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Kaufman Assessment Battery for Children, Second Edition KABC-II

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

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Kaufman Assessment Battery for Children, Second Edition KABC-II

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

  2. 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 • Helps identify processing disorders for the assessment of specific learning disabilities (SLD)

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

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

  5. 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.

  6. Nonverbal Index (NVI) • Story Completion • Triangles • Block Counting • Pattern Reasoning • Hand Movements

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

  8. 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.

  9. 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

  10. Administration Times for Core Battery MPI FCI Ages Luria Model CHC Model 3-4 5 6 7-18 40 Minutes 50 Minutes 60 Minutes 70 Minutes 30 Minutes 40 Minutes 50 Minutes 55 Minutes

  11. 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)

  12. Tests in 4 Easels Core Tests in bold Easel 3: 10. Verbal Knowledge (7-18) 11. Rebus (4-18) 12. Triangles (3-12) Easel 1: 1. Atlantis (3-18) 2. Conceptual Thinking (3-6) 3. Face Recognition (3-4) 4. Story Completion (7-18) 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) Easel 2: 5. Number Recall (4-18) 6. Gestalt Closure 7. Rover (6-18) 8. Atlantis Delayed 9. Expressive Vocabulary (3-6) Tests 9, 10, & 18 are omitted if using Luria Model.

  13. 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

  14. 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

  15. 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.

  16. 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.

  17. Personal Review • Very kid-friendly and fun • Practice- especially with trianglesand Rover • Doesn’t cover all the Gs, but it is useful if you need a nonverbal index

  18. Intelligent Testing “We are the most important element in evaluation…not the tests.” Alan S. Kaufman

  19. 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.

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