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Showing 1 to 15 of 34 results Save | Export
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McGill, Ryan J. – Psychology in the Schools, 2017
The present study examined the factor structure of the Luria interpretive model for the Kaufman Assessment Battery for Children-Second Edition (KABC-II) with normative sample participants aged 7-18 (N = 2,025) using confirmatory factor analysis with maximum-likelihood estimation. For the eight subtest Luria configuration, an alternative…
Descriptors: Children, Intelligence Tests, Models, Factor Structure
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McGill, Ryan J.; Spurgin, Angelia R. – Psychology in the Schools, 2016
The current study examined the incremental validity of the Luria interpretive scheme for the Kaufman Assessment Battery for Children-Second Edition (KABC-II) for predicting scores on the Kaufman Test of Educational Achievement-Second Edition (KTEA-II). All participants were children and adolescents (N = 2,025) drawn from the nationally…
Descriptors: Children, Adolescents, Intelligence Tests, Achievement Tests
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Dale, Brittany A.; McIntosh, David E.; Rothlisberg, Barbara A.; Ward, Kimberly E.; Bradley, Madeline Hunt – Psychology in the Schools, 2011
This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC-II), in terms of the Cattell-Horn-Carroll (CHC) theory among ethnically diverse preschool children. Forty-nine African American and 49 Caucasian preschool children from a Midwestern city were included in the…
Descriptors: Intelligence Tests, Intelligence Quotient, Preschool Children, African American Children
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Keith, Timothy Z.; Reynolds, Matthew R. – Psychology in the Schools, 2010
This article reviews factor-analytic research on individually administered intelligence tests from a Cattell-Horn-Carroll (CHC) perspective. Although most new and revised tests of intelligence are based, at least in part, on CHC theory, earlier versions generally were not. Our review suggests that whether or not they were based on CHC theory, the…
Descriptors: Intelligence Tests, Cognitive Tests, Test Validity, Factor Analysis
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Childers, John S.; And Others – Psychology in the Schools, 1985
Administered the Kaufman Assessment Battery for Children (K-ABC) to fourth-, fifth-, and sixth-grade students (N=44). Six months later, all students received the California Achievement Test (CAT). Results supported the predictive utility of the K-ABC, and also provide support for the differential validity of the K-ABC achievement versus mental…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Predictive Validity
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Obrzut, Ann; And Others – Psychology in the Schools, 1984
Invstigated the construct validity of the Kaufman Assessment Battery for Children (K-ABC) with 19 learning disabled and 13 educable mentally retarded elementary students. Correlations with the Wechsler Intelligence Scales for Children (Revised) suggested the K-ABC is a valid measure of general and performance areas of intelligence. (JAC)
Descriptors: Educational Diagnosis, Elementary Education, Elementary School Students, Intelligence Tests
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Reynolds, Cecil R.; And Others – Psychology in the Schools, 1984
Explored the relationship between age and intelligence test performance across race and evaluated the developmental progression of scores and construct validity of the Kaufman Assessment Battery for Children in a sample totaling 2,615 children. No significant race or sex differences were found, supporting the validity of the K-ABC. (JAC)
Descriptors: Age Differences, Child Development, Children, Elementary Education
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Naglieri, Jack A. – Psychology in the Schools, 1985
Examined normal (N=34), learning disabled (N=34), and borderline mentally retarded (N=33) children's performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite…
Descriptors: Children, Elementary Education, Learning Disabilities, Slow Learners
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Hayden, Davis C.; And Others – Psychology in the Schools, 1988
Administered Kaufman Assessment Battery for Children (K-ABC) and Stanford-Binet Fourth Edition (Binet IV) to 32 gifted third- and fourth-graders. Binet IV scores averaged eight points higher than K-ABC scores. Concurrent validity coefficient of .70 indicated high degree of association between test performance on two tests. Results support use of…
Descriptors: Comparative Testing, Educational Diagnosis, Elementary Education, Elementary School Students
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Valencia, Richard R.; And Others – Psychology in the Schools, 1995
Content (item) bias on the Mental Processing Scales and the Achievement Scale of the Kaufman Assessment Battery for Children (K-ABC) was investigated with 100 Mexican American and 100 White fifth- and sixth-grade boys and girls. Biases were found against the Mexican American sample. (JBJ)
Descriptors: Correlation, Elementary Education, Ethnic Groups, Grade 5
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Lassiter, Kerry S. – Psychology in the Schools, 1995
To test the validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale, Draw-A-Person: Quantitative Scoring System, and the K-ABC Achievement Scale were administered to 50 kindergarten and first-grade children. Results indicated all measures…
Descriptors: Academic Achievement, Cognitive Ability, Correlation, Grade 1
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Williams, Janis M.; And Others – Psychology in the Schools, 1995
Five-year follow-up study examined the predictive validity of the Kaufman Assessment Battery for Children (K-ABC) for 39 children identified during preschool as exhibiting language impairment (n=10), behavior control deficits (n=13), or normal language and behavioral development (n=16). Results generally supported the predictive validity of the…
Descriptors: Behavior Development, Behavior Disorders, Elementary Education, Intelligence Tests
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Knight, B. Caleb; And Others – Psychology in the Schools, 1990
Examined the concurrent validity of the composite and area scores of the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and the Mental Processing Composite and global scale scores of the Kaufman Assessment Battery for Children in Black, learning-disabled elementary school students (N=30). Findings demonstrated adequate concurrent…
Descriptors: Black Students, Concurrent Validity, Elementary Education, Elementary School Students
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Gordon, Michael; And Others – Psychology in the Schools, 1990
Analyzed the protocols of 52 clinic-referred children who were administered the Kaufman Assessment Battery for Children (K-ABC) as well as version of the Continuous Performance Test (CPT), a laboratory measure of attention. Results demonstrated significant interrelationships among K-ABC and CPT scores. (Author/ABL)
Descriptors: Attention, Attention Span, Children, Predictor Variables
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Flanagan, Rosemary – Psychology in the Schools, 1995
The K-ABC is discussed in relation to the Wechsler Intelligence Scale (WISC-R) as a second measure of cognitive ability for children of various linguistic backgrounds who are conversational in English but have difficulty with written English. The K-ABC illustrated that the children had higher cognitive ability than was measured by the WISC-R; this…
Descriptors: Children, Cognitive Measurement, Cognitive Tests, English (Second Language)
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