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2. KABC-II: Kaufman Assessment Battery for Children, Second Edition
Authors: Alan S. Kaufman & Nadeen L. Kaufman

3. Authors of the KABC-II Alan S. Kaufman Nadeen L. Kaufman NOTE:
Dynamic duo….a blend of science and clinician.
Since 1997: at Yale University’s Child Study Center in the School of Medicine
Alan: student of Robert Thorndike at Columbia University
: Psych Corp, and worked with David Wechsler and Dorothea McCarthy. Helped develop McCarthy Scales and WISC-R.
Nadeen: graduate degrees in psychology, reading and learning disabilities, and special education (neuroscience) from Columbia University.
Numerous publications (tests and books)
Alan S. Kaufman
Nadeen L. Kaufman

4. KABC-II : What’s New? Covers an extended age range: 3-18
Provides measurement of 5 Scales
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
Conormed with KTEA-II
NOTE:
Original age range: 2.6 to 12.6
Original content: simultaneous/ sequential
Included some ACH as a separate area to assess
Was not co-normed with KTEA (correlations were provided)

5. KABC-II : What’s New? 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)
NOTE:
Provide alternatives for interpretation of complex skills that are measured.
Not just one view of the world….2 models each yielding a global score.
Choose based on referral and background information.
Learning: provide specific information to help Teacher & parent
Reasoning: Higher levels of problem-solving, executive functions (frontal lobe)
With 5 scales, helps define integrities and weaknesses.
IDEA definition is not changed, just a change in methods. (RTI may be used. IQ/ach is not needed)

6. Advantages of the KABC-II
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
NOTE:
Racial and ethnic differences are published in the manual. What other current test does this? (Binet 4 did)
Tryout edition tested on minorities
Tryout items reviewed by various cultural and linguistic experts
Tryout items reviewed by specialists working with individuals with hearing impairment
KABC II designed from ground up to reduce ethnic score differences. Other tests try to prove no bias after the fact through item-bias studies.
In KABC, goal of reducing ethnic differences drove design of test.
Capture the child – presentation of the tasks makes the difference in engaging the child.
Child-friendly tasks

7. Small Ethnic Score Differences
Global Composite
African American
Hispanic
White
Fluid Crystallized Index (FCI) 98 97
102
Mental Processing Index (MPI) 99
101
Nonverbal Index (NVI)
100
Sample Size
150
162
505
NOTE:
Exact numbers will be shown for both age groups in technical section
This is just to help illustrate, early-on, the advantage of KABC in reducing ethnic score differences.
All differences are essentially 100 +/- 5
Most other tests have greater differences and do not report them.
Ages 3-6: Mean KABC-II Global Scores by Ethnic Group
(Adjusted for Gender & SES) (rounded)

8. Capture the Child’s Interest
Rover is a new novel Simultaneous/Gv task
Rover wants his bone. Watch how he can move one space at a time.

9. Blends Science & Clinical Expertise
Dual Theoretical Model
Luria Model
Sequential 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)
NOTE:
Luria: focus on problem-solving (processing)
CHC: focus on multiple factors (Scales in KABC II – called Broad abilities in CHC theory)
Provide alternatives for interpretation of complex skills that are measured.
Not just one view of the world….2 models each yielding a global score.
Choose based on referral and background information.
With 5 scales, helps define integrities and weaknesses.
Learning: provide specific information to help Teacher & parent
Reasoning: Higher levels of problem-solving, executive functions (frontal lobe)
IDEA definition is not changed, just a change in methods. (RTI may be used. IQ/ach is not needed)

10. Overview

11. 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
NOTE:
The value of the KABC-II extends beyond just scale content. It is theory based; Wechsler's scales are not.
Ethnic differences on the KABC-II are substantially reduced relative to traditional IQ differences.
Subtests tend to be game-like. The KABC-II has more manipulatives.
KABC-II offers separate Gv and Gf scales for ages The WISC-IV merges these Broad Abilities in a single scale (perceptual reasoning)

12. 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
NOTE:
Original was lauded for smaller ethnic differences. Much media attention back in 1983.
African-Americans: typically 7 points lower
Hispanic: points lower
In 1983, a number of things were innovative…theory-based, teaching items, novel tasks, etc. Now most tests include these.
(WJ had novel tasks in late 70’s but wasn’t used by psychologists)

13. 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
NOTE:
By 2004 standards, the original KABC included too few abilities.
In past, a global score was all people needed or wanted.
Change has occurred, perhaps due to LD movement. Required more than a score.
Notion of fairness to those with handicaps
Need for profile of strengths/weaknesses
Interest in multiple abilities, and reliable processing measures.
Be able to measure how the student “thinks and learns.”
Floors/Ceilings:
At 3:0-3:2, lowest scaled score on core subtests averages 3.1 (range 2 to 5)
2 1/3 SD below mean (original KABC: 7.2 (1 SD below)
Ages 18:6-18:11, highest scaled on core subtests averages 16.9 (range 14 to 19)
2 1/3 SDs above mean
Original KABC 15.6 (2 SDs above)

14. Administration Options
Flexible Assessment
Core Battery
Core + Supplementary
Nonverbal Scale
Administration Options
Interpretive Options
NOTE:
Interpretive Options:
Luria & CHC
Global Scores: MPI, FCI, and NVI
Mental Processing Index (comparable to original MPC but includes Learning/Glr)
Nonverbal Index (comparable to original NVC)
5 scales (Gv, Gsm, Gf, Glr, Gc)
(simultaneous, sequential, planning, learning, knowledge)
Two Theories
Three Global Scores
Five Scales

15. Structure of the KABC-II
Age 3 Global
Age 4-6 Global
Age 7-18 Global
Luria
Mental Processing Index (MPI)
Mental Processing Index (MPI)
Mental Processing Index (MPI)
CHC
Fluid-Crystallized Index (FCI)
Fluid-Crystallized Index (FCI)
Fluid-Crystallized Index (FCI)
Nonverbal
Nonverbal Index (NVI)
Nonverbal Index (NVI)
Nonverbal Index (NVI)
Scale Profile
Scale Profile
Scale Profile
None
Learning/Glr
Learning/Glr
Sequential/Gsm
Sequential/Gsm
NOTE: This represents the interpretive scheme.
Simultaneous/Gv
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
Knowledge/Gc

16. Administration Times for Core Battery
MPI
FCI
Ages
Luria Model
CHC Model
3-4 5 6
7-18
30 Minutes
40 Minutes
50 Minutes
55 Minutes
40 Minutes
50 Minutes
60 Minutes
70 Minutes

17. Theoretical Foundations

18. 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

19. Original K-ABC Structure
Sequential
Processing
Mental
Processing
Composite
Simultaneous
Processing
Achievement
NOTE:
MPC is similar to new MPI with the addition of Learning. Sequential Processing has not really changed.
Simultaneous has some changes in the scale content.
Achievement was always separate. Now it is in KTEA-II, not in KABC II.

20. 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
NOTE: We based the KABC-II on both the Luria and CHC theories.
DECISION OF WHAT TO INCLUDE:
Our philosophy that was the basis for deciding what to include in our comprehensive measure of cognitive ability;
Like my mentor David Wechsler believed, and like Alfred Binet before him, mental tasks need to be complex to measure human capacities. That is our opinion as well.
We excluded measures of Luria's Block 1 arousal, and likewise excluded measures of the Ga and Gs Broad Abilities, to be true to our conception of intellectual and cognitive functioning.

21. Theoretical Foundations of the KABC-II
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.
NOTE:

22. Dual Theoretical Foundation
Name of
Luria Term
CHC Term
KABC-II Scale
Long-Term Storage & Retrieval (Glr)
Short-Term Memory (Gsm)
Learning Ability
Sequential Processing
Simultaneous Processing
Planning Ability
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Visual Processing (Gv)
Planning/Gf
NOTE:
Provide alternatives for interpretation of complex skills that are measured.
Not just one view of the world….2 models each yielding a global score.
Choose based on referral and background information.
Learning: provide specific information to help Teacher & parent
Reasoning: Higher levels of problem-solving, executive functions (frontal lobe)
With 5 scales, helps define integrities and weaknesses.
IDEA definition is not changed, just a change in methods. (RTI may be used. IQ/ach is not needed)
Fluid Reasoning (Gf)
Knowledge/Gc
Crystallized Ability (Gc)
Mental Processing
Index (MPI)
Fluid-Crystallized
Index (FCI)

23. Introduction to the Five Scales

24. Number Recall Sequential/Gsm
Short-Term Memory
Taking in and holding information, and then using it within a few seconds.
Say these numbers just as I do.
6 – 3
2 – 5 – 9 – 4
8 – 9 – 3 – 5 – 2 – 10
NOTE:
Same as KABC Sequential Scale
Word Order & Number Recall
(Hand Movements is Supplementary Test)
Russell Barkley: Hand Movements & Word Order display ADD more than other tasks
Number Recall Sequential/Gsm

25. Block Counting Simultaneous/Gv
Visual Processing
Perceiving, storing, manipulating, and thinking with visual patterns.
Block Counting Simultaneous/Gv
NOTE:
Luria: Measuring integration of Blocks 2/3
CHC: some tasks would be considered mixed measures (e.g., Gv and Gf)
Simultaneous/Gv:
Conceptual Thinking
Face Recognition
Rover
Triangles
Pattern Reasoning (at ages 5 & 6: at age 7 and above this test is in Planning/Gf scale)
Block Counting (added to get more problem-solving)
Supplemental tests:
Gestalt Closure
Story Completion (this is in Planning/Gf scale at age 7 and above)

26. Atlantis Learning/Glr
Long-Term Retrieval
Storing and efficiently retrieving newly-learned or previously learned information.
Atlantis Learning/Glr
NOTE:
Learning/Glr Scale:
Atlantis and Rebus
Supplemental tests:
Atlantis-Delayed and Rebus-Delayed
Task will introduce a fish, plant, or shell by name.
The child will have to find the named items on a response page.
For example, “This is Neef.”

27. Point to Neef.
If an error is made, the examiner points to the correct item and says, “This is Neef.”

28. Planning/Gf Pattern Reasoning Planning/Gf Fluid Reasoning
Solving novel problems by using reasoning abilities such as induction and deduction.
Pattern Reasoning Planning/Gf
NOTE:
“Which one of these, goes here?”
Planning/Gf Scale:
Pattern Reasoning
Story Completion
Both are core tests at ages 7-18 for this scale.
However, at ages 5-6, Pattern Reasoning is a core test for Simultaneous/Gv
Story Completion is a supplementary Simultaneous/Gv test for age 6.

29. Knowledge/Gc Verbal Knowledge Knowledge/Gc Not in Luria Model
Demonstrating the breadth and depth of knowledge acquired from one’s culture.
Verbal Knowledge Knowledge/Gc
NOTE:
Not school-oriented knowledge, rather environmental knowledge.
Tests in Knowledge Scale:
Expressive Vocabulary (verbal response required)
Riddles (pointing at earlier items, verbal response at higher level items)
Verbal Knowledge (all pointing responses)
Example above: Point to bush.

30. Abilities Not Measured in KABC-II
Auditory Processing (Ga)
Processing Speed (Gs)
Reaction Time/Decision Speed (Gt)
Reading & Writing (Grw)
Quantitative Ability (Gq)
Not Sufficiently Complex
Achievement (Measured by KTEA-II)

31. Selecting the Model: Guidelines

32. 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.
Note
Selection is up to the examiner.
Should be a considered decision and made prior to testing.
Focus on MPI or FCI?
Focus on scales vs. global?
CHC focus is on abilities
Luria focus is on processing
Gc/Knowledge can be given as a supplemental measure.
Irrespective of model administered, interpret from perspective you prefer.

33. Selecting the CHC Model
The CHC model is recommended when evaluating children with:
known or suspected disabilities in reading, written expression, or mathematics
mental retardation
behavior disorders
attention disorders
NOTE:
Also recommended for determining gifted and talented eligibility.

34. 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

35. KABC-II Nonverbal Scale
Use to enhance “fairness” of assessment for individuals with:
hearing loss (deaf or hard-of-hearing)
very limited English proficiency
moderate to severe speech impairments or language disorders
NOTE:
Do not use as a shortcut, or for arbitrary reasons, or for excessively shy children
How to decide between NVI and MPI?
Can you give Atlantis and Rebus?
Can you give Word Order and Number Recall?
If you cannot give these, then use NVI.
Yields only the Nonverbal Index. No Scale composites available.

36. 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

37. Technical Qualities

38. 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
NOTE:

39. Includes representative proportions of:
KABC-II Norm Sample
Includes representative proportions of:
Specific learning disability
Speech/language impairment
Mental retardation
Emotional/behavioral disturbance
ADHD
Gifted/talented
NOTE:
Myth: inclusion in norm sample of “my” testing population = fairness.
The content insures fairness for all groups.
The norms must include representative samples of the abilities.

40. 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
NOTE:
One-half of 18 year old sample NOT in school

41. Reduce Ethnic Score Differences
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
NOTE:
Differences are small between MPI and FCI because the Knowledge measured in the FCI is more environmental than school-based.
SES is based on Mother’s Education, not really SES….found to be a good indicator, though.
Point for further exploration:
Why is NVI lower for African Americans than the other composites?
(Note: Means on WISC IV for African Americans were in 87/88 range.)

42. Reduce Ethnic Score Differences
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
99.7
Sequential/
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

43. Reduce Ethnic Score Differences
Ages 7-18: Mean KABC-II Global Scores, By Ethnic Group (Adjusted for Gender & SES)
1,356 62 51
383
315
Sample Size
102.0
103.4
97.0
98.3
93.1
NVI
102.4
103.9
95.6
95.8
94.5
FCI
101.9
104.6
96.5
95.2
MPI
White
Asian
American Indian
Hispanic
African American
NOTE:
Use columns vertically – within ethnic group
All scores are pretty close to 100 +/- 5.
Needing further exploration?
Why NVI is lowest composite for African Americans? (interest, motivation, use of language issues?)
Gc load on KABC II is not so complex as other measures of verbal ability. More broad-based, environmental knowledge rather than school-based acquired knowledge.

44. Reduce Ethnic Score Differences
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
101.8
Knowledge/ Gc
93.9
94.9
94.4
100.4
103.1
Sample Size
315
383 51 62
1,356
Note:
Use columns vertically rather than across.
Look within the ethnic group.
Knowledge/Gc Scale not that much lower due to less complex language demands of tasks. (compare to language load on WISC-IV subtests)

45. Global Score Differences for Whites & African Americans—Adjusted for SES
NOTE:
What other company reports these differences in their manuals?
Hard to obtain the information on WJ III or WISC 4? Or SB 5?
Estimate of a 10 pt. difference between White and African Americans on WISC IV.
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).

46. Taos sample: KABC-II & WISC-IV
Native American Sample, N=30
+7.4
FCI: 94.1
+8.4
MPI: 95.1
86.7
Difference
KABC-II
WISC-IV
FS-IQ
NOTE:
KABC II sample (n=46)
WISC IV sample (n=30) tested about 18 months later
Sample size for Planning is 21
Correlations were substantial between FSIQ and MPI (.86) and FCI (.84)
However, the mean scores differed by about ½ of a SD with KABC scores higher.
Differences on scales were greatest on Gc and memory scales (+7) and smallest on Gf/nonverbal (+1-4) with KABC scores being higher.
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).

47. Note: Mean Split-Half Reliability Coefficients
Reliability of Global Composites
Ages FCI MPI NVI
Note: Mean Split-Half Reliability Coefficients

48. Note: Mean Split-Half Reliability Coefficients
Reliability of Scale Composites
AGE GROUP
Scale
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
Note: Mean Split-Half Reliability Coefficients

49. Retest Reliability for the Global Scales
AGE GROUP
Scale
FCI
MPI
NVI N
Note: Interval days

50. Retest Reliability for the Five Scales
AGE GROUP
Scale
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc N

51. Scale Intercorrelations
Seq Sim Lrn Pln Kno
Sequential ---
Simult
Learning
Planning
Knowledge
NOTE:
Correlations are as expected for a test with multiple scales
Note: Ages 7-12 (N = 1200)

52. Global Scale Intercorrelations
Ages FCI with MPI
NOTE:
Q: Correlation so high, why have 2 scales?
A: First, there is overlapping content (identical except for Gc tasks). Also, there is a difference between group and individual data…there is a clinical impact on the individual. The .02 portion is what matters, not the .98.
So high due to contaminated content…overlap within indexes.
4/5 abilities overlap.
Only Gc is different in the FCI.
Gc tasks are not complex language tasks. (Single word expression or pointing responses) This also could help explain why there is not a great difference.

53. Correlations with K-ABC
Age range
Scales
MPI vs. MPC
Nonverbal
Sequential
Simultaneous
Knowl vs. Ach N
NOTE:
Table 8.16 in manual, page 110
Mean scores of the younger age group (3-5) were about 7 points lower on the MPI than on the MPC.
Mean scores of the older age group (8-12) were about 6 points lower on the MPI than on the MPC.
(expected differences due to Flynn Effect, Flynn, 1987)
Correlation of the MPC with the FCI was higher for the 3-5 age group (.72)
Correlation of the MPC with the FCI (.84) for the older age group was similar to MPI/MPC (.85)
Interesting point…inclusion of the Knowledge does not diminish the correlation with KABC MPC.
Sequential Scale virtually unchanged, thus higher correlation.
Simultaneous Scale has been modified considerably, hence lower correlations.

54. Correlations with WISC-IV
KABC-II WISC-IV r
FCI FSIQ .89
MPI FSIQ .88
Seq/Gsm WMI .71
Sim/Gv PRI .66
Plan/Gf PRI .69
Know/Gc VCI .85
NOTE:
Table 8.17 in Manual, page 111
Mean FCI was about 2 points higher than the WISC IV FSIQ. (97.3 vs 95)
NVI to FSIQ: .79
Correlations between Simultaneous and PRI and Planning and PRI indicate that PRI is both Gv and Gf (addition of Matrix Reasoning on WISCIV)
WISC IV Processing Speed Index (PSI) is reported in manual. Lower correlations in general.
(PSI: High of .64 with NVI and a low of .16 with Sequential)
Note: Ages 7-16 (N = 56)

55. Correlations with WJ III Tests of Cognitive Abilities
KABC-II WJ III COG r
FCI GIA (Std) .78
MPI GIA (Std) .77
Seq/Gsm Working Memory .55
Sim/Gv Vis-Spatial/Gv .51
Plan/Gf Fluid Reas/Gf .64
Know/Gc Comp.Know/Gc .84
NOTE:
Table 8.22 in Manual, page 116
Why no Glr reported?
Is sequential compared to Gsm on WJ III or to the WM cluster on WJ III?
The Simultaneous/Gv Scale actually correlates better with the WJ III Gf composite than with the WJ III Gv composite. This illustrates the KABC II goal of including problem-solving throughout the scales, not just in the Planning Scale.
Note: Ages 7-16 (N = 85)

56. Correlations with KAIT
KABC-II KAIT r
FCI Composite .91
MPI Composite .85
Sim/Gv Fluid .53
Plan/Gf Fluid .71
Know/Gc Crystallized .93
NOTE:
Table 8.21 in Manual, page 115
KAIT core Fluid Scale includes both learning ability (Rebus Learning) and reasoning ability (Mystery Codes & Logical Steps) so correlations with Planning and Learning are sensible (.79 Learning, .71 Planning)
Note: Ages (N = 29)

57. KABC-II Global Scale Correlations with KTEA-II Comprehensive Form
KTEA-II KABC-II Scale
Composite FCI MPI NVI
Comprehensive
Reading
Mathematics
Written Language
Oral Language
NOTE:
Correlations between cognitive/IQ measures and Achievement measures seem to be rising.
Why?
Better predictors?
Continuum of abilities and where we divide them is somewhat arbitrary? Blurring of constructs?
“All tests are tests of achievement”
Note: Values are rounded to nearest .05.
N = 2,325, ages 4 1/2 to 18

58. Correlations with WIAT-II
Grades Grades
KABC-II WIAT-II
FCI Reading
MPI
FCI Math
MPI
FCI Written Language
MPI N

59. Correlations with WJ-III Tests of Achievement
Grades Grades
KABC-II WJ-III
FCI Broad Reading
MPI
FCI Broad Math
MPI
FCI Broad Written Lang
MPI N

60. KABC-II Factor Structure
Confirmatory factor analyses, core battery
Age 3
No separate scales
(only Sequential/Gsm subtests (Word Order & Number Recall) separated from others)
Age 4
Most factors are distinct (Simultaneous/Gv and Knowledge/Gc not significantly distinct, but separated on content)
NOTE:
Age 5-6
4 factors are distinct
(No Planning/Gf)
Age 7-18
5 factors are distinct

61. KABC-II Factor Structure
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).
NOTE:
Confirmatory Fit Index (CFI) .95 or higher is considered good fit
Root Mean Squared Error of Approximation (RSMEA) .05 or lower is considered good fit
P values indicate if there is a statistically significant difference between model and data
KABC II: values at all ages meet benchmarks: fit to theoretical model is very good

62. Administration

63. 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)

64. Tests 9, 10, & 18 are omitted if using Luria Model.
Tests in 4 Easels
Core Tests in bold
Easel 3:
10. Verbal Knowledge (7-18)
11. Rebus (4-18)
12. Triangles (3-12)
Easel 1:
1. Atlantis (3-18)
2. Conceptual Thinking (3-6)
3. Face Recognition (3-4)
4. Story Completion (7-18)
Easel 4:
13. Block Counting (13-18)
14. Word Order (3-18)
15. Pattern Reasoning (5-18)
16. Hand Movements
17. Rebus Delayed
18. Riddles (3-18)
Easel 2:
5. Number Recall (4-18)
6. Gestalt Closure
7. Rover (6-18)
8. Atlantis Delayed
9. Expressive Vocabulary (3-6)
NOTE:
Tests 9, 10, & 18 are omitted if using Luria Model.

65. KABC Subtests Eliminated Retained Spatial Memory Word Order
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)
NOTE:
Issues of reliability, validity, interpretability, and ease of administration drove decision of tests to eliminate.
Original Simultaneous Processing Scale: eliminate 4 tests (Magic Window, Spatial Memory ,Photo Series, and Matrix Analogies)
Eliminate the 3 school achievement subtests: Arithmetic, Reading/decoding, reading/understanding).
Tried to move away from so much memory and needed to add new abilities. (eliminate Spatial Memory)
Photo Series is revamped into new Story Completion (less perceptual and more reasoning)
Matrix Analogies is analogous to new Pattern Reasoning. (Matrix Analogies was a mixed measure – Gf/Gc)
Faces and Places revamped into new Verbal Knowledge
Expressive Vocabulary extended ceiling.
Face Recognition: focus on face, eliminated background details
Triangles: improved floor (plastic manipulatives)
Word Order: improved explanation of interference task & added a sample
Riddles: new pictorial stimuli added to improve floor
Expressive Vocabulary & Riddles are adapted from KABC Achievement scale.
Neuro interest in Hand Movements and Gestalt Closure.
(S) Supplementary

66. 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)
NOTE:
Learning: Atlantis & Rebus (Glr)
Knowledge: Verbal Knowledge (plus Expressive Vocabulary or Riddles depending on age)
Simultaneous: Conceptual Thinking, Rover, Block Counting (Gv/Gf) (with Face Recognition, Triangles & Pattern Reasoning – depending on age)
Planning: Pattern Reasoning & Story Completion (Gf) (at ages 7-18)
Both can be administered at ages 4-6 but would be in the Simultaneous Scale
Sequential: Same as in KABC – Word Order & Number Recall (no new tests, just improvements)

67. 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)

68. Sequence of Administration
Age CHC Model
1. 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 Luria Model
1. 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.

69. KABC-II Core Battery - Age 3
Atlantis
Word Order
Triangles
Conceptual Thinking
Face Recognition
Riddles
Expressive Vocabulary
MPI or FCI composites only
Luria
CHC
NOTE:
Only global scores available
No scales
(mix of tasks Simultaneous, Sequential, and Learning…plus Knowledge if using CHC)
5 tests using Luria (Glr, Gsm, and Gv)
7 tests using CHC (2 Knowledge tests below dashed line)

70. 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

71. 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
NOTE:
Not intended that KABC II be administered in Spanish.
Except for Nonverbal Scale, it is for those proficient in English.
Goal of samples & teaching is to be sure child understands the task.
Correct responses in any language are acceptable on Knowledge tests (Expressive Vocabulary and Riddles). Verbal Knowledge is a receptive task requiring pointing only.
Also, correct responses in other languages are acceptable on Gestalt Closure (a supplementary test of Simultaneous/Gv).

72. 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 spoiled
No 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

73. Supplementary Tests 3 4 5 6 7-12 13-18 Gestalt Closure Number Recall
Gestalt Closure
Number Recall
Verbal Knowledge
Gestalt Closure
Hand Movements
Verbal Knowledge
Story Completion
Hand Movements
Verbal Knowledge
Block Counting
Gestalt Closure
Atlantis Delayed
Rebus Delayed
Face Recognition 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

74. 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

75. Both are identified with an “apple.”
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.

76. 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 (+)
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 remembering
After testing, QIs may be summarized on page 2 of Record Form.
QIs developed in collaboration with Dr. Elaine Fletcher-Janzen.

77. Subtest: Atlantis Scale: Learning/Glr
You will see pictures of fish, plants, and shells, Each one has a name.
This is KOH. Point to KOH.
This is KOH
Let child point to the picture (repeat instruction if necessary), then immediately turn page.

78. Subtest: Atlantis Scale: Learning/Glr
Point to KOH.
Point to Koh.

79. Item 6 Starting point after Sample for age 6.
Subtest: Conceptual Thinking Scale: Simultaneous/Gv
Item 6
Starting point after Sample for age 6.
Point to the one that doesn’t belong.
Which one doesn’t belong?
If starting here and incorrect response is given, drop back to Item 1.

80. Start: All Ages See this person? Begin timing.
Subtest: Face Recognition Scale: Simultaneous/Gv
Start: All Ages
Begin timing.
See this person?
Expose the picture for 5 seconds, then immediately turn the page.
NOTE:
See this person? (Sample Exposure)
Faces are cropped….eliminate background details.

81. Find that person here. Correct: Incorrect or no response:
Subtest: Face Recognition Scale: Simultaneous/Gv
Find that person here.
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.
Sample Response

82. If necessary, say What is this?
Subtest: Expressive Vocabulary Scale: Knowledge/Gc
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.
What is this? (warthog)

83. Subtest: Triangles Scale: Simultaneous/Gv
Items have time limits. Begin timing when you turn the page. Stop timing when child is finished or time limit.
Begin timing.
Put these together to make one like this (point to easel).
Record response times in seconds for ages (not at ages 3-6).

84. Starting Directions Subtest: Word Order Scale: 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.

85. Riddles Subtest: Riddles Scale:Knowledge/Gc Pictures (Items 1-8)
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.
An oral response is acceptable. If oral response is incorrect, say Point to the answer.

86. Interpretation

87. Completing the Record Form
Front: Ages 7-18
Color-coded Record Form
Score summaries on front and back covers
Back: Ages 3-6

88. Subtests - (Ages 7-18) Color-coded Green = Learning Red = Sequential
Purple = Simultaneous
Brown = Planning
Blue = Knowledge
Solid color = Core Test
Colored Text = Supplemental Test
Record raw score, scaled score, PR, and AE
Use Tables D.1, D.4, D.5

89. 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)

90. Range of Standard Scores
Global Scale Index
Scale Index
40 to 160
50 to 155
131 or greater
116 to 130
85 to 115
70 to 84
69 or less
Upper extreme
Above average
Average
Below average
Lower extreme
Descriptive Category
Range of Standard Scores
NOTE:
Break from previous tradition of average being

91. Nonverbal Index Record scaled scores for required subtests and sum
Record standard score, confidence interval, and PR (Tables D.2, D.4)

92. Profile of Scale Indexes
Page 3 of Record Form
Profile of Scale Indexes

93. Analysis of Scale Indexes
Page 3 of Record Form

94. Inside back cover for ages 3-6
Profile and Analysis of Scale Indexes
Inside back cover for ages 3-6
P. 23

95. Background Questions
Page 2 of Record Form
NOTE:

96. Summary of Qualitative Indicators
Optional
Page 2
Record Form
NOTE:
Integrate this information with test results. (error analysis across tests)
The QIs focus on observable behaviors, not diagnostic categories. The QIs are listed on the record form by each subtest to permit examiners to use these QIs as an optional procedure.
The record form includes a place for the examiner to summarize these QIs (both negative behaviors and positive behaviors) shown above. This summary is intended to help examiners assess the validity of the obtained profile of scores, not to diagnose psychological problems.
The QIs are not incorporated into the interpretive system presented in the KABC-II manual.
Test-taking behaviors (how student approaches tasks)
About 5% have behaviors that affect performance
Verify impact across settings
Strategies employed – shifting – especially when tasks get hard
Process approach to assessment
Valid reflection of student’s performance
** asks to repeat question
**appears inattentive but isn’t
Hard to distinguish between Executive Function problems and attention problems
Often co-morbid with anxiety and depression

97. 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
NOTE:
We provide interpretive guidelines that err on the side of caution. Verification with other data is a good thing and we encourage it. Examples of "other data" include background information, clinical observations of behavior during the evaluation and in alternate settings, scores on KABC-II supplementary subtests, scores on other tests from the child's record or during the present evaluation, and so forth.
We recommend that statistically significant differences be verified with other data if these differences are not "uncommonly large" as a precaution to emphasize the importance of obtaining multiple sources of data.

98. 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 Average
Global Scale Index
Standard Score
95% confidence interval
Percentile Rank
Descriptive Category

99. 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 )
C. Conduct ipsative analysis (relative to child’s mean score)
D. Determine if any scales that are personal strengths or weaknesses are infrequent.
NOTE:
Personal (or relative) strengths/weaknesses vs. Normative

100. Is Each Scale Interpretable?
Step 2A:
Use base rate rule of <10%.
See Record Form p. 3 for ages and p. 23 for ages 3-6.

101. What if a Scale is Not Interpretable?
Meaningfulness of Scale may be diminished, but the tests are not invalid.
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)
NOTE:
Method of interpreting unitary and non-unitary scales is same as one recommended for WISC IV in Essentials book.
If uncommon differences exist within the tests that comprise a Scale, the Scale composite’s meaningfulness is uninterpretable.
With uncommonly divergent scores, the person’s abilities cannot be summed up with just one score.
Unitary scores (tests are not uncommonly divergent) – interpret scale
Divergent scores (tests are uncommonly divergent) do not interpret scale, but look at individual tasks, collect more information, etc.
Notable integrity: 2 tests are uncommonly divergent but both are > to 12.
Notable Limitation: 2 tests are uncommonly divergent, but both are < to 8.

102. Any Normative Strengths or Weaknesses?
Step 2B: Identify if any of the scales are a normative weakness (<85), or a normative strength >115.

103. Graphical Profile of Norm-Referenced Performance

104. 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 92
Consult Tables on p. 3. See next slide.

105. Any Relative Strengths or Weaknesses?
Step 2D: Consult statistical significance and frequency table in Record Form (p. 3 or p. 23).
NOTE:
3 tests to meet:
Normative strength or weakness
Personal s or w
Uncommon
Is it an asset (strength) or a weakness?

106. Step 3. Scale Comparisons
Interpreting the Results Optional Steps
Step 3. Scale Comparisons
A. Learning/Glr to Delayed Recall (5-18)
B. Learning/Glr to Knowledge/Gc
Step 4. Supplementary Subtest Analysis
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.
NOTE:
Planned Comparisons:
Initial to delayed in Glr scale
Glr to Gc
Gv to Gc
Gf/Gv to Glr/Gsm
Q: Why no Sequential/Simultaneous comparison?
A: That would be looking backward.

107. Zero Raw Scores 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.

108. Prorating is Permitted
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 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.

109. KABC-II : Summary Covers an extended age range: 3-18
Provides measurement of 5 Scales
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
Uses Luria or CHC Theories
Conormed with KTEA-II

110. “We are the most important element in evaluation…not the tests.”
Intelligent Testing
“We are the most important element in evaluation…not the tests.”
Alan S. Kaufman