California Association of School
Psychologists
Burlingame, CA
March 18, 2004
The Revisions of the
Kaufman Assessment Battery for Children (KABC-II) and
Kaufman Test of Educational Achievement (KTEA-II)
Alan S. Kaufman
Mark H. Daniel
Original K-ABC—The Positives
• Smaller ethnic differences for
African Americans, Hispanics,
and Native Americans
• Theory-based**
• Novel tasks**
• Teaching Items**
Original K-ABC—The Positives
• Interpretive Manual**
• Many validity studies in manual**
• Special Education children in
standardization sample**
• Easy to Administer & Score
• Includes Nonverbal Scale
Original K-ABC—The Negatives
• Excluded verbal ability from measure
of intelligence
• Measured too few abilities (only
Sequential-Simultaneous Processing)
• Alternative interpretations feasible
• Too much memory, not enough
reasoning ability
Goals of the KABC-II
• Keep the positives of the
K-ABC and eliminate its
negatives
• Develop a test that will help effect
change
• Expand age range to 3-18 years
(K-ABC range was 2½ -12½ )
Goals of the KABC-II
Offer flexibility to examiner
• Two Theories—Luria & CHC
• Two Global scores—MPI & FCI
• Nonverbal Scale
• Core Battery + Supplementary Subtests +
Supplementary Delayed Recall Scale +
Out-of-Level Norms
Goals of the KABC-II
Keep the Best K-ABC Subtests and
develop interesting new ones
• Eight K-ABC subtests were eliminated
• Eight K-ABC subtests were retained
• Eight new subtests were added to the
KABC-II
Subtests Eliminated from K-ABC
•
•
•
•
•
•
•
•
Spatial Memory
Magic Window
Photo Series
Matrix Analogies
Arithmetic
Faces & Places
Reading: Decoding
Reading: Understanding
Subtests Retained from K-ABC
•
•
•
•
•
•
•
•
Word Order
Number Recall
Triangles
Face Recognition
Riddles
Expressive Vocabulary (Extended to age 18)
Hand Movements (Supplementary subtest only)
Gestalt Closure (Supplementary subtest only)
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
Features of the KABC-II
Measures a wider variety of
processing abilities:
• Continues to measure Sequential &
Simultaneous
• New emphasis on learning ability
• Increased emphasis on reasoning
ability (planning)
KABC-II: Key Features
• Wide age range for consistency of
assessment throughout the school years
• Processing orientation helps give
insights into how the child learns
• Five scales help identify processing
disorders (and integrities) for the
assessment of SPECIFIC LEARNING
DISABILITIES
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
Original K-ABC Structure
Sequential
Processing
Mental
Processing
Composite
Simultaneous
Processing
Achievement
Dual Theoretical Model
Luria Model
Sequential Processing
Simultaneous Processing
Planning Ability
Learning Ability
-----Mental Processing Index
(MPI)
CHC Model
Short-term Memory (Gsm)
Visual Processing (Gv)
Fluid Reasoning (Gf)
Long-term Retrieval (Glr)
Crystallized Ability (Gc)
Fluid-Crystallized Index
(FCI)
Dual Theoretical Foundation
Name of
Luria Term
CHC Term
KABC-II Scale
Learning Ability
Sequential Processing
Simultaneous Processing
Planning Ability
Long-Term Storage
& Retrieval (Glr)
Short-Term Memory (Gsm)
Visual Processing (Gv)
Fluid Reasoning (Gf)
Crystallized Ability (Gc)
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
Mental Processing
Index (MPI)
Fluid-Crystallized
Index (FCI)
Features 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
Knowledge/Gc: Verbal Knowledge
Knowledge /Gc: Verbal Knowledge
All Verbal Items
What has many contests,
cowboys, and horses?
What is made of nylon, is
carefully folded, and is
needed for skydiving?
Knowledge /Gc: Verbal Knowledge
All Verbal Items
What is as big as a fist, has a
beat, and keeps people alive?
What is a liquid, is silvercolored, and is used in
thermometers?
Block 1—Maintains Arousal
Block 2—Codes & Stores Information
Block 3—Plans & Organizes Behavior
Dual theoretical model
Luria perspective—Learning/Glr
LEARNING ABILITY
represents the integration of the processes
associated with all three functional units,
placing a premium on
Block 1 (Attention) and
Block 2 (Coding, Storage, &
Sensory Integration)
Dual theoretical model
Luria perspective—Sequential/Gsm
SEQUENTIAL PROCESSING
is associated primarily with the Coding
functions of Block 2 (Successive or Sequential
information processing)
** Arranging input in sequential or serial
order to solve a problem, where each idea is
linearly and temporally related to the
preceding one
Dual theoretical model
Luria perspective—Simultaneous/Gv
SIMULTANEOUS PROCESSING
is associated primarily with the Coding
functions of Block 2 (Simultaneous information
processing), but also with the Planning
functions of Block 3
**Synthesizing stimuli simultaneously
(holistically), usually spatially, to produce the
appropriate solution. Blends Luria’s Blocks 2
& 3 to enhance complexity of KABC-II tasks
Dual theoretical model
Luria perspective—Planning/Gf
PLANNING ABILITY
is associated primarily with the Planning,
Executive Functioning, and Organizing
functions of Block 3 (Frontal Lobe)
**measures the high-level, executive
processes associated with Block 3, such as
decision making, planning, generating
hypotheses, self-monitoring, & programming
Dual theoretical model
Luria perspective—Knowledge/Gc
ACQUIRED KNOWLEDGE
• Like Learning Ability, it represents the
integration of the processes associated with all
three functional units
• Unlike Learning Ability, it depends heavily on
cultural background & experience, quality of
home & school environment, and motivation.
Consequently, this scale is excluded from the
Luria model and its global score (MPI)
Dual theoretical model
Cattell-Horn-Carroll (CHC)
perspective:
– Assesses five broad abilities (of the
ten in the full CHC model)
– Crystallized ability is just as
essential as other components
Dual theoretical model
CHC Broad Abilities
• Long-Term Storage & Retrieval (Glr)—
storing and efficiently retrieving newlylearned or previously learned
information
• Short-Term Memory (Gsm)—taking in
and holding information, and then using
it within a few seconds
Dual theoretical model
CHC Broad Abilities (continued)
• Visual Processing (Gv)—perceiving, storing,
manipulating, and thinking with visual
patterns (KABC-II tasks deliberately add Gf)
• Fluid Reasoning (Gf)—solving novel problems
by using reasoning abilities such as induction
and deduction
• Crystallized Ability (Gc)—demonstrating the
breadth and depth of knowledge acquired from
one’s culture (KABC-II tasks add Gf)
Dual theoretical model
Cattell-Horn-Carroll (CHC) perspective:
– Compatible with most other comprehensive
cognitive batteries
– Consistent with several other Kaufman tests,
such as KAIT, K-BIT, & KBIT-2
– Forms the basis for the popular crossbattery assessment approach
Selecting the model: guidelines
Theoretical orientation of each model
• Luria model: focuses more on problemsolving skills than on acquired
knowledge
• CHC model: more conventional view of
cognitive functioning, well suited to
cross-battery assessment
Selecting the model: guidelines
•
•
Selection must be made before
administering the KABC-II
The CHC model is the model of choice,
except in cases where the examiner
believes that including measures of
acquired knowledge would compromise
the validity of the Fluid-Crystallized
Index (FCI).
Selecting the model: guidelines
•
In those cases, the Luria-based global
score (MPI) is preferred. The CHC
model is given priority over the Luria
model because we believe that
knowledge/Gc is, in principle, an
important aspect of cognitive
functioning.
Selecting the model: guidelines
Cases where the Luria model (MPI) would be
preferred include, but are not limited to, the
following:
• a child from a bilingual background
• a child whose non-mainstream cultural
background may have affected knowledge
acquisition and verbal development
Selecting the model: guidelines
• A child with known or suspected
language disorders, whether
expressive, receptive, or mixed
receptive-expressive
• A child with known or suspected
autism
Selecting the model: guidelines
•
In addition, an examiner with a firm
commitment to the Luria processing
approach, who believes that acquired
knowledge should be excluded from any
global cognitive score—regardless of the
reason for referral—may use the KABC-II in
the same way as the original K-ABC, as a
Luria-based instrument.
Selecting the model: guidelines
•
Otherwise, we recommend the CHC model
for most other situations, including
evaluation of children with known or
suspected disabilities in reading, written
expression, or mathematics; mental
retardation; behavior disorders; or
attentional disorders such as ADHD.
Selecting the model: guidelines
•
The CHC model is particularly appropriate for
assessing children for entry into programs for the
gifted and talented. Such programs typically
emphasize academic (Gc) skills. Also, Gc tends to be
a strength of gifted children, so the CHC model is
fairer and more suitable for this application.
Selecting the model: guidelines
• This set of guidelines does not
imply that we consider one model
to be theoretically superior to the
other. Both theories are equally
important as foundations of the
KABC-II.
Selecting the model: guidelines
•
•
The CHC psychometric theory
emphasizes specific cognitive abilities.
The Luria neuropsychological theory
emphasizes "processes," namely the
way children process information when
solving problems.
Selecting the model: guidelines
• Both approaches are valid for
understanding how children learn
and solve new problems, which is
why each scale has two names, one
from each theory.
Selecting the model: guidelines
Ultimately, decisions are functions of:
• Reason for Referral—For example, children
with reading disabilities are ordinarily given
the CHC model whereas children with
language disabilities are given the Luria model
• Child’s Background—For example, the Luria
model is preferred for children from bilingual
backgrounds
Selecting the model: guidelines
• Examiner’s Theoretical
Orientation—Examiners devoted to
Luria’s approach are permitted to
administer the Luria model of the
KABC-II, regardless of other
considerations.
Selecting the model: guidelines
Interpretation of KABC-II Profile
How examiners interpret children’s KABC-II scores
is separate from the model they choose.
• Examiners who favor the CHC approach will
interpret scales as CHC Broad Abilities, even if they
choose to report the MPI for a particular child.
• Those who prefer Luria’s model will apply a
processing approach to interpretation, even when
they administer the CHC model.
KABC-II Structure—Ages 3-18
Age 3 Global
Age 4-6 Global
Age 7-18 Global
Luria
MPI
MPI
MPI
CHC
FCI
FCI
FCI
Nonverbal
NVI
NVI
NVI
Scale Profile
Scale Profile
Scale Profile
None
Learning/Glr
Learning/Glr
Sequential/Gsm
Sequential/Gsm
Simultaneous/Gv
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
Knowledge/Gc
KABC-II Core Battery—Ages 3-6
Age 3
Age 4
Age 5-6
Learning/Glr
Atlantis
Atlantis
Rebus
Atlantis
Rebus
Sequential/Gsm
Word Order
Word Order
Number Recall
Word Order
Number Recall
Triangles
Concept. Thinking
Face Recognition
Triangles
Concept. Thinking
Face Recognition
Triangles
Concept. Thinking
---
Simultaneous/
Gv
Pattern Reasoning
Rover (age 6 only)
Knowledge/Gc
Riddles
Expressive Voc.
Riddles
Expressive Vocab.
Riddles
Expressive Vocab.
KABC-II Core Battery—Ages 7-18
Ages 7-12
Ages 13-18
Learning/Glr
Atlantis
Rebus
Atlantis
Rebus
Sequential/Gsm
Word Order
Number Recall
Word Order
Number Recall
Simultaneous/Gv
Rover
Triangles
Rover
Block Counting
Planning/Gf
Pattern Reasoning
Story Completion
Pattern Reasoning
Story Completion
Knowledge/Gc
Riddles
Verbal Knowledge
Riddles
Verbal Knowledge
Administration Times for
Core Battery
MPI
FCI
Ages
Luria Model
CHC Model
3-4
30 Minutes
40 Minutes
5
40 Minutes
50 Minutes
6
50 Minutes
60 Minutes
7-18
55 Minutes
70 Minutes
Supplementary subtests
• Supplementary subtests are additional measures
• However, they don’t contribute to scores for scales
(except to substitute for a spoiled core subtest)
• Contribute to the interpretive system
• Fully normed and validated, and therefore useful for
hypothesis testing (as in cross-battery assessment)
KABC-II Core Battery +
Supplementary Subtests—Age 3
CORE BATTERY
SUPPLEMENTARY
Atlantis
Word Order
Triangles
Conceptual Thinking
Face Recognition
Gestalt Closure
Number Recall
Riddles
Expressive Vocabulary
Verbal Knowledge
KABC-II Core Battery +
Supplementary Subtests—Age 4
SCALE
CORE BATTERY
SUPPLEMENTARY
Learning/Glr
Atlantis
Rebus
Sequential/Gsm
Word Order
Number Recall
Hand Movements
Simultaneous/Gv
Triangles
Conceptual
Thinking
Face Recognition
Gestalt Closure
Knowledge/Gc
Riddles
Expressive
Vocabulary
Verbal Knowledge
KABC-II Core Battery +
Supplementary Subtests—Age 5
SCALE
CORE BATTERY
SUPPLEMENTARY
Learning/Glr
Atlantis
Rebus
Delayed Recall Scale
Sequential/Gsm
Word Order
Number Recall
Hand Movements
Simultaneous/
Gv
Triangles
Gestalt Closure
Conceptual Thinking Face Recognition
Pattern Reasoning
Block Counting
Knowledge/Gc
Riddles
Expressive
Vocabulary
Verbal Knowledge
KABC-II Core Battery +
Supplementary Subtests—Age 6
SCALE
CORE BATTERY
SUPPLEMENTARY
Learning/Glr
Atlantis
Rebus
Delayed Recall Scale
Sequential/Gsm
Word Order
Number Recall
Hand Movements
Simultaneous/Gv
Triangles
Conceptual Thinking
Pattern Reasoning
Rover
Gestalt Closure
Face Recognition
Block Counting
Story Completion
Knowledge/Gc
Riddles
Verbal Knowledge
Expressive Vocabulary
KABC-II Core Battery +
Supplementary Subtests—Ages 7-12
Scale
Core Battery Supplementary
Learning/Glr
Atlantis
Rebus
Delayed Recall Scale
Sequential/Gsm
Word Order
Number Recall
Hand Movements
Simultaneous/Gv
Rover
Triangles
Block Counting
Gestalt Closure
Planning/Gf
Pattern Reasoning
Story Completion
Knowledge/Gc
Riddles
Verbal Knowledge
Expressive Vocabulary
KABC-II Core Battery + Supplementary
Subtests—Ages 13-18
SCALE
CORE
BATTERY
SUPPLEMENTARY
Learning/Glr
Atlantis
Rebus
Delayed Recall Scale
Sequential/Gsm
Word Order
Number Recall
Hand Movements
Simultaneous/Gv
Rover
Block Counting
Triangles
Gestalt Closure
Planning/Gf
Pattern Reasoning
Story Completion
Knowledge/Gc
Riddles
Verbal Knowledge
Expressive Vocabulary
KABC-II Nonverbal Scale—Ages 3-18
Ages 3-4
Age 5
Age 6
Ages 7-18
Hand Movements
Hand Movements
Hand Movements
Hand Movements
Triangles
Triangles
Triangles
Triangles
Conceptual
Thinking
Conceptual
Thinking
Conceptual
Thinking
Face Recognition
Face Recognition
Pattern Reasoning
Pattern Reasoning
Pattern Reasoning
Story Completion Story Completion
Block Counting
20 minutes
30 minutes
30 minutes
40 minutes
Learning/Glr Scale (Ages 4–18)
Cattell-Horn-Carroll (CHC)
Broad Ability = Long-Term Storage & Retrieval/Glr
Main Narrow Ability = Glr—Associative Memory (MA)
Luria
Integration of Blocks 1, 2, & 3—Emphasis on both Block 1
(Attention) and Block 2 (Coding & Storage)
Also
Depends on good Working Memory
Requires Sustained Attention & Concentration
Susceptible to Anxiety & Distractibility
Learning/Glr Scale—How the Subtests
Complement Each Other (Ages 4–18)
Atlantis
Rebus
Provides feedback for errors?
YES
NO
Uses meaningful visual
stimuli?
YES
NO
Uses meaningful auditory
stimuli?
NO
YES
Context important for
success?
NO
YES
Does sequence of stimuli
matter?
NO
YES
Learning/Glr Scale & the Supplementary
Delayed Recall Scale (Ages 5–18)
CHC
Learning/Glr
Scale
Delayed
Recall Scale
Broad Abilities
Long-term storage & Long-term storage &
retrieval/Glr
retrieval/Glr
Narrow Abilities
Associative Memory
Associative Memory
& Learning Abilities
Luria
Integration of
Blocks 1, 2, & 3
Primary focus on
Block 1- Attention
Block 2- Coding &
Sensory Integration
Primary focus on
Block 2- Storage &
Retrieval
Also
Compare Initial &
Delay Scores
Initial Learning
20 min. Delayed
Recall
Learning/Glr: Rebus
Learning/Glr: Rebus
Sequential/Gsm Scale (Ages 4–18)
Cattell-Horn-Carroll (CHC)
Broad Ability = Short-Term Memory/Gsm
Main Narrow Ability = Gsm—Memory Span (MS)
Luria
Emphasis on Block 2 (Successive or Sequential Processing)
Also
Requires good Attention Span
Susceptible to Anxiety & Distractibility
Sequential/Gsm Scale—How the Subtests
Complement Each Other (Ages 4–18)
Word Order
Number Recall
Nature of
Output?
Pointing
Vocal
Nature of
Content?
Words
Numbers
Interference
Task
Long Number
Series
YES
NO
Achieves
Difficulty?
Integration of
auditory &
visual stimuli?
Sequential/Gsm Scale with Supplementary Hand
Movements—How the Three Subtests Complement Each
Other (Ages 4–18)
Word Order Number Recall
[Hand
Movements]
Nature of Output?
Nature of Content?
Achieves difficulty?
Integration: auditory
& visual stimuli?
Channel of communication
Pointing
Vocal
Gross Motor
Words
Numbers
Hand positions
Interference
task
Long number
series
[Long
sequences of
hand positions]
YES
NO
NO
AuditoryMotor
Auditory-Vocal
Visual-Motor
Sequential/Gsm Scale—How the Subtests
Complement Each Other (AGES 4–18)
(continued)
Word Order
CHC: measures the YES (interference
Gsm narrow
task)
ability—Working
Memory (WM)?
Requires flexibility
YES
to shift tasks?
Number Recall
NO
NO
Sequential/Gsm Scale with Supplementary Hand
Movements—How the Three Subtests Complement Each
Other (Ages 4–18) (continued)
CHC Narrow Ability
Gsm —
Memory Span (MS)
Working Memory
(WM)
Gv —
Visual Memory
(MV)
Word
Order
Number
Recall
[Hand
Movements]
***
***
***
***
***
Sequential/Gsm: Number Recall
“Say these numbers just as I do.”
7–3
2–5–9–4
7 – 9 – 3 – 5 – 2 – 10 – 5 – 1 – 4
Hand Movements
Sequential/Gsm
Simultaneous/Gv Scale (Ages 4–18)
Cattell-Horn-Carroll (CHC)
Primary Broad Ability = Visual Processing/Gv
Secondary Broad Ability = Fluid Reasoning/Gf
Luria
Emphasis on Block 2 (Simultaneous Processing)
Integration of Block 2 & Block 3 (Planning Ability)
Simultaneous/Gv Scale—How the Subtests
Complement Each Other (Ages 3–4)
Triangles
Conceptual
Face
Thinking Recognition
Nature of
visual stimuli?
Abstract
Abstract &
Meaningful
Meaningful
Nature of
Response?
Gross-Motor
Pointing
Pointing
Problem
Solving or
Memory?
Problem
solving
Problem solving
Memory
Simultaneous/Gv Scale—How the Subtests
Complement Each Other (Ages 3–4) (continued)
CHC Narrow
Ability
GV —
Visualization (VZ)
Spatial Relations (SR)
Conceptual
Face
Triangles Thinking Recognition
***
***
***
Visual Memory (VM)
Gf—
Induction (I)
***
***
Simultaneous/Gv Scale—How the Subtests
Complement Each Other (Ages 5–6)
Triangles
Conceptual
Thinking
Gv—Visualization (VZ)
***
***
Gv—Spatial Relations (SR)
***
CHC Narrow Ability
Pattern
Reasoning
***
Gv—Spatial Scanning (SS)
Gf — Induction (I)
Gf—General Sequential
Reasoning (RG)
Rover
(age 6)
***
***
***
Simultaneous/Gv Scale—How the Subtests
Complement Each Other (Ages 7–12)
Core Battery Supplementary
CHC Narrow
Ability
Triangles
Block
Counting
Gv—Visualization (VZ)
***
***
Gv—Spatial Relations
(SR)
***
Gv—Spatial Scanning
(SS)
Rover
Gestalt Closure
***
***
Gv—Closure Speed (CS)
Gf—General Sequential
Reasoning (RG)
***
Gq—Math Achievement
(A3)
***
***
Simultaneous/Gv Scale—How the Subtests
Complement Each Other (Ages 13–18)
Core Battery
CHC Narrow
Ability
Rover
Gv—Visualization (VZ)
Block
Counting
Triangles
***
***
Gv—Spatial Relations
(SR)
Gv—Spatial Scanning
(SS)
Supplementary
Gestalt Closure
***
***
***
Gv—Closure Speed (CS)
Gf—General Sequential
Reasoning (RG)
***
Gq—Math Achievement
(A3)
***
***
Simultaneous/Gv: Triangles
Simultaneous/Gv: Triangles
Simultaneous/Gv: Triangles
Face Recognition
Simultaneous/Gv
Face Recognition
Simultaneous/Gv
Face Recognition
Simultaneous/Gv
Face Recognition
Simultaneous/Gv
Face Recognition
Simultaneous/Gv
Face Recognition
Simultaneous/Gv
Block Counting
Simultaneous/Gv
Block Counting
Simultaneous/Gv
Block Counting
Simultaneous/Gv
Gestalt Closure
Simultaneous/Gv
Gestalt Closure
Simultaneous/Gv
Planning/Gf Scale (Ages 7–18)
Cattell-Horn-Carroll (CHC)
Broad Ability = Fluid Reasoning/Gf
Main Narrow Ability = Gf—Induction (I)
Luria
Emphasis on Block 3 (Planning Ability)
Integration of Blocks 1 (Attention) with Block 3 (Planning
Ability)
Also
Requires good Executive Functioning (frontal lobe)
Susceptible to Impulsivity
Planning/Gf Scale—How the Subtests
Complement Each Other (Ages 7–18)
Pattern
Reasoning
Story Completion
Meaningful
visual stimuli?
NO
YES
Visual-motor
response?
NO
YES
Uses
manipulatives?
NO
YES
Planning/Gf Scale—How the Subtests
Complement Each Other (Ages 7–18) (continued)
CHC Narrow
Ability
Gf
Induction (I)
Gc
General
Information
(K0)
Gv
Visualization
(VZ)
Pattern
Reasoning
Story
Completion
***
***
***
***
***
Planning/Gf: Pattern Reasoning
Planning/Gf: Pattern Reasoning
Pattern Reasoning
Planning/Gf
Planning/Gf: Pattern Reasoning
Story Completion
Planning/Gf
Story Completion
Planning/Gf
Story Completion
Planning/Gf
Story Completion
Planning/Gf
Knowledge/Gc Scale (Ages 4–18)
Cattell-Horn-Carroll (CHC)
Broad Ability = Crystallized Ability/Gc
Narrow Ability = Gc—Lexical Knowledge (VL)
Luria
Acquired Knowledge—Integration of Blocks 1, 2, & 3
NOTE—Knowledge/Gc Scale is excluded from Luria model
Also
Dependent on environmental opportunity, cultural
background, & alertness to environment
Knowledge/Gc Scale—How the Subtests
Complement Each Other (Ages 3–6)
Type of stimuli?
Riddles
Expressive
Vocabulary
Verbal
Pictorial
Channel of
communication Auditory-visual
Visual-vocal
Note—Riddles has verbal and pictorial stimuli for its
easiest items.
Knowledge/Gc Scale—How the Subtests
Complement Each Other (Ages 3–6) (continued)
CHC Narrow
Ability
Riddles
Expressive
Vocabulary
Gc
Lexical Knowledge
(VL)
***
***
Language
Development
(LD)
***
Gf
General Sequential
Reasoning (RG)
***
Knowledge/Gc Scale—How the Subtests
Complement Each Other (Ages 7–18)
Type of stimuli?
Type of
response?
Measures
auditory-visual
integration
Riddles
Verbal
Knowledge
Auditory
Visual + auditory
Vocal
Pointing
NO
YES
Knowledge/Gc Scale—How the Subtests
Complement Each Other (Ages 7–18) (continued)
CHC Narrow
Ability
Gc
Lexical Knowledge
(VL)
Language
Development
(LD)
Riddles
Verbal Knowledge
***
***
***
General Information
(KO)
Gf
General Sequential
Reasoning (RG)
***
***
Knowledge/Gc Scale with Supplementary Expressive
Vocabulary—How the Subtests Complement Each Other
(Ages 7–18) (continued)
CHC Narrow
Ability
Riddles
Verbal
Knowledge
Expressive
Vocabulary
***
***
***
Gc
Lexical
Knowledge (VL)
Language
Development
(LD)
***
General
Information (KO)
***
Gf
General
Sequential
Reasoning (RG)
***
Riddles All-Verbal Items
What has many contests, cowboys,
and horses?
What is made of nylon, is carefully
folded, and is needed for skydiving?
Riddles All-Verbal Items
What is as big as a fist, has a beat,
and keeps people alive?
What is a liquid, is silver-colored,
and is used in thermometers?
Knowledge/Gc: Verbal Knowledge
Knowledge/Gc: Verbal Knowledge
Verbal Knowledge
Knowledge/Gc
Knowledge/Gc: Verbal Knowledge
Knowledge/Gc: Expressive Vocabulary
Expressive Vocabulary
Knowledge/Gc
Expressive Vocabulary
Knowledge/Gc
Global Score Differences for Whites & African
Americans on Several Tests—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).
Mean Global Scores on the K-ABC and
KABC-II for African American Children
(NOT Adjusted for SES)
K-ABC
Age
MPC/MPI
FCI
KABC II
2:6-4 5-12:6 3-6
7-18
100.2
--
93.7
97.1
94.8
--
96.2
94.0
NVI
101.2
92.3
95.3
92.8
Sample
Size
161
644
150
315
Mean Scale Indexes on the K-ABC and KABC-II for
African American Children (NOT Adjusted for SES)
K-ABC
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc(Ach)
Sample Size
KABC-II
2:6-4
5-12:6
3-6
7-18
—
—
98.2
97.9
103.1
97.9
100.5
99.5
97.9
92.8
95.2
92.7
—
—
—
94.3
96.7
92.9
94.6
93.5
161
644
150
315
Ages 3-6: Mean KABC-II Global Scores, By
Ethnic Group (Adjusted for Gender & SES)
African
American
American
Hispanic Indian
Asian White
MPI
FCI
98.7
98.0
98.2
96.6
99.5
99.7
100.3 100.9
99.8 101.6
NVI
96.7
99.7
104.0
104.3 100.8
Sample
Size
150
162
17
13
505
Ages 3-6: Mean KABC-II Scale Indexes, By
Ethnic Group (Adjusted for Gender & SES)
African
American
Hispanic
American
Indian
99.3
98.9
—
—
99.7
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
17
13
505
Learning/Glr
Sequential/
Gsm
Asian White
Ages 7-18: Mean KABC-II Global Scores, By
Ethnic Group (Adjusted for Gender & SES)
Hispanic
American
Indian
Asian White
95.2
96.5
96.5
104.6 101.9
94.5
95.8
95.6
103.9 102.4
NVI
93.1
98.3
97.0
103.4 102.0
Sample Size
315
383
51
MPI
FCI
African
American
62
1,356
Ages 7-18: Mean KABC-II Scale Indexes, By
Ethnic Group (Adjusted for Gender & SES)
African
American
Hispanic
American
Indian
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
Asian
62
White
1,356
Mean Global Scores on the WISC-III & KABC-II for
African American Children—NOT ADJUSTED for SES
Scale
WISC-III
FS-IQ
KABC-II
MPI
KABC-II
FCI
WISC-III Mean
(Ages 6-16)
N=338
KABC-II Mean
(Ages 7-18)
N=315
88.6
94.8
94.0
WISC-III data are from Prifitera & Saklofske (1998)
Differences between Global Scores of Whites & African
Americans on the WISC-III &
KABC-II—ADJUSTED for SES
Scale
WISC-III
FS-IQ
KABC-II
MPI
KABC-II
FCI
WISC-III Mean
(Ages 6-16)
N=338
KABC-II Mean
(Ages 7-18)
N=315
+11.0
+6.7
+7.9
WISC-III data are from Prifitera & Saklofske (1998)
Taos sample: KABC-II & WISC-IV
GLOBAL SCORE MEANS
(N=30)
WISC-IV
FS-IQ
KABC-II
Difference
86.7
MPI: 95.1
+8.4
FCI: 94.1
+7.4
Note—Children were tested first on KABC-II (ages 5-14, mean =
7.8) and second on WISC-IV (ages 6-15, mean = 9.3). Data from
Fletcher-Janzen (2003).
Taos sample: KABC-II & WISC-IV
Global Score Intercorrelations
(N=30)
KABC-II
Mental
FluidProcessing Crystallized
Index
Index
WISC-IV
FS-IQ
0.86
0.84
KABC-II Norm Sample
• N = 3,025
• 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
KABC-II Norm Sample
• Includes representative proportions of:
–
–
–
–
–
–
Specific learning disability
Speech/language impairment
Mental retardation
Emotional/behavioral disturbance
ADHD
Gifted/talented
KABC-II Norm Sample
• Age 18 sample matches population on
educational status:
–
–
–
–
–
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 Subtest Floors
• At the youngest age group (3:0—3:2), the
lowest possible scaled score on the core
subtests averages 3.1 (range: 2 to 5).
– That is about 2 1/3 SDs below the mean
– On the original K-ABC, the average at the
youngest age was 7.2, or about 1 SD below the
mean
KABC-II Subtest Ceilings
• At the oldest age group (18:6—18:11), the
highest possible scaled score on the core
subtests averages 16.9 (range: 14 to 19).
– That is about 2 1/3 SDs above the mean
– On the original K-ABC, the average at the
oldest age was 15.6, almost 2 SDs above the
mean
KABC-II Subtest Floors & Ceilings
• At ages where a subtest does not have
adequate floor or ceiling, it may be
available as an “out of level” subtest.
• “Out of level” subtests are used only for
supplementary assessment, in situations
when you expect the child to perform in the
score range that is not affected by the floor
or ceiling problem.
Range of KABC-II Standard Scores
Type of Score
Range
Scale Index
50 to 155
Global Scale Index
40 to 160
Mean KABC-II Split-Half Reliability
Coefficients for the Five Scales, By Age
Scale
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
4
.89
.91
.88
--.92
AGE GROUP
5-6 7-12 13-18
.92
.93
.93
.91
.88
.90
.93
.88
.89
--.89
.85
.90
.92
.92
Mean KABC-II Split-Half Reliability
Coefficients for FCI, MPI, and NVI
Ages
3
4
5-6
7-12
13-18
FCI
.94
.96
.97
.96
.97
MPI
.90
.94
.96
.95
.96
NVI
.85
.88
.93
.93
.91
KABC-II Split-Half Reliability Coefficients for
Learning/Glr Subtests and Delayed Recall Score
Ages
Atlantis
Rebus
Delayed
Recall
3
4
5-6
7-12
13-18
.82
.76
.87
.84
.88
---.92
.93
.94
.92
------.82
.89
.91
Note: Coefficient for Core Subtests are in BOLD. Median values are
shown for ages 5-6, 7-12, and 13-18. There are no Supplementary Subtests
for Learning/Glr, but there is a Supplementary Delayed Recall Scale,
shown in italics.
KABC-II Split-Half Reliability
Coefficients for Sequential/Gsm Subtests
Ages
3
4
5-6
7-12
13-18
Word
Order
.86
.88
.88
.86
.88
Number
Recall
(.89)
.87
.81
.80
.81
Hand
Movements
----(.72)
(.74)
(.80)
(.79)
Note: Coefficient for Core Subtests are in BOLD. Supplementary
Subtests are in parentheses. Median values are shown for ages 5-6, 7-12,
and 13-18.
KABC-II Split-Half Reliability Coefficients
for Simultaneous/Gv Subtests (Ages 3-6)
Age
3
4
5
6
Conceptual
Face
Pattern
Triangles Thinking Recognition Reasoning
.76
.85
.90
.90
.77
.81
.82
.79
.81
.77
(.65)
----
------.88
.90
Rover
Gestalt
Closure
---------.83
(.76)
(.73)
(.76)
(.71)
Note: Coefficient for Core Subtests are in BOLD. Supplementary Subtests
are in parentheses. Block Counting (.90) and Story Completion (.82) are
Supplementary subtests at age 6.
KABC-II Split-Half Reliability Coefficients
for Simultaneous/Gv Subtests (Ages 7-18)
Ages
Rover
Triangles
Block
Counting
7-12
13-18
.81
.81
.86
(.87)
(.86)
.86
Gestalt
Closure
(.75)
(.77)
Note: Coefficient for Core Subtests are in BOLD.
Supplementary Subtests are in parentheses.
KABC-II Split-Half Reliability Coefficients
for Planning/Gf Subtests (Ages 7-18)
Ages
7-12
13-18
Pattern
Reasoning
.90
.88
Story
Completion
.80
.73
Note: Coefficient for Core Subtests are in BOLD.
There are no Supplementary Subtests for
Planning/Gf.
KABC-II Split-Half Reliability
Coefficients for Knowledge/Gc Subtests
Ages
3
4
5-6
7-12
13-18
Riddles
Expressive
Vocabulary
Verbal
Knowledge
.83
.88
.84
.85
.85
.88
.84
.82
(.85)
(.88)
(.75)
(.89)
(.86)
.86
.89
Note: Coefficient for Core Subtests are in BOLD. Supplementary
Subtests are in parentheses. Median values are shown for ages 5-6, 7-12,
and 13-18. Knowledge/Gc is included only in the CHC model.
KABC-II Retest Reliability Coefficients
for the Global Scales, By Age
(interval: 12-60 days)
Scale
FCI
MPI
NVI
AGE GROUP
4-5
7-12 13-18
.90
.91
.94
.86
.89
.91
.72
.87
.87
N
62
82
61
KABC-II Retest Reliability Coefficients
for the Five Scales, By Age
Scale
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Crystallized/Gc
AGE GROUP
4-5
7-12 13-18
.79
.76
.81
.79
.80
.80
.74
.76
.78
--.82
.80
.93
.88
.95
N
48
82
61
Scale intercorrelations
Age 4 (N = 250)
Seq
Sequential
--Simult.
.44
Learning
.44
Knowledge .55
Sim
--.45
.60
Lrn Know
--.49
---
Scale intercorrelations
Ages 5-6 (N = 400)
Seq Sim
Sequential
--Simult.
.54
--Learning
.47
.53
Knowledge .53
.56
Lrn Know
--.51
---
Scale intercorrelations
Ages 7-12 (N = 1200)
Seq Sim Lrn
Sequential --Simult.
.34
--Learning
.31 .42 --Planning
.36 .53 .47
Knowledge .39 .49 .51
Pln Kno
--.61
---
Scale intercorrelations
Ages 13-18 (N = 975)
Seq Sim Lrn
Sequential --Simult.
.38
--Learning
.41 .44 --Planning
.40 .54 .52
Knowledge .46 .46 .56
Pln Kno
--.61
---
Global Scale Intercorrelations
Ages
FCI with MPI
3-4
5-6
7-12
13-18
.96
.98
.98
.98
Correlations with K-ABC
Scales
Age range
3-5
8-12
MPI/MPC
Nonverbal
Sequential
Simultaneous
Knowl/Ach
.65
.63
.76
.62
.74
.85
.76
.78
.69
.71
N
74
48
Correlations with WISC-IV
Ages 7-16 (N = 56)
KABC-II
FCI
MPI
Seq/Gsm
Sim/Gv
Plan/Gf
Know/Gc
WISC-IV
FSIQ
FSIQ
WMI
PRI
PRI
VCI
r
.89
.88
.71
.66
.69
.85
Correlations with WISC-III
Ages 8-13 (N = 119)
KABC-II
FCI
MPI
Seq/Gsm
Sim/Gv
Plan/Gf
Know/Gc
WISC-III
FSIQ
FSIQ
FDI
POI
POI
VCI
r
.77
.71
.58
.62
.56
.82
Correlations with KAIT
Ages 11-18 (N = 29)
KABC-II
FCI
MPI
Sim/Gv
Plan/Gf
Know/Gc
KAIT
Composite
Composite
Fluid
Fluid
Crystallized
r
.91
.85
.53
.71
.93
Correlations with WIAT-II
KABC-II
WIAT-II
FCI
MPI
FCI
MPI
FCI
MPI
Reading
N
Grades Grades
2-5
7-10
.56
.49
Math
.64
.61
Written Language .62
.58
.80
.76
.77
.80
.71
.67
82
84
Correlations with WJ-III Ach.
KABC-II WJ-III
FCI
MPI
FCI
MPI
FCI
MPI
N
Broad Reading
Broad Math
Broad Written Lang.
Grades Grades
2-5
6-10
.64
.57
.71
.65
.59
.54
.74
.70
.69
.71
.71
.68
79
88
KABC-II Profiles: MR, Autism
100
95
90
MR
85
Autism
80
75
70
65
/G
c
w
Kn
o
Pl
an
/G
f
/G
v
Si
m
/G
sm
Se
q
Le
ar
n
/G
lr
PI
M
FC
I
60
KABC-II Profiles: SLD (Reading, Math)
100
95
90
85
80
75
70
Reading
65
Math
/G
c
w
Kn
o
Pl
an
/G
f
/G
v
Si
m
/G
sm
Se
q
Le
ar
n
/G
lr
PI
M
FC
I
60
KABC-II Profiles: Gifted/Talented
130
120
110
100
90
80
Gifted/Talented
70
/G
c
no
w
K
Pl
an
/G
f
v
/G
Si
m
sm
q/
G
Se
rn
/G
lr
Le
a
PI
M
FC
I
60
KABC-II Profiles: ADHD, EBD
100
95
90
85
80
75
ADHD
70
EBD
65
/G
c
w
Kn
o
Pl
an
/G
f
/G
v
Si
m
/G
sm
Se
q
Le
ar
n
/G
lr
PI
M
FC
I
60
KABC-II Factor Structure
• Confirmatory factor analyses, core battery
– Age 3: only separation is between
Sequential/Gsm subtests (Word Order &
Number Recall) and everything else; therefore,
no separate scales at age 3
– Age 4 and ages 5-6: 4 distinct factors
– Ages 7-18: additional Planning/Gf factor
KABC-II Factor Structure
• Fit of model is extremely good at all ages
– Standard benchmarks for good fit are: CFI at
least .95, and RMSEA .05 or smaller.
– Age 4: no statistically significant difference
between data and model!
– Across age groups:
• CFI ranges from .997 to 1.000
• RMSEA ranges from .014 to .055
KABC-II Factor Structure
• At age 4, the Simultaneous/Gv and
Knowledge/Gc factors correlate highly (.90)
and are not statistically distinct. The reason
is that Conceptual Thinking loads on both
factors. However, the scales were separated
on content grounds.
• At ages 5-18, all factors are statistically
distinct (p < .001).