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

The Revisions of theThe Revisions of theKaufman Assessment Battery for ChildrenKaufman Assessment Battery for Children

(KABC-II) and(KABC-II) andKaufman Test of Educational AchievementKaufman Test of Educational Achievement

(KTEA-II)(KTEA-II)

Alan S. KaufmanAlan S. KaufmanMark H. DanielMark H. Daniel

California Association of California Association of School PsychologistsSchool Psychologists

Burlingame, CABurlingame, CA

March 18, 2004March 18, 2004

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 )


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


Keep the Best K-ABC Subtests anddevelop 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

MentalProcessingComposite

SequentialProcessing

SimultaneousProcessing

Achievement

Original K-ABC Structure

Dual Theoretical Model

Luria Model

Sequential ProcessingSimultaneous Processing

Planning AbilityLearning Ability

------

Mental Processing Index(MPI)

CHC Model

Short-term Memory (Gsm)Visual Processing (Gv)Fluid Reasoning (Gf)Long-term Retrieval (Glr)Crystallized Ability (Gc)

Fluid-Crystallized Index(FCI)

Dual Theoretical Foundation

Luria Term

Learning Ability

Sequential Processing

Simultaneous Processing

Planning Ability

Mental Processing

Index (MPI)

CHC Term

Long-Term Storage

& Retrieval (Glr)

Short-Term Memory (Gsm)

Visual Processing (Gv)

Fluid Reasoning (Gf)

Crystallized Ability (Gc)

Fluid-Crystallized

Index (FCI)

KABC-II Scale

Learning/Glr

Sequential/Gsm

Simultaneous/Gv

Planning/Gf

Knowledge/Gc

Name of

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 KnowledgeVerbal Knowledge

Knowledge /Gc: Verbal KnowledgeVerbal Knowledge All Verbal Items

What has many contests, What has many contests, cowboys, and horses?cowboys, and horses?

What is made of nylon, is What is made of nylon, is carefully folded, and is carefully folded, and is needed for skydiving?needed for skydiving?

Knowledge /Gc: Verbal KnowledgeVerbal Knowledge All Verbal Items

What is as big as a fist, has a What is as big as a fist, has a beat, and keeps people alive?beat, and keeps people alive?

What is a liquid, is silver-What is a liquid, is silver-colored, and is used in colored, and is used in thermometers?thermometers?

Block 1—Maintains Arousal

Block 2—Codes & Stores Information

Block 3—Plans & Organizes Behavior

Dual theoretical model

Luria perspective—Learning/Glr

LEARNING ABILITYrepresents 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)


Luria perspective—Sequential/Gsm

SEQUENTIAL PROCESSINGis 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


Luria perspective—Simultaneous/GvSIMULTANEOUS 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


Luria perspective—Planning/GfPLANNING 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


Luria perspective—Knowledge/GcACQUIRED 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)


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


CHC Broad Abilities• Long-Term Storage & Retrieval (Glr)—

storing and efficiently retrieving newly-learned or previously learned information

• Short-Term Memory (Gsm)—taking in and holding information, and then using it within a few seconds


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)


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 problem-

solving skills than on acquired knowledge

• CHC model: more conventional view of cognitive functioning, well suited to cross-battery assessment


• 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).


• 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.


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


• A child with known or suspected language disorders, whether expressive, receptive, or mixed receptive-expressive

• A child with known or suspected autism


• 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.


• 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.


• 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.


• 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.


• The CHC psychometric theory emphasizes specific cognitive abilities.

• The Luria neuropsychological theory emphasizes "processes," namely the way children process information when solving problems.


• 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.


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


• 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.


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 3-18Age 3 Global Age 4-6 Global Age 7-18 Global

Luria MPI MPI MPI

CHC FCI FCI FCI

Nonverbal NVI NVI NVI

Scale Profile Scale Profile Scale Profile

None Learning/Glr Learning/Glr

Sequential/Gsm Sequential/Gsm

Simultaneous/Gv Simultaneous/Gv

Planning/Gf

Knowledge/Gc Knowledge/Gc

KABC-II Core Battery—Ages 3-6

Age 3 Age 4 Age 5-6

Learning/Glr AtlantisAtlantis

Rebus

Atlantis

Rebus

Sequential/Gsm Word OrderWord Order

Number Recall

Word Order

Number Recall

Simultaneous/

GvTriangles

Concept. Thinking

Face Recognition

Triangles

Concept. Thinking

Face Recognition

Triangles

Concept. Thinking

---

Pattern Reasoning

Rover (age 6 only)

Knowledge/GcRiddles

Expressive Voc.

Riddles

Expressive Vocab.

Riddles

Expressive Vocab.

KABC-II Core Battery—Ages 7-18

Ages 7-12 Ages 13-18

Learning/Glr Atlantis

Rebus

Atlantis

Rebus

Sequential/Gsm Word Order

Number Recall

Word Order

Number Recall

Simultaneous/Gv Rover

Triangles

Rover

Block Counting

Planning/Gf Pattern Reasoning

Story Completion

Pattern Reasoning

Story Completion

Knowledge/Gc Riddles

Verbal Knowledge

Riddles

Verbal Knowledge

MPI FCI

3-4

5

6

7-18

Ages Luria Model CHC Model

30 Minutes

40 Minutes

50 Minutes

55 Minutes

40 Minutes

50 Minutes

60 Minutes

70 Minutes

Administration Times for Core Battery

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 SUPPLEMENTARYAtlantis Word Order

Triangles

Conceptual Thinking

Face Recognition

Gestalt Closure

Number Recall

Riddles

Expressive Vocabulary

Verbal Knowledge


SCALE CORE BATTERY SUPPLEMENTARY


Rebus


Number Recall

Hand Movements

Simultaneous/Gv Triangles

Conceptual Thinking

Face Recognition

Gestalt Closure



Verbal Knowledge




Rebus

Delayed Recall Scale


Number Recall

Hand Movements

Simultaneous/

Gv

Triangles

Conceptual Thinking

Pattern Reasoning

Gestalt Closure

Face Recognition

Block Counting



Verbal Knowledge




Rebus



Number Recall

Hand Movements

Simultaneous/Gv Triangles

Conceptual Thinking

Pattern Reasoning

Rover

Gestalt Closure

Face Recognition

Block Counting

Story Completion



Verbal Knowledge

KABC-II Core Battery + Supplementary Subtests—Ages 7-12

Scale Core Battery Supplementary


Rebus



Number Recall

Hand Movements


Triangles

Block Counting

Gestalt Closure


Story Completion


Verbal Knowledge


KABC-II Core Battery + Supplementary Subtests—Ages 13-18

SCALECORE BATTERY SUPPLEMENTARY


Rebus



Number Recall

Hand Movements


Block Counting

Triangles

Gestalt Closure


Story Completion


Verbal Knowledge


KABC-II Nonverbal Scale—Ages 3-18

Ages 3-4 Age 5 Age 6 Ages 7-18Hand Movements Hand Movements Hand Movements Hand Movements

Triangles Triangles Triangles Triangles

Conceptual Thinking

Conceptual Thinking

Conceptual Thinking

Face Recognition Face Recognition

Pattern Reasoning Pattern Reasoning Pattern Reasoning

Story Completion Story Completion

Block Counting

20 minutes 30 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)

CHCLearning/Glr

ScaleDelayed

Recall ScaleBroad Abilities Long-term storage &

retrieval/GlrLong-term storage & retrieval/Glr

Narrow Abilities Associative Memory 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: RebusRebus

Learning/Glr: RebusRebus

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

Integration of auditory & visual stimuli?

YES NO

Sequential/Gsm Scale with Supplementary Hand Movements—How the Three Subtests Complement Each Other (Ages 4–

18)

Word Order Number Recall[Hand Movements]

Nature of Output?Pointing Vocal Gross Motor

Nature of Content? Words Numbers Hand positions

Achieves difficulty?Interference

taskLong number

series

[Long sequences of

hand positions]

Integration: auditory

& visual stimuli? YES NO NO

Channel of communication 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 Gsm narrow ability—Working Memory (WM)?

YES (interference task)

NO

Requires flexibility to shift tasks?

YES NO

Sequential/Gsm Scale with Supplementary Hand Movements—How the Three Subtests Complement Each Other (Ages 4–

18) (continued)

CHC Narrow AbilityWord Order

Number Recall

[Hand Movements]

Gsm —

Memory Span (MS) *** *** ***

Working Memory

(WM)***

Gv —

Visual Memory

(MV)***

“Say these numbers just as I do.”

7 – 3

2 – 5 – 9 – 4

7 – 9 – 3 – 5 – 2 – 10 – 5 – 1 – 4

Sequential/Gsm: Number RecallNumber Recall

Hand MovementsHand MovementsSequential/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)

TrianglesConceptual Thinking

Face Recognition

Nature of visual stimuli?

Abstract Abstract & Meaningful

Meaningful

Nature of Response?

Gross-Motor Pointing Pointing

Problem Solving or Memory?

Problem solving

Problem solving Memory

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 3–4) (continued)

CHC Narrow Ability Triangles

Conceptual Thinking

Face Recognition

GV —

Visualization (VZ) *** ***

Spatial Relations (SR)***

Visual Memory (VM)***

Gf— Induction (I)

***


CHC Narrow Ability TrianglesConceptual Thinking

Pattern Reasoning

Rover

(age 6)

Gv—Visualization (VZ) *** ***

Gv—Spatial Relations (SR) ***Gv—Spatial Scanning (SS) ***Gf — Induction (I) *** ***Gf—General Sequential Reasoning (RG) ***


Core Battery SupplementaryCHC Narrow

Ability Rover TrianglesBlock

Counting Gestalt Closure

Gv—Visualization (VZ) *** ***Gv—Spatial Relations (SR) ***Gv—Spatial Scanning (SS) ***Gv—Closure Speed (CS) ***Gf—General Sequential Reasoning (RG) ***

Gq—Math Achievement (A3) *** ***


Core Battery SupplementaryCHC Narrow Ability Rover

Block Counting Triangles Gestalt Closure

Gv—Visualization (VZ) *** ***Gv—Spatial Relations (SR) ***Gv—Spatial Scanning (SS) ***Gv—Closure Speed (CS) ***Gf—General Sequential Reasoning (RG) ***

Gq—Math Achievement (A3) *** ***

Simultaneous/Gv: TrianglesTriangles



Face RecognitionFace RecognitionSimultaneous/Gv






Block CountingBlock CountingSimultaneous/Gv



Gestalt ClosureGestalt ClosureSimultaneous/Gv

Gestalt ClosureGestalt ClosureSimultaneous/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

Pattern Reasoning

Story Completion

Gf

Induction (I)*** ***

Gc General Information (K0)

***

Gv

Visualization

(VZ)

*** ***

Planning/Gf: Pattern ReasoningPattern Reasoning


Pattern ReasoningPattern ReasoningPlanning/Gf


Story CompletionStory CompletionPlanning/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)

RiddlesExpressive Vocabulary

Type of stimuli?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


Gc

Lexical Knowledge (VL) *** ***

Language Development

(LD)***

Gf

General Sequential Reasoning (RG)

***

Knowledge/Gc Scale—How the Subtests Complement Each Other (Ages 7–18)

RiddlesVerbal

Knowledge

Type of stimuli?Auditory Visual + auditory

Type of response? Vocal Pointing

Measures auditory-visual integration

NO YES

Knowledge/Gc Scale—How the Subtests

Complement Each Other (Ages 7–18) (continued)

CHC Narrow Ability Riddles Verbal Knowledge

Gc Lexical Knowledge

(VL)

*** ***

Language

Development

(LD)***

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 Riddles

Verbal Knowledge


Gc Lexical Knowledge (VL)

*** *** ***

Language Development (LD)

***

General Information (KO) ***

Gf General Sequential Reasoning (RG)

***

Riddles All-Verbal ItemsRiddles All-Verbal Items

What has many contests, cowboys, What has many contests, cowboys, and horses?and horses?

What is made of nylon, is carefully What is made of nylon, is carefully folded, and is needed for skydiving?folded, and is needed for skydiving?

Riddles All-Verbal ItemsRiddles All-Verbal Items

What is as big as a fist, has a beat, What is as big as a fist, has a beat, and keeps people alive?and keeps people alive?

What is a liquid, is silver-colored, What is a liquid, is silver-colored, and is used in thermometers?and is used in thermometers?



Verbal KnowledgeVerbal KnowledgeKnowledge/Gc


Knowledge/Gc: Expressive VocabularyExpressive Vocabulary

Expressive VocabularyExpressive VocabularyKnowledge/Gc

Expressive VocabularyExpressive VocabularyKnowledge/Gc

Global Score Differences for Whites & African Americans on Several Tests—Adjusted for SES

Test Mean Difference

Woodcock-Johnson-Revised (WJ-R) +12

WISC-III +11

Stanford-Binet-IV +8

Cognitive Assessment System (CAS) +5

KABC-II MPI (without Gc) +5

KABC-II FCI (with Gc) +6.5

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 andKABC-II for African American Children

(NOT Adjusted for SES)

K-ABC KABC II

Age 2:6-4 5-12:6 3-6 7-18

MPC/MPI 100.2 93.7 97.1 94.8

FCI -- -- 96.2 94.0

NVI 101.2 92.3 95.3 92.8 Sample

Size 161 644 150 315

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

K-ABC KABC-II

2:6-4 5-12:6 3-6 7-18

Learning/Glr — — 98.2 97.9

Sequential/Gsm 103.1 97.9 100.5 99.5

Simultaneous/Gv 97.9 92.8 95.2 92.7

Planning/Gf — — — 94.3

Knowledge/Gc(Ach) 96.7 92.9 94.6 93.5

Sample Size 161 644 150 315

Ages 3-6: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES)

African American Hispanic

American Indian Asian White

MPI 98.7 98.2 99.5 100.3 100.9

FCI 98.0 96.6 99.7 99.8 101.6

NVI 96.7 99.7 104.0 104.3 100.8

Sample Size

150 162 17 13 505

Ages 3-6: Mean KABC-II Scale Indexes, By Ethnic Group (Adjusted for Gender & SES)

African American

HispanicAmerican Indian Asian White

Learning/Glr99.3 98.9 — — 99.7

Sequential/

Gsm 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

Ages 7-18: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES)

African American

HispanicAmerican Indian Asian White

MPI95.2 96.5 96.5 104.6 101.9

FCI94.5 95.8 95.6 103.9 102.4

NVI93.1 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 Asian White

Learning/Glr 98.3 97.0 96.7 102.8 101.6Sequential/

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/

Gc93.9 94.9 94.4 100.4 103.1

Sample Size 315 383 51 62 1,356

Mean Global Scores on the WISC-III & KABC-II for African American Children—NOT ADJUSTED for SES

Scale

WISC-III Mean

(Ages 6-16)

N=338

KABC-II Mean (Ages 7-18)

N=315

WISC-III FS-IQ 88.6

KABC-II MPI 94.8

KABC-II FCI 94.0

WISC-III data are from Prifitera & Saklofske (1998)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 Mean

(Ages 6-16)

N=338

KABC-II Mean (Ages 7-18)

N=315

WISC-III FS-IQ +11.0

KABC-II MPI +6.7

KABC-II FCI +7.9

WISC-III data are from Prifitera & Saklofske (1998)WISC-III data are from Prifitera & Saklofske (1998)

Taos sample: KABC-II & WISC-IV

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).

GLOBAL SCORE MEANSGLOBAL SCORE MEANS

((NN=30)=30)

Taos sample: KABC-II & WISC-IV

KABC-II

Mental Processing

Index

Fluid-Crystallized

Index

WISC-IV

FS-IQ0.86 0.84

Global Score IntercorrelationsGlobal Score Intercorrelations

((N=30)N=30)

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 .93

Sequential/Gsm .91 .91 .88 .90

Simultaneous/Gv .88 .93 .88 .89

Planning/Gf --- --- .89 .85

Knowledge/Gc .92 .90 .92 .92

Mean KABC-II Split-Half Reliability Coefficients for FCI, MPI, and NVI

Ages FCI MPI NVI

3 .94 .90 .85

4 .96 .94 .88

5-6 .97 .96 .93

7-12 .96 .95 .93

13-18 .97 .96 .91

KABC-II Split-Half Reliability Coefficients for

Learning/Glr Subtests and Delayed Recall Score

Delayed Ages Atlantis Rebus Recall

3 .82 ---- ---- 4 .76 .92 ----

5-6 .87 .93 .82 7-12 .84 .94 .8913-18 .88 .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 Number Hand Ages Order Recall Movements

3 .86 (.89) ----- 4 .88 .87 (.72)

5-6 .88 .81 (.74) 7-12 .86 .80 (.80)13-18 .88 .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)

Conceptual Face Pattern Gestalt

Age Triangles Thinking Recognition Reasoning Rover Closure

3 .76 .77 .81 ---- ---- (.76) 4 .85 .81 .77 ---- ---- (.73) 5 .90 .82 (.65) .88 ---- (.76) 6 .90 .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)

Block Gestalt

Ages Rover Triangles Counting Closure

7-12 .81 .86 (.86) (.75)

13-18 .81 (.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)

Pattern Story

Ages Reasoning Completion

7-12 .90 .80

13-18 .88 .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

Expressive Verbal Ages Riddles Vocabulary Knowledge

3 .83 .88 (.75) 4 .88 .84 (.89)

5-6 .84 .82 (.86) 7-12 .85 (.85) .8613-18 .85 (.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 GROUPScale 4-5 7-12 13-18FCI .90 .91 .94MPI .86 .89 .91NVI .72 .87 .87

N 62 82 61

KABC-II Retest Reliability Coefficients for the Five Scales, By Age

AGE GROUPScale 4-5 7-12 13-18Learning/Glr .79 .76 .81Sequential/Gsm .79 .80 .80Simultaneous/Gv .74 .76 .78Planning/Gf --- .82 .80Crystallized/Gc .93 .88 .95

N 48 82 61

Scale intercorrelations

Age 4 (N = 250)

Seq Sim Lrn Know

Sequential ---

Simult. .44 ---

Learning .44 .45 ---

Knowledge .55 .60 .49 ---


Ages 5-6 (N = 400)

Seq Sim Lrn Know

Sequential ---

Simult. .54 ---


Knowledge .53 .56 .51 ---


Ages 7-12 (N = 1200)

Seq Sim Lrn Pln Kno

Sequential ---

Simult. .34 ---


Planning .36 .53 .47 ---

Knowledge .39 .49 .51 .61 ---


Ages 13-18 (N = 975)

Seq Sim Lrn Pln Kno

Sequential ---

Simult. .38 ---


Planning .40 .54 .52 ---

Knowledge .46 .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

Age rangeScales 3-5 8-12

MPI/MPC .65 .85Nonverbal .63 .76Sequential .76 .78Simultaneous .62 .69Knowl/Ach .74 .71

N 74 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 rFCI Composite .91MPI Composite .85Sim/Gv Fluid .53Plan/Gf Fluid .71Know/Gc Crystallized .93

Correlations with WIAT-IIGrades Grades

KABC-II WIAT-II 2-5 7-10

FCI Reading .56 .80MPI .49 .76FCI Math .64 .77MPI .61 .80FCI Written Language .62 .71MPI .58 .67

N 82 84

Correlations with WJ-III Ach.Grades Grades

KABC-II WJ-III 2-5 6-10

FCI Broad Reading .64 .74MPI .57 .70FCI Broad Math .71 .69MPI .65 .71FCI Broad Written Lang. .59 .71MPI .54 .68

N 79 88

KABC-II Profiles: MR, Autism

60

65

70

75

80

85

90

95

100

MR

Autism

KABC-II Profiles: SLD (Reading, Math)

60

65

70

75

80

85

90

95

100

Reading

Math

KABC-II Profiles: Gifted/Talented

60

70

80

90

100

110

120

130

Gifted/Talented

KABC-II Profiles: ADHD, EBD

60

65

70

75

80

85

90

95

100

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


• 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


• 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).

Documents

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