ABILITY represents the integration of the processes associated with all three functional units, placing a premium on Block 1 (Attention) and Block 2 (Coding, Storage, & Sensory Integration)

Dual theoretical model Luria perspective—Sequential/Gsm SEQUENTIAL PROCESSING is associated primarily with the Coding functions of Block 2 (Successive or Sequential information processing) ** Arranging input in sequential or serial order to solve a problem, where each idea is linearly and temporally related to the preceding one

Dual theoretical model Luria perspective—Simultaneous/Gv SIMULTANEOUS PROCESSING is associated primarily with the Coding functions of Block 2 (Simultaneous information processing), but also with the Planning functions of Block 3 **Synthesizing stimuli simultaneously (holistically), usually spatially, to produce the appropriate solution. Blends Luria’s Blocks 2 & 3 to enhance complexity of KABC-II tasks

Dual theoretical model Luria perspective—Planning/Gf PLANNING ABILITY is associated primarily with the Planning, Executive Functioning, and Organizing functions of Block 3 (Frontal Lobe) **measures the high-level, executive processes associated with Block 3, such as decision making, planning, generating hypotheses, self-monitoring, & programming

Dual theoretical model Luria perspective—Knowledge/Gc ACQUIRED KNOWLEDGE • Like Learning Ability, it represents the integration of the processes associated with all three functional units • Unlike Learning Ability, it depends heavily on cultural background & experience, quality of home & school environment, and motivation. Consequently, this scale is excluded from the Luria model and its global score (MPI)

Dual theoretical model Cattell-Horn-Carroll (CHC) perspective: – Assesses five broad abilities (of the ten in the full CHC model) – Crystallized ability is just as essential as other components

Dual theoretical model CHC Broad Abilities • Long-Term Storage & Retrieval (Glr)— storing and efficiently retrieving newlylearned or previously learned information • Short-Term Memory (Gsm)—taking in and holding information, and then using it within a few seconds

Dual theoretical model CHC Broad Abilities (continued) • Visual Processing (Gv)—perceiving, storing, manipulating, and thinking with visual patterns (KABC-II tasks deliberately add Gf) • Fluid Reasoning (Gf)—solving novel problems by using reasoning abilities such as induction and deduction • Crystallized Ability (Gc)—demonstrating the breadth and depth of knowledge acquired from one’s culture (KABC-II tasks add Gf)

Dual theoretical model Cattell-Horn-Carroll (CHC) perspective: – Compatible with most other comprehensive cognitive batteries – Consistent with several other Kaufman tests, such as KAIT, K-BIT, & KBIT-2 – Forms the basis for the popular cross-battery assessment approach

Selecting the model: guidelines Theoretical orientation of each model • Luria model: focuses more on problemsolving skills than on acquired knowledge • CHC model: more conventional view of cognitive functioning, well suited to cross-battery assessment

Selecting the model: guidelines • • Selection must be made before administering the KABC-II The CHC model is the model of choice, except in cases where the examiner believes that including measures of acquired knowledge would compromise the validity of the Fluid-Crystallized Index (FCI).

Selecting the model: guidelines • In those cases, the Luria-based global score (MPI) is preferred. The CHC model is given priority over the Luria model because we believe that knowledge/Gc is, in principle, an important aspect of cognitive functioning.

Selecting the model: guidelines Cases where the Luria model (MPI) would be preferred include, but are not limited to, the following: • a child from a bilingual background • a child whose non-mainstream cultural background may have affected knowledge acquisition and verbal development

Selecting the model: guidelines • A child with known or suspected language disorders, whether expressive, receptive, or mixed receptive-expressive • A child with known or suspected autism

Selecting the model: guidelines • In addition, an examiner with a firm commitment to the Luria processing approach, who believes that acquired knowledge should be excluded from any global cognitive score—regardless of the reason for referral—may use the KABC-II in the same way as the original K-ABC, as a Luria-based instrument.

Selecting the model: guidelines • Otherwise, we recommend the CHC model for most other situations, including evaluation of children with known or suspected disabilities in reading, written expression, or mathematics; mental retardation; behavior disorders; or attentional disorders such as ADHD.

Selecting the model: guidelines • The CHC model is particularly appropriate for assessing children for entry into programs for the gifted and talented. Such programs typically emphasize academic (Gc) skills. Also, Gc tends to be a strength of gifted children, so the CHC model is fairer and more suitable for this application.

Selecting the model: guidelines • This set of guidelines does not imply that we consider one model to be theoretically superior to the other. Both theories are equally important as foundations of the KABC-II.

Selecting the model: guidelines • • The CHC psychometric theory emphasizes specific cognitive abilities. The Luria neuropsychological theory emphasizes "processes, " namely the way children process information when solving problems.

Selecting the model: guidelines • Both approaches are valid for understanding how children learn and solve new problems, which is why each scale has two names, one from each theory.

Selecting the model: guidelines Ultimately, decisions are functions of: • Reason for Referral—For example, children with reading disabilities are ordinarily given the CHC model whereas children with language disabilities are given the Luria model • Child’s Background—For example, the Luria model is preferred for children from bilingual backgrounds

Selecting the model: guidelines • Examiner’s Theoretical Orientation —Examiners devoted to Luria’s approach are permitted to administer the Luria model of the KABC-II, regardless of other considerations.

Selecting the model: guidelines Interpretation of KABC-II Profile How examiners interpret children’s KABC-II scores is separate from the model they choose. • Examiners who favor the CHC approach will interpret scales as CHC Broad Abilities, even if they choose to report the MPI for a particular child. • Those who prefer Luria’s model will apply a processing approach to interpretation, even when they administer the CHC model.

KABC-II Structure—Ages 3 -18 Age 3 Global Age 4 -6 Global Age 7 -18 Global Luria MPI MPI CHC FCI FCI Nonverbal NVI NVI Scale Profile None Learning/Glr Sequential/Gsm Simultaneous/Gv Planning/Gf Knowledge/Gc

KABC-II Core Battery—Ages 3 -6 Age 3 Age 4 Age 5 -6 Learning/Glr Atlantis Rebus Sequential/Gsm Word Order Number Recall Triangles Concept. Thinking Face Recognition Triangles Concept. Thinking --- Simultaneous/ Gv Pattern Reasoning Rover (age 6 only) Knowledge/Gc Riddles Expressive Vocab.

KABC-II Core Battery—Ages 7 -18 Ages 7 -12 Ages 13 -18 Learning/Glr Atlantis Rebus Sequential/Gsm Word Order Number Recall Simultaneous/Gv Rover Triangles Rover Block Counting Planning/Gf Pattern Reasoning Story Completion Knowledge/Gc Riddles Verbal Knowledge

Administration Times for Core Battery MPI FCI Ages Luria Model CHC Model 3 -4 30 Minutes 40 Minutes 50 Minutes 60 Minutes 7 -18 55 Minutes 70 Minutes

Supplementary subtests • Supplementary subtests are additional measures • However, they don’t contribute to scores for scales (except to substitute for a spoiled core subtest) • Contribute to the interpretive system • Fully normed and validated, and therefore useful for hypothesis testing (as in cross-battery assessment)

KABC-II Core Battery + Supplementary Subtests—Age 3 CORE BATTERY SUPPLEMENTARY Atlantis Word Order Triangles Conceptual Thinking Face Recognition Gestalt Closure Number Recall Riddles Expressive Vocabulary Verbal Knowledge

KABC-II Core Battery + Supplementary Subtests—Age 4 SCALE CORE BATTERY SUPPLEMENTARY Learning/Glr Atlantis Rebus Sequential/Gsm Word Order Number Recall Hand Movements Simultaneous/Gv Triangles Conceptual Thinking Face Recognition Gestalt Closure Knowledge/Gc Riddles Expressive Vocabulary Verbal Knowledge

KABC-II Core Battery + Supplementary Subtests—Age 5 SCALE CORE BATTERY SUPPLEMENTARY Learning/Glr Atlantis Rebus Delayed Recall Scale Sequential/Gsm Word Order Number Recall Hand Movements Simultaneous/ Gv Triangles Gestalt Closure Conceptual Thinking Face Recognition Pattern Reasoning Block Counting Knowledge/Gc Riddles Expressive Vocabulary Verbal Knowledge

KABC-II Core Battery + Supplementary Subtests—Age 6 SCALE CORE BATTERY SUPPLEMENTARY Learning/Glr Atlantis Rebus Delayed Recall Scale Sequential/Gsm Word Order Number Recall Hand Movements Simultaneous/Gv Triangles Conceptual Thinking Pattern Reasoning Rover Gestalt Closure Face Recognition Block Counting Story Completion Knowledge/Gc Riddles Verbal Knowledge Expressive Vocabulary

KABC-II Core Battery + Supplementary Subtests—Ages 7 -12 Scale Core Battery Supplementary Learning/Glr Atlantis Rebus Delayed Recall Scale Sequential/Gsm Word Order Number Recall Hand Movements Simultaneous/Gv Rover Triangles Block Counting Gestalt Closure Planning/Gf Pattern Reasoning Story Completion Knowledge/Gc Riddles Verbal Knowledge Expressive Vocabulary

KABC-II Core Battery + Supplementary Subtests—Ages 13 -18 SCALE CORE BATTERY SUPPLEMENTARY Learning/Glr Atlantis Rebus Delayed Recall Scale Sequential/Gsm Word Order Number Recall Hand Movements Simultaneous/Gv Rover Block Counting Triangles Gestalt Closure Planning/Gf Pattern Reasoning Story Completion Knowledge/Gc Riddles Verbal Knowledge Expressive Vocabulary

KABC-II Nonverbal Scale—Ages 3 -18 Ages 3 -4 Age 5 Age 6 Ages 7 -18 Hand Movements Triangles Conceptual Thinking Face Recognition Pattern Reasoning Story Completion Block Counting 20 minutes 30 minutes 40 minutes

Learning/Glr Scale (Ages 4– 18) Cattell-Horn-Carroll (CHC) Broad Ability = Long-Term Storage & Retrieval/Glr Main Narrow Ability = Glr—Associative Memory (MA) Luria Integration of Blocks 1, 2, & 3—Emphasis on both Block 1 (Attention) and Block 2 (Coding & Storage) Also Depends on good Working Memory Requires Sustained Attention & Concentration Susceptible to Anxiety & Distractibility

Learning/Glr Scale—How the Subtests Complement Each Other (Ages 4– 18) Atlantis Rebus Provides feedback for errors? YES NO Uses meaningful visual stimuli? YES NO Uses meaningful auditory stimuli? NO YES Context important for success? NO YES Does sequence of stimuli matter? NO YES

Learning/Glr Scale & the Supplementary Delayed Recall Scale (Ages 5– 18) CHC Learning/Glr Scale Delayed Recall Scale Broad Abilities Long-term storage & retrieval/Glr Narrow Abilities Associative Memory & Learning Abilities Luria Integration of Blocks 1, 2, & 3 Primary focus on Block 1 - Attention Block 2 - Coding & Sensory Integration Primary focus on Block 2 - Storage & Retrieval Also Compare Initial & Delay Scores Initial Learning 20 min. Delayed Recall

Learning/Glr: Rebus

Sequential/Gsm Scale (Ages 4– 18) Cattell-Horn-Carroll (CHC) Broad Ability = Short-Term Memory/Gsm Main Narrow Ability = Gsm—Memory Span (MS) Luria Emphasis on Block 2 (Successive or Sequential Processing) Also Requires good Attention Span Susceptible to Anxiety & Distractibility

Sequential/Gsm Scale—How the Subtests Complement Each Other (Ages 4– 18) Word Order Number Recall Nature of Output? Pointing Vocal Nature of Content? Words Numbers Achieves Difficulty? Interference Task Long Number Series YES NO Integration of auditory & visual stimuli?

Sequential/Gsm Scale with Supplementary Hand Movements —How the Three Subtests Complement Each Other (Ages 4– 18) Word Order Number Recall Nature of Output? Nature of Content? Achieves difficulty? Integration: auditory & visual stimuli? Channel of communication [Hand Movements] Pointing Vocal Gross Motor Words Numbers Hand positions Interference task Long number series [Long sequences of hand positions] YES NO NO Auditory. Motor Auditory-Vocal Visual-Motor

Sequential/Gsm Scale—How the Subtests Complement Each Other (AGES 4– 18) (continued) Word Order Number Recall CHC: measures the YES (interference Gsm narrow ability task) —Working Memory (WM)? NO Requires flexibility to shift tasks? NO YES

Sequential/Gsm Scale with Supplementary Hand Movements —How the Three Subtests Complement Each Other (Ages 4– 18) (continued) CHC Narrow Ability Gsm — Memory Span (MS) Working Memory (WM) Gv — Visual Memory (MV) Word Order Number Recall [Hand Movements] *** *** ***

Sequential/Gsm: Number Recall “Say these numbers just as I do. ” 7 – 3 2 – 5 – 9 – 4 7 – 9 – 3 – 5 – 2 – 10 – 5 – 1 – 4

Hand Movements Sequential/Gsm

Simultaneous/Gv Scale (Ages 4– 18) Cattell-Horn-Carroll (CHC) Primary Broad Ability = Visual Processing/Gv Secondary Broad Ability = Fluid Reasoning/Gf Luria Emphasis on Block 2 (Simultaneous Processing) Integration of Block 2 & Block 3 (Planning Ability)

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 3– 4) Conceptual Face Triangles Thinking Recognition Nature of visual stimuli? Abstract & Meaningful Nature of Response? Gross-Motor Pointing Problem Solving or Memory? Problem solving Memory

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 3– 4) (continued) CHC Narrow Ability GV — Visualization (VZ) Spatial Relations (SR) Conceptual Face Triangles Thinking Recognition *** *** Visual Memory (VM) Gf— Induction (I) ***

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 5– 6) Triangles Conceptual Thinking Gv—Visualization (VZ) *** Gv—Spatial Relations (SR) *** CHC Narrow Ability Pattern Reasoning *** Gv—Spatial Scanning (SS) Gf — Induction (I) Gf—General Sequential Reasoning (RG) Rover (age 6) *** ***

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 7– 12) Core Battery Supplementary CHC Narrow Ability Triangles Block Counting Gv—Visualization (VZ) *** Gv—Spatial Relations (SR) *** Gv—Spatial Scanning (SS) Rover Gestalt Closure *** Gv—Closure Speed (CS) Gf—General Sequential Reasoning (RG) *** Gq—Math Achievement (A 3) ***

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 13– 18) Core Battery CHC Narrow Ability Rover Gv—Visualization (VZ) Block Counting Triangles *** Gv—Spatial Relations (SR) Gv—Spatial Scanning (SS) Supplementary Gestalt Closure *** *** Gv—Closure Speed (CS) Gf—General Sequential Reasoning (RG) *** Gq—Math Achievement (A 3) ***

Simultaneous/Gv: Triangles

Face Recognition Simultaneous/Gv

Block Counting Simultaneous/Gv

Gestalt Closure Simultaneous/Gv

Planning/Gf Scale (Ages 7– 18) Cattell-Horn-Carroll (CHC) Broad Ability = Fluid Reasoning/Gf Main Narrow Ability = Gf—Induction (I) Luria Emphasis on Block 3 (Planning Ability) Integration of Blocks 1 (Attention) with Block 3 (Planning Ability) Also Requires good Executive Functioning (frontal lobe) Susceptible to Impulsivity

Planning/Gf Scale—How the Subtests Complement Each Other (Ages 7– 18) Pattern Reasoning Story Completion Meaningful visual stimuli? NO YES Visual-motor response? NO YES Uses manipulatives? NO YES

Planning/Gf Scale—How the Subtests Complement Each Other (Ages 7– 18) (continued) CHC Narrow Ability Gf Induction (I) Gc General Information (K 0) Gv Visualization (VZ) Pattern Reasoning Story Completion *** *** ***

Planning/Gf: Pattern Reasoning

Pattern Reasoning Planning/Gf

Planning/Gf: Pattern Reasoning

Story Completion Planning/Gf

Knowledge/Gc Scale (Ages 4– 18) Cattell-Horn-Carroll (CHC) Broad Ability = Crystallized Ability/Gc Narrow Ability = Gc—Lexical Knowledge (VL) Luria Acquired Knowledge—Integration of Blocks 1, 2, & 3 NOTE—Knowledge/Gc Scale is excluded from Luria model Also Dependent on environmental opportunity, cultural background, & alertness to environment

Knowledge/Gc Scale—How the Subtests Complement Each Other (Ages 3– 6) Type of stimuli? Riddles Expressive Vocabulary Verbal Pictorial Channel of communication Auditory-visual Visual-vocal Note—Riddles has verbal and pictorial stimuli for its easiest items.

Knowledge/Gc Scale—How the Subtests Complement Each Other (Ages 3– 6) (continued) CHC Narrow Ability Riddles Expressive Vocabulary Gc Lexical Knowledge (VL) *** Language Development (LD) *** Gf General Sequential Reasoning (RG) ***

Knowledge/Gc Scale—How the Subtests Complement Each Other (Ages 7– 18) Type of stimuli? Type of response? Measures auditory-visual integration Riddles Verbal Knowledge Auditory Visual + auditory Vocal Pointing NO YES

Knowledge/Gc Scale—How the Subtests Complement Each Other (Ages 7– 18) (continued) CHC Narrow Ability Gc Lexical Knowledge (VL) Language Development (LD) Riddles Verbal Knowledge *** *** General Information (KO) Gf General Sequential Reasoning (RG) ***

Knowledge/Gc Scale with Supplementary Expressive Vocabulary—How the Subtests Complement Each Other (Ages 7– 18) (continued) CHC Narrow Ability Gc Lexical Knowledge (VL) Language Development (LD) Riddles Verbal Knowledge Expressive Vocabulary *** *** General Information (KO) *** Gf General Sequential Reasoning (RG) ***

Riddles All-Verbal Items What has many contests, cowboys, and horses? What is made of nylon, is carefully folded, and is needed for skydiving?

Riddles All-Verbal Items What is as big as a fist, has a beat, and keeps people alive? What is a liquid, is silver-colored, and is used in thermometers?

Knowledge/Gc: Verbal Knowledge

Verbal Knowledge/Gc

Knowledge/Gc: Verbal Knowledge

Knowledge/Gc: Expressive Vocabulary

Expressive Vocabulary Knowledge/Gc

Global Score Differences for Whites & African Americans on Several Tests—Adjusted for SES Mean differences are adjusted for SES and other variables, depending on the study. WISC-III data are from Prifitera & Saklofske (1998). WJ-R and Binet-4 data are from Wasserman & Becker (2000). CAS data are from Naglieri, Rojahn, Aquilino, & Matto (in press).

Mean Global Scores on the K-ABC and KABC-II for African American Children (NOT Adjusted for SES)

Mean Scale Indexes on the K-ABC and KABC-II for African American Children (NOT Adjusted for SES)

Ages 3 -6: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES) African American Hispanic Indian Asian White MPI FCI 98. 7 98. 0 98. 2 96. 6 99. 5 99. 7 100. 3 100. 9 99. 8 101. 6 NVI 96. 7 99. 7 104. 0 104. 3 100. 8 Sample 150 Size 162 17 13 505

Ages 3 -6: Mean KABC-II Scale Indexes, By Ethnic Group (Adjusted for Gender & SES) African American Hispanic American Indian 99. 3 98. 9 — — 99. 7 101. 4 96. 7 — — 101. 0 Simultaneous /Gv 96. 4 100. 1 — — 100. 7 Knowledge/ Gc 95. 9 93. 7 — — 102. 8 Sample Size 150 162 17 13 505 Learning/Glr Sequential/ Gsm Asian White

Ages 7 -18: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES) African American Hispanic American Indian Asian White MPI 95. 2 96. 5 104. 6 101. 9 FCI 94. 5 95. 8 95. 6 103. 9 102. 4 NVI 93. 1 98. 3 97. 0 103. 4 102. 0 Sample Size 315 383 51 62 1, 356

Ages 7 -18: Mean KABC-II Scale Indexes, By Ethnic Group (Adjusted for Gender & SES) African American Hispanic American Indian Learning/Glr 98. 3 97. 0 96. 7 102. 8 101. 6 Sequential/ Gsm 99. 8 95. 1 96. 9 102. 6 101. 3 Simultaneous /Gv 92. 9 98. 7 100. 1 105. 0 101. 7 Planning/Gf 94. 7 98. 8 96. 7 101. 8 101. 6 Knowledge/ Gc 93. 9 94. 4 100. 4 103. 1 Sample Size 315 383 51 Asian 62 White 1, 356

Mean Global Scores on the WISC-III & KABC-II for African American Children—NOT ADJUSTED for SES Scale WISC-III FSIQ KABC-II MPI KABC-II FCI WISC-III Mean (Ages 6 -16) N=338 KABC-II Mean (Ages 7 -18) N=315 88. 6 94. 8 94. 0 WISC-III data are from Prifitera & Saklofske (1998)

Differences between Global Scores of Whites & African Americans on the WISC-III & KABC-II—ADJUSTED for SES Scale WISC-III FSIQ KABC-II MPI KABC-II FCI WISC-III Mean (Ages 6 -16) N=338 KABC-II Mean (Ages 7 -18) N=315 +11. 0 +6. 7 +7. 9 WISC-III data are from Prifitera & Saklofske (1998)

Taos sample: KABC-II & WISC-IV GLOBAL SCORE MEANS (N=30) WISC-IV FS-IQ KABC-II Difference 86. 7 MPI: 95. 1 +8. 4 FCI: 94. 1 +7. 4 Note—Children were tested first on KABC-II (ages 5 -14, mean = 7. 8) and second on WISC-IV (ages 6 -15, mean = 9. 3). Data from Fletcher-Janzen (2003).

Taos sample: KABC-II & WISC-IV Global Score Intercorrelations (N=30) KABC-II Mental Fluid. Processing Crystallized Index WISC-IV FS-IQ 0. 86 0. 84

KABC-II Norm Sample • N = 3, 025 • 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

KABC-II Norm Sample • Includes representative proportions of: – Specific learning disability – Speech/language impairment – Mental retardation – Emotional/behavioral disturbance – ADHD – Gifted/talented

KABC-II Norm Sample • Age 18 sample matches population on educational status: – Dropout – In high school – High school grad, no post-secondary schooling – Entered 2 -year post-secondary program – Entered 4 -year post-secondary program

KABC-II Subtest Floors • At the youngest age group (3: 0— 3: 2), the lowest possible scaled score on the core subtests averages 3. 1 (range: 2 to 5). – That is about 2 1/3 SDs below the mean – On the original K-ABC, the average at the youngest age was 7. 2, or about 1 SD below the mean

KABC-II Subtest Ceilings • At the oldest age group (18: 6— 18: 11), the highest possible scaled score on the core subtests averages 16. 9 (range: 14 to 19). – That is about 2 1/3 SDs above the mean – On the original K-ABC, the average at the oldest age was 15. 6, almost 2 SDs above the mean

KABC-II Subtest Floors & Ceilings • At ages where a subtest does not have adequate floor or ceiling, it may be available as an “out of level” subtest. • “Out of level” subtests are used only for supplementary assessment, in situations when you expect the child to perform in the score range that is not affected by the floor or ceiling problem.

Range of KABC-II Standard Scores Type of Score Range Scale Index 50 to 155 Global Scale Index 40 to 160

Mean KABC-II Split-Half Reliability Coefficients for the Five Scales, By Age AGE GROUP Scale 4 5 -6 7 -12 13 -18 Learning/Glr . 89 . 92 . 93 Sequential/Gsm . 91 . 88 . 90 Simultaneous/Gv . 88 . 93 . 88 . 89 Planning/Gf --- . 89 . 85 Knowledge/Gc . 92 . 90 . 92

Mean KABC-II Split-Half Reliability Coefficients for FCI, MPI, and NVI Ages 3 4 5 -6 7 -12 13 -18 FCI MPI . 94 . 90 . 96 . 94 . 97 . 96 . 95 . 97 . 96 NVI . 85 . 88 . 93 . 91

KABC-II Split-Half Reliability Coefficients for Learning/Glr Subtests and Delayed Recall Score Ages Atlantis 3 4 5 -6 7 -12 13 -18 . 82. 76. 87. 84. 88 Rebus Delayed Recall ---- --- . 92 --- . 93 . 82 . 94 . 89 . 92 . 91 Note: Coefficient for Core Subtests are in BOLD. Median values are shown for ages 5 -6, 7 -12, and 13 -18. There are no Supplementary Subtests for Learning/Glr, but there is a Supplementary Delayed Recall Scale, shown in italics.

KABC-II Split-Half Reliability Coefficients for Sequential/Gsm Subtests Word Ages Order 3. 86 4. 88 5 -6. 88 7 -12. 86 13 -18. 88 Number Hand Recall Movements (. 89) ---- . 87 (. 72) . 81 (. 74) . 80 (. 80) . 81 (. 79) Note: Coefficient for Core Subtests are in BOLD. Supplementary Subtests are in parentheses. Median values are shown for ages 5 -6, 7 -12, and 13 -18.

KABC-II Split-Half Reliability Coefficients for Simultaneous/Gv Subtests (Ages 3 -6) Age Conceptual Face Triangles Thinking Rover Closure 3 . 76 4 . 85 5 . 90 6 . 90 Pattern Recognition Gestalt Reasoning . 77 . 81 ------- (. 76). 81 . 77 ------- (. 73). 82 (. 65) . 88 ---- (. 76). 79 ---. 90. 83 (. 71) Note: Coefficient for Core Subtests are in BOLD. Supplementary Subtests are in parentheses. Block Counting (. 90) and Story Completion (. 82) are Supplementary subtests at age 6.

KABC-II Split-Half Reliability Coefficients for Simultaneous/Gv Subtests (Ages 7 -18) Ages Rover 7 -12 . 81 13 -18 . 81 Triangles Block Counting Gestalt Closure . 86 (. 86) (. 75) (. 87) . 86 (. 77) Note: Coefficient for Core Subtests are in BOLD. Supplementary Subtests are in parentheses.

KABC-II Split-Half Reliability Coefficients for Planning/Gf Subtests (Ages 7 -18) Ages Pattern Reasoning 7 -12 . 90 13 -18 . 88 Story Completion . 80 . 73 Note: Coefficient for Core Subtests are in BOLD. There are no Supplementary Subtests for Planning/Gf.

KABC-II Split-Half Reliability Coefficients for Knowledge/Gc Subtests Ages 3 4 5 -6 7 -12 13 -18 Riddles . 83. 88. 84. 85 Expressive Vocabulary Verbal Knowledge . 88 (. 75) . 84 (. 89) . 82 (. 86) (. 85) . 86 (. 88) . 89 Note: Coefficient for Core Subtests are in BOLD. Supplementary Subtests are in parentheses. Median values are shown for ages 5 -6, 7 -12, and 13 -18. Knowledge/Gc is included only in the CHC model.

KABC-II Retest Reliability Coefficients for the Global Scales, By Age (interval: 12 -60 days) AGE GROUP Scale 4 -5 7 -12 13 -18 FCI. 90. 91. 94 MPI. 86. 89. 91 NVI. 72. 87 N 62 82 61

KABC-II Retest Reliability Coefficients for the Five Scales, By Age AGE GROUP Scale 4 -5 7 -12 13 -18 Learning/Glr. 79. 76 Sequential/Gsm. 79. 80 Simultaneous/Gv. 74 Planning/Gf ---. 82 Crystallized/Gc. 93. 88 N 48 82 61 . 81. 80. 76. 80. 95 . 78

Scale intercorrelations Age 4 (N = 250) Seq Sim Lrn Know Sequential --Simult. . 44 --Learning. 44. 45 --Knowledge. 55. 60. 49 ---

Scale intercorrelations Ages 5 -6 (N = 400) Seq Sim Lrn Know Sequential --Simult. . 54 --Learning. 47. 53 --Knowledge. 53. 56. 51 ---

Scale intercorrelations Ages 7 -12 (N = 1200) Seq Sim Lrn Pln Kno Sequential --Simult. . 34 --Learning. 31. 42 --Planning. 36. 53. 47 --Knowledge. 39. 49. 51. 61 ---

Scale intercorrelations Ages 13 -18 (N = 975) Seq Sim Lrn Pln Kno Sequential --Simult. . 38 --Learning. 41. 44 --Planning. 40. 54. 52 --Knowledge. 46. 56. 61 ---

Global Scale Intercorrelations Ages FCI with MPI 3 -4. 96 5 -6. 98 7 -12. 98 13 -18. 98

Correlations with K-ABC Scales Age range 3 -5 8 -12 MPI/MPC. 65 Nonverbal. 63 Sequential. 76 Simultaneous Knowl/Ach. 74 N 74 . 85. 76. 78. 62 . 69. 71 48

Correlations with WISC-IV Ages 7 -16 (N = 56) KABC-II WISC-IV r FCI FSIQ. 89 MPI FSIQ. 88 Seq/Gsm WMI. 71 Sim/Gv PRI. 66 Plan/Gf PRI. 69 Know/Gc VCI. 85

Correlations with WISC-III Ages 8 -13 (N = 119) KABC-II WISC-III r FCI FSIQ. 77 MPI FSIQ. 71 Seq/Gsm FDI. 58 Sim/Gv POI. 62 Plan/Gf POI. 56 Know/Gc VCI. 82

Correlations with KAIT Ages 11 -18 (N = 29) KABC-II KAIT r FCI Composite. 91 MPIComposite. 85 Sim/Gv Fluid. 53 Plan/Gf Fluid. 71 Know/Gc Crystallized. 93

Correlations with WIAT-II KABC-II Grades WIAT-II Grades 2 -5 7 -10 FCI Reading. 56. 80 MPI. 49. 76 FCI Math. 64. 77 MPI. 61. 80 FCI Written Language MPI. 58. 67 N 82 84 . 62 . 71

Correlations with WJ-III Ach. KABC-II Grades WJ-III Grades 2 -5 6 -10 FCI Broad Reading. 64 MPI. 57. 70 FCI Broad Math. 71 MPI. 65. 71 FCI Broad Written Lang. MPI. 54. 68 N 79 88 . 74. 69. 59 . 71

KABC-II Profiles: MR, Autism

KABC-II Profiles: SLD (Reading, Math)

KABC-II Profiles: Gifted/Talented

KABC-II Profiles: ADHD, EBD

KABC-II Factor Structure • Confirmatory factor analyses, core battery – Age 3: only separation is between Sequential/Gsm subtests (Word Order & Number Recall) and everything else; therefore, no separate scales at age 3 – Age 4 and ages 5 -6: 4 distinct factors – Ages 7 -18: additional Planning/Gf factor

KABC-II Factor Structure • Fit of model is extremely good at all ages – Standard benchmarks for good fit are: CFI at least. 95, and RMSEA. 05 or smaller. – Age 4: no statistically significant difference between data and model! – Across age groups: • CFI ranges from. 997 to 1. 000 • RMSEA ranges from. 014 to. 055

KABC-II Factor Structure • At age 4, the Simultaneous/Gv and Knowledge/Gc factors correlate highly (. 90) and are not statistically distinct. The reason is that Conceptual Thinking loads on both factors. However, the scales were separated on content grounds. • At ages 5 -18, all factors are statistically distinct (p <. 001).