Kaufman Assessment Battery for Children, Second Edition

Kaufman, Alan S.; Kaufman, Nadeen L.

doi:10.1002/9781118660584.ese1324

Cited by 77 publications

(79 citation statements)

References 4 publications

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“…Even though Kaufman and Kaufman (2004a) suggest using the MPI in preference to the more comprehensive FCI when assessing children from non-mainstream backgrounds, such as Hispanics and African-Americans, the present findings suggest otherwise. Kaufman and Kaufman generally suggest using the FCI as the index of choice in most neuropsychological evaluations, for example, for the diagnosis of learning disabilities or brain damage; however, they make the exception of suggesting the MPI for ethnic minorities.…”

Section: Clinical Implications For Neuropsychologistscontrasting

confidence: 49%

“…110-111, Tables 7.24 and 7.25) Comprehensive Form and the KABC-II (Kaufman and Kaufman 2004a). The sample matched 2001 US Census data in terms of ethnicity, gender, age, geographic region, and parental education.…”

Section: Methods Participantsmentioning

confidence: 99%

“…The KABC-II (Kaufman and Kaufman 2004a) is an individually administered measure of intelligence for children and adolescents ages 3-18 years. The KABC-II consists of 18 subtests (including both core and supplementary subtests).…”

Section: Kabc-iimentioning

confidence: 99%

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Which of the Three KABC-II Global Scores is the Least Biased?

Scheiber

Kaufman

2015

J Pediatr Neuropsychol

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In order to create fairer measures for the assessment of ethnic minority group children, the test authors of the Kaufman Assessment Battery for Children-Second Edition (KABC-II) created three different global indexes: the comprehensive Fluid-Crystallized Index (FCI); the Mental Processing Index (MPI), which excludes subtests that assess crystallized knowledge; and the Nonverbal Index (NVI), which excludes any subtest that requires verbal expression. The test authors encourage clinicians to use the MPI for children with cultural differences and the NVI for children with language differences. The implication is that the FCI is more biased than the MPI and NVI for assessing children from ethnic minorities. However, there has been no empirical evidence to support that hypothesis. Using structural equation modeling, we investigated the predictive validity of the three KABC-II global scores in predicting reading, writing, and math in a nationally representative sample of Caucasian, African-American, and Hispanic school-aged children across three grade groups (1-4, N=724; 5-8, N=743; and 9-12, N=534). Contrary to the test authors' predictions, the FCI emerged as the fairest predictor of achievement across all age and grade groups. Alternatively, the MPI and NVI showed a persistent intercept overprediction of African-American and Hispanic students' achievements across grades 5-8. The results provide evidence that more comprehensive global scaled scores might, in fact, be fairer predictor variables than less culturally and linguistically influenced indexes when predicting the achievement of children and adolescents from ethnic minorities.

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Section: Clinical Implications For Neuropsychologistscontrasting

confidence: 49%

Section: Methods Participantsmentioning

confidence: 99%

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Which of the Three KABC-II Global Scores is the Least Biased?

Scheiber

Kaufman

2015

J Pediatr Neuropsychol

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“…All participants completed at least two intelligence tests standardized in English-speaking countries, including the Differential Abilities Scales (DAS; Elliott, 1990), standardized from 1987 to 1989; the Kaufman Assessment Battery for Children (2nd ed. ; K-ABC-II; Kaufman & Kaufman, 2004), standardized from 2001 to 2003; and the third (WISC-III; Wechsler, 1991) and fourth (WISC-IV; Wechsler, 2003) …”

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confidence: 99%

Does IQ = IQ? Comparability of Intelligence Test Scores in Typically Developing Children

2016

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Numerous intelligence tests are available to psychological diagnosticians to assess children's intelligence, but whether they yield comparable test results has been little studied. We examined test scores of 206 typically developing children aged 6 to 11 years on five German intelligence tests (Reynolds Intellectual Assessment Scales; Snijders Oomen Nonverbal Intelligence Test; Intelligence and Development Scales; Wechsler Intelligence Scale for Children, 4th edition; Culture Fair Intelligence Test Scale 2), which were individually administered. On a sample level, the test scores showed strong correlation and little or no mean difference. These results indicate that the tests measure a similar underlying construct, which is interpreted as general intelligence. On an individual level, however, test scores significantly differed across tests for 12% to 38% of the children. Differences did not depend on which test was used but rather on unexplained error. Implications for the application of intelligence assessment in psychological practice are discussed.Keywords: intelligence, IQ, cognitive abilities, assessment, score differences, children DOES IQ = IQ? 3 Does IQ = IQ? Comparability of Intelligence Test Scores in Typically Developing ChildrenIntelligence test scores (IQs) measured in childhood are predictive of real-life success, including educational achievement, occupational prestige, income, and health (Batty, Deary, & Gottfredson, 2007;Deary, Strand, Smith, & Fernandes, 2007;Gottfredson & Deary, 2004; Strenze, 2007). Accordingly, in psychological practice, intelligence test scores are taken into account for school-career decisions or diagnostic classifications, such as intellectual impairment or learning disabilities (e.g., dyscalculia or dyslexia), to determine the most appropriate intervention for a child. Thus, intelligence is one of the most frequently measured constructs in psychology (Goldstein, Princiotta, & Naglieri, 2015).Laws, regulations, and policies oftentimes specify a particular intelligence test score as a threshold that has to be met for a child to be given a particular diagnosis (Sattler, 2001).However, generally it is not specified which test has to be applied to measure a child's intellectual level. Currently, a multitude of intelligence tests are available (cf. Flanagan & Harrison, 2012;Hagmann-von Arx, Meyer, & Grob, 2008; Murphy, Spies, & Plake, 2006), but psychological diagnosticians may rely on a limited number of them as the repeated application of the same test may increase their skills in its administration as well as in the evaluation and interpretation of the test results. Still it is generally assumed that other test procedures would yield comparable results (Floyd, Clark, & Shadish, 2008), although there are considerable differences between tests. For example, intelligence tests can rely on different theoretical assumptions, such as the theory of fluid and crystallized intelligence (Horn & Cattell, 1966) or the Cattell-Horn-Carroll theory (McGrew, 2005), and thus th...

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“…The Kaufman Assessment Battery for Childrensecond edition (KABC-II) measures cognitive abilities in children aged 3 to 18 years and is designed to minimize the influence of language and cultural knowledge on test results. 22 A special Nonverbal Index, used in this study, allows children to be tested using only gestures to communicate instructions and requires no understanding of English or the need to engage in spoken verbal response. The KABC-II maintained its factor structure with Ugandan cerebral malaria survivors 23 and is sensitive to clinical biomarkers of disease status in Ugandan children with HIV.…”

Section: Assessments For Neuropsychological Outcomesmentioning

confidence: 99%

A Randomized Controlled Trial to Evaluate if Computerized Cognitive Rehabilitation Improves Neurocognition in Ugandan Children with HIV

Boivin

Nakasujja

Sikorskii

et al. 2016

AIDS Research and Human Retroviruses

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Objectives: Clinically stable children with HIV can have neuromotor, attention, memory, visual-spatial, and executive function impairments. We evaluated neuropsychological and behavioral benefits of computerized cognitive rehabilitation training (CCRT) in Ugandan HIV children. Design: One hundred fifty-nine rural Ugandan children with WHO Stage I or II HIV disease (6 to 12 years; 77 boys, 82 girls; M = 8.9, SD = 1.86 years) were randomized to one of three treatment arms over a 2-month period. Methods: The CCRT arm received 24 one-hour sessions over 2 months, using Captain's Log (BrainTrain Corporation) programmed for games targeting working memory, attention, and visual-spatial analysis. These games progressed in difficulty as the child's performance improved. The second arm was a ''limited CCRT'' with the same games rotated randomly from simple to moderate levels of training. The third arm was a passive control group receiving no training. All children were assessed at enrollment, 2 months (immediately following CCRT), and 3 months after CCRT completion. Results: The CCRT group had significantly greater gains through 3 months of follow-up compared to passive controls on overall Kaufman Assessment Battery for Children-second edition (KABC-II) mental processing index ( p < .01), planning ( p = .04), and knowledge ( p = .03). The limited CCRT group performed better than controls on learning ( p = .05). Both CCRT arms had significant improvements on CogState Groton maze learning ( p < .01); although not on CogState attention/memory, TOVA/impulsivity, or behavior rating inventory for executive function and child behavior checklist (psychiatric behavior/symptom problems) ratings by caregiver. Conclusions: CCRT intervention can be effective for neurocognitive rehabilitation in children with HIV in lowresource settings, especially in children who are clinically stable on ARV treatment.

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Kaufman Assessment Battery for Children, Second Edition

Cited by 77 publications

References 4 publications

Which of the Three KABC-II Global Scores is the Least Biased?

Which of the Three KABC-II Global Scores is the Least Biased?

Does IQ = IQ? Comparability of Intelligence Test Scores in Typically Developing Children

A Randomized Controlled Trial to Evaluate if Computerized Cognitive Rehabilitation Improves Neurocognition in Ugandan Children with HIV

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