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Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.
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KABC-II: Kaufman Assessment Battery for Children, Second Edition
Authors: Alan S. Kaufman & Nadeen L. Kaufman
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Authors of the KABC-II
Alan S. Kaufman
Nadeen L. Kaufman
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• Covers an extended age range: 3-18
• Provides measurement of 5 ScalesLearning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
• Conormed with KTEA-II
KABC-II : What’s New?
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• 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)
KABC-II : What’s New?
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• Reduces ethnic score differences– K-ABC led the field in this area– Test designed to reduce score differences
• Captures the child’s interest– Game-like tasks that engage the child – Accessible to all children
• Blends science and clinical expertise– Based on theory– Provides rich assessment of processing– Collects important qualitative information
Advantages of the KABC-II
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Small Ethnic Score Differences
Global Composite
African American Hispanic White
Fluid Crystallized Index (FCI)
98 97 102
Mental Processing Index (MPI)
99 98 101
Nonverbal Index (NVI) 97 100 101
Sample Size 150 162 505
Ages 3-6: Mean KABC-II Global Scores by Ethnic Group(Adjusted for Gender & SES) (rounded)
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Capture the Child’s Interest
Rover wants his bone. Watch how he can move one space at a time.
Rover is a new novel Simultaneous/Gv task
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Blends Science & Clinical Expertise
Luria ModelSequential Processing
Simultaneous Processing
Planning Ability
Learning Ability
--------
Mental Processing Index
(MPI)
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)
Dual Theoretical Model
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Overview
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Goals of the KABC-II
• Keep the positives of the original K-ABC and eliminate its negatives
• Measure multiple ability constructs
• Expand age range to 3-18 years
• Provide an assessment that is fair and flexible
• Offer effective preschool assessment
• Facilitate neuropsychological assessment
• Offer effective clinical assessment
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Original K-ABC: The Positives
• Smaller ethnic differences for African Americans, Hispanics, and Native Americans
• Theory-based
• Easy to administer and score– Novel tasks
– Teaching Items
• Interpretive Manual and numerous validity studies
• Special education children in standardization sample
• Nonverbal Scale
All in KABC-
II
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Original K-ABC: The Negatives
• Excluded verbal ability • Measured too few abilities
(Sequential-Simultaneous Processing)
• Included too much memory, not enough reasoning ability
• Had inadequate floors and ceilings for some subtests
KABC-II includes verbal
ability
KABC-II measures 5
abilities
KABC-II includes more
reasoning
KABC-II improves floors
& ceilings
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Flexible Assessment
• Two Theories• Three Global Scores• Five Scales
Administration Options
Interpretive Options
• Core Battery• Core + Supplementary• Nonverbal Scale
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Structure of the KABC-II
Planning/Gf
Learning/GlrLearning/GlrNone
Sequential/GsmSequential/Gsm
Simultaneous/GvSimultaneous/Gv
Scale ProfileScale ProfileScale Profile
Nonverbal Index (NVI)Nonverbal Index (NVI)Nonverbal Index (NVI)Nonverbal
Knowledge/GcKnowledge/Gc
Fluid-Crystallized Index (FCI)Fluid-Crystallized Index (FCI)Fluid-Crystallized Index (FCI)CHC
Mental Processing Index (MPI)Mental Processing Index (MPI) Mental Processing Index (MPI)Luria
Age 7-18 GlobalAge 4-6 GlobalAge 3 Global
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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
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Theoretical Foundations
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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
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MentalProcessingComposite
SequentialProcessing
SimultaneousProcessingAchievement
Original K-ABC Structure
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Theoretical Foundations 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
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• The CHC theory emphasizes specific cognitive abilities (broad and narrow abilities).
• The Luria neuropsychological theory focuses on “processes” and does not include measures of acquired knowledge.
• Both theories are equally important as foundations of the KABC-II.
• Both approaches are valid for understanding how children learn and solve new problems.
Theoretical Foundations of the KABC-II
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Dual Theoretical Foundation
Luria TermLearning Ability
Sequential Processing
Simultaneous Processing
Planning Ability
Mental Processing
Index (MPI)
CHC TermLong-Term Storage & Retrieval (Glr)
Short-Term Memory (Gsm)
Fluid-Crystallized
Index (FCI)
KABC-II ScaleLearning/Glr
Sequential/Gsm
Simultaneous/Gv
Name of
Planning/Gf
Knowledge/GcCrystallized Ability (Gc)
Fluid Reasoning (Gf)
Visual Processing (Gv)
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Introduction to the Five Scales
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Taking in and holding information, and then using it within a few seconds.
Sequential/GsmShort-Term Memory
6 – 3
2 – 5 – 9 – 4
8 – 9 – 3 – 5 – 2 – 10
Say these numbers just as I do.
Number RecallSequential/Gsm
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Perceiving, storing, manipulating, and thinking with visual patterns.
Simultaneous/GvVisual Processing
Block CountingSimultaneous/Gv
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Storing and efficiently retrieving newly-learned or previously learned information.
Learning/GlrLong-Term Retrieval
AtlantisLearning/Glr
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Solving novel problems by using reasoning abilities such as induction and deduction.
Planning/GfFluid Reasoning
Pattern Reasoning Planning/Gf
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Demonstrating the breadth and depth of knowledge acquired from one’s culture.
Knowledge/GcNot in Luria Model
Verbal Knowledge Knowledge/Gc
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Abilities Not Measured in KABC-II
• Auditory Processing (Ga)
• Processing Speed (Gs)
• Reaction Time/Decision Speed (Gt)
• Reading & Writing (Grw)
• Quantitative Ability (Gq) Achievement (Measured by
KTEA-II)
Not Sufficiently
Complex
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Selecting the Model: Guidelines
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Selecting the Model: Guidelines
• 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.
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Selecting the CHC Model
• known or suspected disabilities in reading, written expression, or mathematics
• mental retardation• behavior disorders• attention disorders
The CHC model is recommended when evaluating children with:
Also recommended for determining gifted and talented eligibility.
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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
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KABC-II Nonverbal Scale
• hearing loss (deaf or hard-of-hearing)
• very limited English proficiency
• moderate to severe speech impairments or language disorders
Use to enhance “fairness” of assessment for individuals with:
Yields only the Nonverbal Index. No Scale composites available.
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Interpretation Based on Either Theory
Interpretation may be based on either theory, irrespective of which model was administered.
Administration Interpretation
Luria Model Luria or CHC
CHC Model CHC or Luria
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Technical Qualities
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KABC-II Norm Sample
• 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
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• Specific learning disability• Speech/language impairment• Mental retardation• Emotional/behavioral disturbance• ADHD• Gifted/talented
KABC-II Norm Sample
Includes representative proportions of:
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• 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 Norm Sample
Age 18 sample matches population on educational status:
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Ages 3-6: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES)
African American Hispanic White
MPI 98.7 98.2 100.9
FCI 98.0 96.6 101.6
NVI 96.7 99.7 100.8
Sample Size 150 162 505
Reduce Ethnic Score Differences
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Ages 3-6: Mean KABC-II Scale Indexes, By Ethnic Group (Adjusted for Gender & SES)
African American Hispanic White
Learning/Glr 99.3 98.9 99.7Sequential/
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 150 162 505
Reduce Ethnic Score Differences
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Ages 7-18: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES)
1,3566251383315Sample Size
102.0103.
497.098.393.1NVI
102.4103.
995.695.894.5
FCI
101.9104.
696.596.595.2
MPI
WhiteAsianAmerican
IndianHispanicAfrican
American
Reduce Ethnic Score Differences
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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 96.7 102.8 101.6
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 94.9 94.4 100.4 103.1
Sample Size 315 383 51 62 1,356
Reduce Ethnic Score Differences
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Global Score Differences for Whites & African Americans—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).
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Taos sample: KABC-II & WISC-IV
+7.4FCI: 94.1
+8.4MPI: 95.1
86.7
DifferenceKABC-IIWISC-IV
FS-IQ
Note—Children were tested first on KABC-II (ages 5-14,mean = 7.8) and second (18 months later) on WISC-IV (ages 6-15, mean = 9.3). Data from Fletcher-Janzen (2003).
Native American Sample, N=30
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Ages FCI MPI NVI 3 .94 .90 .85 4 .96 .94 .88
5-6 .97 .96 .93 7-12 .96 .95 .9313-18 .97 .96 .91
Note: Mean Split-Half Reliability Coefficients
Reliability of Global Composites
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AGE GROUPScale 4 5-6 7-12 13-18Learning/Glr .89 .92 .93 .93Sequential/Gsm .91 .91 .88 .90Simultaneous/Gv .88 .93 .88 .89Planning/Gf --- --- .89 .85Knowledge/Gc .92 .90 .92 .92
Reliability of Scale Composites
Note: Mean Split-Half Reliability Coefficients
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AGE GROUPScale 4-5 7-12 13-18FCI .90 .91 .94MPI .86 .89 .91NVI .72 .87 .87
N 62 82 61
Retest Reliability for the Global Scales
Note: Interval 12-60 days
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AGE GROUPScale 4-5 7-12 13-18Learning/Glr .79 .76 .81Sequential/Gsm .79 .80 .80Simultaneous/Gv .74 .76 .78Planning/Gf --- .82 .80Knowledge/Gc .93 .88 .95
N 48 82 61
Retest Reliability for the Five Scales
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Seq Sim Lrn PlnKno
Sequential ---Simult. .34 ---Learning .31 .42 ---Planning .36 .53 .47 ---Knowledge .39 .49 .51 .61
---
Scale Intercorrelations
Note: Ages 7-12 (N = 1200)
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Ages FCI with MPI
3-4 .965-6 .987-12 .9813-18 .98
Global Scale Intercorrelations
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Age rangeScales 3-5 8-12MPI vs. MPC .65 .85Nonverbal .63 .76Sequential .76 .78Simultaneous .62 .69Knowl vs. Ach .74 .71
N 74 48
Correlations with K-ABC
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KABC-II WISC-IV rFCI FSIQ .89MPI FSIQ .88Seq/Gsm WMI .71Sim/Gv PRI .66Plan/Gf PRI .69Know/Gc VCI .85
Correlations with WISC-IV
Note: Ages 7-16 (N = 56)
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KABC-II WJ III COG rFCI GIA (Std) .78MPI GIA (Std) .77Seq/Gsm Working Memory .55Sim/Gv Vis-Spatial/Gv .51Plan/Gf Fluid Reas/Gf .64Know/Gc Comp.Know/Gc .84
Correlations with WJ III Tests of Cognitive Abilities
Note: Ages 7-16 (N = 85)
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KABC-II KAIT rFCI Composite .91MPI Composite .85Sim/Gv Fluid .53Plan/Gf Fluid .71Know/Gc Crystallized .93
Correlations with KAIT
Note: Ages 11-18 (N = 29)
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KABC-II Global Scale Correlations with KTEA-II Comprehensive Form
KTEA-II KABC-II Scale
Composite FCI MPI NVI
Comprehensive .80 .75 .70
Reading .75 .70 .60
Mathematics .70 .70 .65
Written Language .65 .60 .55
Oral Language .65 .60 .55
Note: Values are rounded to nearest .05.N = 2,325, ages 4 1/2 to 18
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Grades GradesKABC-II WIAT-II 2-5 7-10FCI Reading .56 .80MPI .49 .76FCI Math .64 .77MPI .61 .80FCI Written Language .62 .71MPI .58 .67
N 82 84
Correlations with WIAT-II
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Grades GradesKABC-II WJ-III 2-5 6-10FCI Broad Reading .64 .74MPI .57 .70FCI Broad Math .71 .69MPI .65 .71FCI Broad Written Lang. .59 .71MPI .54 .68
N 79 88
Correlations with WJ-III Tests of Achievement
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No separate scales(only Sequential/Gsm subtests (Word Order & Number Recall) separated from others)
KABC-II Factor Structure
Confirmatory factor analyses, core battery
Age 3
Most factors are distinct (Simultaneous/Gv and Knowledge/Gc not significantly distinct, but separated on content)
Age 4
Age 5-6
Age 7-18
4 factors are distinct
5 factors are distinct
(No Planning/Gf)
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Extremely good fit at all ages– Benchmarks:
• Confirmatory Fit Index (CFI) >.95 • Root Mean Squared Error of Approximation (RMSEA) <.05
– Age 4 and ages 5-6: no statistically significant difference between data and model
– Across age groups:• CFI: .997 to 1.000• RMSEA: .014 to .055
– At ages 5-18, all factors are statistically distinct (p < .001).
KABC-II Factor Structure
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Administration
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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)
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Tests in 4 EaselsEasel 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 Delayed9. Expressive Vocabulary (3-6)
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 Movements17. Rebus Delayed18. Riddles (3-18)
Tests 9, 10, & 18 are omitted if using Luria Model.
Core Tests in bold
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Eliminated
• Spatial Memory• Magic Window• Photo Series• Matrix Analogies• Arithmetic• Faces & Places• Reading: Decoding• Reading: Understanding
• Word Order• Number Recall• Triangles• Face Recognition• Riddles• Expressive
Vocabulary (extended to age 18)
• Hand Movements (S)• Gestalt Closure (S)
Retained
KABC Subtests
(S) Supplementary
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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 (ages 3-18)
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Sequence of Administration
Tests are numbered 1-18 in Easels and Record Form. Administer required core tests in numeric sequence.
Age 3 - CHC Model
1. Atlantis (Easel 1)2. Conceptual Thinking (Easel 1)3. Face Recognition (Easel 1)9. Expressive Vocabulary (Easel 2)12. Triangles (Easel 3)14. Word Order (Easel 4)18. Riddles (Easel 4)
Age 3 - Luria Model
1. Atlantis (Easel 1)2. Conceptual Thinking (Easel 1)3. Face Recognition (Easel 1)12. Triangles (Easel 3)14. Word Order (Easel 4)
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Sequence of Administration
Age 7-12 - CHC Model1. Atlantis (Easel 1)4. Story Completion (Easel 1)5. Number Recall (Easel 2)7. Rover (Easel 2)10. Verbal Knowledge (Easel 3)11. Rebus (Easel 3)12. Triangles (Easel 3)14. Word Order (Easel 4)15. Pattern Reasoning (Easel 4)18. Riddles (Easel 4)
Age 7-12 -Luria Model1. Atlantis (Easel 1)4. Story Completion (Easel 1)5. Number Recall (Easel 2)7. Rover (Easel 2)11. Rebus (Easel 3)12. Triangles (Easel 3)14. Word Order (Easel 4)15. Pattern Reasoning (Easel 4)
Sequence shown by age on page 20 of Manual and back of Rover Booklet.
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KABC-II Core Battery - Age 3
AtlantisWord OrderTrianglesConceptual ThinkingFace Recognition-----------------------------RiddlesExpressive Vocabulary
MPI or FCI composites only
Lu
ria
CH
C
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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
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Using KABC-II with Bilingual Children• Permits teaching in any language or mode of
communication during sample and teaching items (not including specific item stimuli)
• Accept correct verbal responses in other languages on tests requiring a verbal response, except Number Recall and Rebus (responses must be in English)
• Lists correct and Incorrect Spanish responses for Expressive Vocabulary, Gestalt Closure, and Riddles
• Includes Spanish wording of instructions for all tests with sample or teaching items
• Use Nonverbal Scale if child is not proficient in English
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Supplementary Subtests
• Administer after core subtests• Use to explore hypotheses (added measure of core
scales)
• Use for planned comparisons• Use as a substitute if a core subtest is spoiledNo prescribed sequence with one exception - Delayed Recall.
• At ages 5 and 13-18, you must administer a supplementary subtest to get the right delay interval.
• Knowledge/Gc tests are never used to obtain delay interval
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Supplementary Tests
Gestalt Closure
Number Recall
Verbal Knowledge
3 4 5 6 7-12 13-18
Gestalt Closure
Hand Movements
Verbal Knowledge
Face Recognition
Hand Movements Verbal Knowledge
Block Counting
Gestalt Closure
Atlantis Delayed
Rebus Delayed
Story Completion
Hand Movements
Verbal Knowledge
Block Counting
Gestalt Closure
Atlantis Delayed
Rebus Delayed
Hand Movements
Block Counting
Gestalt Closure
Expressive Vocabulary
Atlantis Delayed
Rebus Delayed
Hand Movements
Triangles
Gestalt Closure
Expressive Vocabulary
Atlantis Delayed
Rebus Delayed
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Record Form Features
Circle number for all tests to be
administered
Core Test for Ages 4-18
Sample or Teaching Items
Start Points (after Sample)
Basal/Discontinue Rules
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Samples and Teaching Items
Both are identified with an “apple.”
Samples do not count in the raw score.
Samples are highlighted in green.
Teaching Items do count in the raw score.
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Qualitative Indicators (QI)
Optional list of QIs is provided for each test to guide observations of child’s behavior during testing.Disruptive QIs (-)Enhancing QIs (+)
After testing, QIs may be summarized on page 2 of Record Form.
QIs (optional) Atlantis
– Fails to sustain attention– Impulsively responds incorrectly– Reluctant to respond when uncertain– Responds negatively to correction+ Unusually focused+ Verbalizes a strategy for rememberingQIs developed in collaboration with Dr. Elaine Fletcher-Janzen.
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Subtest: Atlantis Scale: Learning/Glr
This is KOH. Point to KOH.
Let child point to the picture (repeat instruction if necessary), then immediately turn page.
You will see pictures of fish, plants, and shells, Each one has a name.
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Subtest: Atlantis Scale: Learning/Glr
Point to KOH.
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Starting point after Sample for age 6.
Point to the one that doesn’t belong.
Item 6
If starting here and incorrect response is given, drop back to Item 1.
Subtest: Conceptual Thinking Scale: Simultaneous/Gv
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Subtest: Face Recognition Scale: Simultaneous/Gv
Begin timing.
See this person?
Expose the picture for 5 seconds, then immediately turn the page.
Start: All Ages
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Correct:Go on to Item 1.
Incorrect or no response:This is the person I showed you (point to person). Let’s try again. Turn back to the exposure page and repeat the item.
Find that person here.
Subtest: Face Recognition Scale: Simultaneous/Gv
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If necessary, say What is this?
• If child names a specific part instead of the whole object say Yes, but tell me the name of the whole thing.
• If the child names an irrelevant part of the picture, point to the intended object and say Yes, but tell me the name of this.
Subtest: Expressive VocabularyScale: Knowledge/Gc
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Begin timing.
Put these together to make one like this (point to easel).
Items 11-27 have time limits. Begin timing when you turn the page. Stop timing when child is finished or time limit.
Record response times
in seconds for ages 7-18 (not at ages 3-6).
Subtest: TrianglesScale: Simultaneous/Gv
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Subtest: Word OrderScale: Sequential/Gsm
Look at these pictures (point to the entire row). Point to the Star…Cup…Key…Bird…House.
Correct the child as necessary and repeat until the child associates the appropriate word with each picture.
Starting Directions
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Point to something that swims in the water and lives in a bowl.
Point to an animal that gives milk.
Point to something you can wear to keep warm.
Subtest: RiddlesScale:Knowledge/Gc
RiddlesPictures (Items 1-8)
An oral response is acceptable. If oral response is incorrect, say Point to the answer.
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Interpretation
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• Color-coded Record Form
• Score summaries on front and back covers
Completing the Record Form
Front: Ages 7-18
Back: Ages 3-6
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• Color-coded • Green = Learning• Red = Sequential• Purple = Simultaneous• Brown = Planning• Blue = Knowledge
Subtests - (Ages 7-18)
Solid color = Core Test
Colored Text = Supplemental Test
• Record raw score, scaled score, PR, and AE
Use Tables D.1, D.4, D.5
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Scale Indexes• Record & sum scaled
scores for each core test within a Scale Index
• Record the sums for each Scale Index in the appropriate column (FCI or MPI)
• Sum to obtain total for global index
• Record the SS, confidence intervals, and PR
(Use Tables D.2 and D.4)
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Range of Standard Scores
Global Scale Index
Scale Index
40 to 160
50 to 155
131 or greater116 to 130 85 to 11570 to 84
69 or less
Upper extremeAbove averageAverageBelow averageLower extreme
Descriptive Category
Range of Standard
Scores
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Nonverbal Index
• Record scaled scores for required subtests and sum
• Record standard score, confidence interval, and PR (Tables D.2, D.4)
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Profile of Scale Indexes
Page 3 of
Record Form
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Analysis of Scale Indexes
Page 3 of Record Form
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Inside back cover for ages 3-
6
Profile and Analysis of Scale
Indexes
P. 23
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Background Questions
Page 2 of Record Form
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Summary of Qualitative Indicators
Optional
Page 2 Record Form
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Ground Rules for Interpreting the KABC-II
• Interpret a scale index only if performance is consistent on subtests that compose scale (base rate rule <10%)
• Use .05 level of statistical significance when determining personal strengths/weaknesses
• Consider differences that are both statistically significant and uncommon (<10%) to be potentially valuable for diagnosis and educational purposes
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Interpreting the Results
Step 1. Interpret the global scale index (FCI, MPI, or NVI)
A. Consult Table D.2 to obtain SS and 90% or 95% confidence interval. Use Table D.4 for PR and Table 5.1 for category.
B. If using NVI do not conduct any other interpretive steps.
FCI 89 83-95 23 Average
Global Scale Index
Standard Score
95% confidence interval
Percentile Rank
Descriptive Category
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Interpreting the Results
Step 2. Interpret the profile of scale indexes to identify
strengths and weaknesses (personal/relative and
normative)A. Determine whether each scale is interpretable (unitary).
B. Conduct normative analysis (relative to Average range of 85-115)
C. Conduct ipsative analysis (relative to child’s mean score)
D. Determine if any scales that are personal strengths or weaknesses are infrequent.
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Is Each Scale Interpretable?
Step 2A: Use base rate rule of <10%.See Record Form p. 3 for ages 7-18 and p. 23 for ages 3-6.
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What if a Scale is Not Interpretable?
• Provides rich, diagnostic information• Identifies uncommon variability • Provides divergent vs. convergent data
• Consider narrow abilities or task differences
• Use cross-battery assessment to explore
• Determine if tests within scale are a notable integrity (both > 12) or a notable limitation (both < 8)
Meaningfulness of Scale may be diminished, but the tests are not invalid.
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Any Normative Strengths or Weaknesses?
Step 2B: Identify if any of the scales are a normative weakness (<85), or a normative strength >115.
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Graphical Profile of Norm-Referenced Performance
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Any Relative Strengths or Weaknesses?
Step 2C: Identify personal weaknesses or strengths in the scale profile. Calculate mean and difference from mean for each interpretable scale.
Mean
Consult Tables on p. 3. See next slide. 92
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Any Relative Strengths or Weaknesses?
Step 2D: Consult statistical significance and frequency table in Record Form (p. 3 or p. 23).
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Interpreting the Results Optional Steps
Step 3. Scale ComparisonsA. Learning/Glr to Delayed Recall (5-18)B. Learning/Glr to Knowledge/Gc
Step 4. Supplementary Subtest AnalysisA. Compare to the mean scaled score of the core
subtests in interpretable scales.
B. See Table 5.3 (p. 55) of Manual for supplementary subtests by scale and age
C. Consult Table D.10 to evaluate the size and frequency of the differences.
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• Zero scores always require caution.
• If child has more than 3 raw scores of 0, do not interpret the global scale index.
• If child has 2 of more raw scores on a scale, do not interpret the scale index.
Zero Raw Scores
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• Prorating for the FCI or MPI• A maximum of two unusable tests• Must have at least one valid subtest in each scale
included in the global scale index
Prorating is Permitted
• Prorating for the NVI or the Simultaneous/Gv Scale• Must have at least two usable subtests
Compute the rounded average (mean) of the usable scaled scores and use as the score for the unusable subtest(s).
Do not perform interpretive analysis with any scores obtained by prorating.
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• Covers an extended age range: 3-18
• Provides measurement of 5 ScalesLearning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
• Uses Luria or CHC Theories
• Conormed with KTEA-II
KABC-II : Summary
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“We are the most important element in evaluation…not the
tests.”
Intelligent Testing
Alan S. Kaufman
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