This book was developed for those who test children within the 3- to yearold age range and wish to learn the essentials of the KABC-II in a direct, nononsense, systematic manner. The main topics coveredhere are administration, scoring, interpretation, and clinical use of the instrument. Each chapter contains questions that are intended to help you consolidate what you have read. After reading this book, you will have at your fingertips in-depth information to help you become a competent KABCII examiner and clinician. This chapter reviews the history of the K-ABC, the development of the KABCII and the theoretical foundations of the test, and provides a thorough description of the test, its reliability, and its validity.
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This book was developed for those who test children within the 3- to yearold age range and wish to learn the essentials of the KABC-II in a direct, nononsense, systematic manner. The main topics coveredhere are administration, scoring, interpretation, and clinical use of the instrument. Each chapter contains questions that are intended to help you consolidate what you have read. After reading this book, you will have at your fingertips in-depth information to help you become a competent KABCII examiner and clinician.
This chapter reviews the history of the K-ABC, the development of the KABCII and the theoretical foundations of the test, and provides a thorough description of the test, its reliability, and its validity. However, before delving into these details of the KABC-II, we feel it is important to emphasize some important facts about the test.
Only one of these two global scores is computed for any examinee. Prior to testing a client, examiners choose the interpretive system i. Deciding which interpretive system to use will dictate which global score is reported and also whether measures of acquired knowledge are included from the core battery see Rapid Reference 1. The Binet tradition was empirical and practical in contrast to the clinical tradition spawned by Wechsler the man and Wechsler the test developer.
Neither orientation paid more than lip service to the burst of theories in cognitive psychology, neuropsychology, intelligence, and learning. And when old tests were revised Wechsler, , or new tests were developed McCarthy, , there were precious few novel tasks to supplement the traditional tasks developed during the early s.
The WJ was indeed replete with novel subtests, but for years the cognitive portion of this instrument was primarily a test used by special educators, not psychologists. Both the Sperry and the Luria-Das models are characterized by a dual-processing approach that has been well supported by a large body of cognitive and neuropsychological research Das et al.
The size of group differences on tests of cognitive ability between white children and minority children is thought to reflect, in part, the cultural fairness of a test. Numerous research studies have shown that Latino or Latina children and Native American children also tended to score higher on the K-ABC than on conventional measures, resulting in reduced differences between white and minority children e.
The innovative features of the K-ABC did not shelter it from controversy, with many psychologists and educators expressing strong positive and negative comments about the test.
Kamphaus , has reviewed and summarized the various perspectives on the K-ABC. In contrast, the limited floor and insufficient ceiling on some subtests were noted as negative aspects of the K-ABC.
In revising the K-ABC and developing the KABC-II, the Kaufmans considered several factors: the perspectives of psychologists and educators on the original K-ABC, the enormous amount of research on the test, and the current needs of clinicians as dictated by political, social, economic, and educational concerns.
As we review in Rapid Reference 1. In Rapid Reference 1. Rapid Reference 1. The joint operation of several brain systems is crucial for children to learn new material efficiently. To capture the linkage between blocks 2 and 3, the KABC-II includes measures of simultaneous processing that not only require the analysis, coding, and storage of incoming stimuli but also demand executive functioning and problem solving for success e.
However, Horn believed that the psychometric data, as well as neurocognitive and developmental data, were suggesting more than just these two general abilities. Although the theory continued to be called Gf-Gc theory, the multiple Broad Abilities were treated as equals, not as part of any hierarchy. Based on his in-depth survey of factor-analytic studies, Carroll , developed a hierarchical theory composed of three levels or strata of abilities, which are detailed in Rapid Reference 1.
Differences between the theories have been spelled out elsewhere Flanagan et al. Kaufman Excerpted by permission. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher. Excerpts are provided by Dial-A-Book Inc.
ESSENTIALS OF KABC-II ASSESSMENT PDF
History[ edit ] The original KABC was developed from neuropsychological theory , merging left brain-right brain research on cerebral specialisation e. The KABC focuses on the processes needed to solve problems rather than their content i. An important feature of the KABC is that it yielded smaller than average score differences than was typical between African American and European American ethnic groups, making it particularly useful when assessing children of difference ethnicities. The second edition KABC-II which was published in , is an individually administered measure of the processing and cognitive abilities of children and adolescents aged 3— There are a number of important revisions in the KABC-II: The age range has been widened, additional scales developed and the theoretical foundation expanded.
Essentials of Kabc-II Assessment
Zologis Essentials of Kabc-II Assessment Debs Wombat marked it as to-read Apr 12, Each concise chapter features numerous callout boxes highlightingkey concepts, bulleted points, and extensive illustrative material,as well as test questions that help you gauge and reinforce yourgrasp of the information covered. What Type Am I? Want to Read Currently Reading Read. Want to Read saving…. More about Elaine Fletcher-Janzen. This assessmet is not yet featured on Listopia. Permissions Request permission to reuse content from this site.
Essentials of KABC-II Assessment
Essentials of KABC-II assessment