Kaufman Assessment Battery for Children Second Edition KABCII

+ Kaufman Assessment Battery for Children, Second Edition KABC-II Jenna Satrang September 30, 2012

+ Changes to KABC-II • Covers an extended age range: 3 -18 • Provides measurement of 5 Scales n Learning/Glr n Sequential/Gsm n Simultaneous/Gv n Planning/Gf n Knowledge/Gc n Includes a measure of verbal ability n Provides two theoretical models for interpretation (Luria & CHC) n Places new emphasis on learning ability and reasoning ability n Helps identify processing disorders for the assessment of specific learning disabilities (SLD)

+ Dual Theoretical Model Luria Model Sequential Processing Simultaneous Processing CHC Model (Cattell-Horn-Carroll) Short-term Memory (Gsm) Visual Processing (Gv) Planning Ability Fluid Reasoning (Gf) Learning Ability Long-term Retrieval (Glr) ---- Crystallized Ability (Gc) Mental Processing Index Fluid-Crystallized Index (MPI) (FCI)

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

+ Selecting the Model n Selection must be made before administering the KABC-II and should consider reasons for referral. n The CHC model is given priority because Knowledge/Gc is an important aspect of cognitive functioning. n The Luria model is preferred when the validity of the global composite would be compromised by including acquired knowledge. n Models are selected primarily with “fairness” in mind.

+ Nonverbal Index (NVI) n Story Completion n Triangles n Block Counting n Pattern Reasoning n Hand Movements

+ Not measured in KABC-II n Auditory Processing (Ga) n Processing Speed (Gs) n Reaction Time/Decision Speed (Gt) n Reading & Writing (Grw) (achievement) n Quantitative Ability (Gq) (achievement)

+ Selecting the CHC Model The CHC model is recommended when evaluating children with: n known or suspected disabilities in reading, written expression, or mathematics n mental retardation n behavior disorders n attention disorders Also recommended for determining gifted and talented eligibility.

+ 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

+ Administration Times for Core Battery Ages MPI FCI Luria Model CHC Model 3 -4 30 Minutes 40 Minutes 50 Minutes 60 Minutes 7 -18 55 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) Easel 2: 5. Number Recall (4 -18) 6. Gestalt Closure 7. Rover (6 -18) 8. Atlantis Delayed 9. Expressive Vocabulary (3 -6) Core Tests in bold Easel 3: 10. Verbal Knowledge (7 -18) 11. Rebus (4 -18) 12. Triangles (3 -12) 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) • 4 tests at ages 3 -4 • 5 tests at all other ages 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)

+ Norm Samples n N = 3, 025, ages 3: 0 -18: 11 n Conormed with KTEA-II Comprehensive Form at ages 4: 6 -18: 11 n Tested from September 2001 through January 2003 n Matches March 2001 Current Population Survey (Census Bureau) by: n Sex n Ethnicity n SES (mother’s education) n Region n SES within ethnicity

+ Validity n Validity Comparisons with ability and achievement instruments. n 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. n KABC, n WISC-IV, n n FSIQ and MPI=. 88 (adjusted correlation means across age groups) n . 89 between FSIQ and FCI n . 79 between FSIQ and NVI WPPSI-III, n . 73 between FISQ and MPI n . 81 for the FSIQ and FCI n . 81 FSIQ & NVI (younger age); . 43 FSIQ & NVI (older age) WJ III n Based on a sample of 86 students ages 7 to 16 n Adjusted correlation means between global scales in the mid to high. 70 s WIAT-II n n Correlation between KABC-II FCI and total achievement score =. 87 Studies of clinical Validity n ED, ADHD, AU, ID, LD, and those classified as Gifted.

+ Reliability n Reliabilities of the global scale indexes are extremely high. n n n Averaging in the mid to upper. 90 s for FCI and MPI Low. 90 s 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 n All but three subtests (Hand Movements, Face Recognition, Gestalt Closure) have mean coefficients of. 80 or above. n Mean range from. 74 (Gestalt Closure) to. 93 (Rebus) for ages 7 to 18 n All but four subtests (Number Recall, Hand Movements, Gestalt Closure, Story Completion) have mean coefficients of. 80 n Supplemental subtests have slightly lower reliabilities on average. Test-Retest: n n Global Scales n n Range from the mid. 80 s to the mid. 90 s for the FCI and MPI (lower for the Nonverbal Scale) Scale Level n Approximately. 80 except for Gc which is in the high. 80 s to low. 90 s.

+ Personal Review n Very kid-friendly and fun n Practice- especially with triangles and Rover n 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

+ 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. ( 2004 a). 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.