1. Kaufman Assessment Battery for Children, Second Edition KABC-II
Jenna Satrang
September 30, 2012

2. Changes to KABC-II Covers an extended age range: 3-18
Provides measurement of 5 Scales
Learning/Glr
Sequential/Gsm
Simultaneous/Gv
Planning/Gf
Knowledge/Gc
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)

3. 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)

4. 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)

5. Selecting the Model
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.

6. Nonverbal Index (NVI) Story Completion Triangles Block Counting
Pattern Reasoning
Hand Movements

7. Not measured in KABC-II
Auditory Processing (Ga)
Processing Speed (Gs)
Reaction Time/Decision Speed (Gt)
Reading & Writing (Grw) (achievement)
Quantitative Ability (Gq) (achievement)

8. 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.

9. 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

10. 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

11. 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)

12. 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.

13. 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

14. Norm Samples 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

15. Validity
Validity Comparisons with ability and achievement instruments.
Global mean differences between the comparison instruments (except K-ABC and WPPSI-III) the KABC-II MPI and FCI scores generally fell within two points of each other.
KABC,
WISC-IV,
FSIQ and MPI= .88 (adjusted correlation means across age groups)
.89 between FSIQ and FCI
.79 between FSIQ and NVI
WPPSI-III,
.73 between FISQ and MPI
.81 for the FSIQ and FCI
.81 FSIQ & NVI (younger age); .43 FSIQ & NVI (older age)
WJ III
Based on a sample of 86 students ages 7 to 16
Adjusted correlation means between global scales in the mid to high .70s
WIAT-II
Correlation between KABC-II FCI and total achievement score = .87
Studies of clinical Validity
ED, ADHD, AU, ID, LD, and those classified as Gifted.

16. Reliability
Reliabilities of the global scale indexes are extremely high.
Averaging in the mid to upper .90s for FCI and MPI
Low .90s for the NVI
Reliabilities of core and supplemental subtests across age ranges.
Mean range from .69 (Hand movements) to .92 (Rebus) for ages 3 to 6
All but three subtests (Hand Movements, Face Recognition, Gestalt Closure) have mean coefficients of .80 or above.
Mean range from .74 (Gestalt Closure) to .93 (Rebus) for ages 7 to 18
All but four subtests (Number Recall, Hand Movements, Gestalt Closure, Story Completion) have mean coefficients of .80
Supplemental subtests have slightly lower reliabilities on average.
Test-Retest:
Global Scales
Range from the mid .80s to the mid .90s for the FCI and MPI (lower for the Nonverbal Scale)
Scale Level
Approximately .80 except for Gc which is in the high .80s to low .90s.

17. Personal Review Very kid-friendly and fun
Practice- especially with triangles and Rover
Doesn’t cover all the Gs, but it is useful if you need a nonverbal index

18. “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

19. References
Bain, S.K.,& Jaspers, K.E. (2010). Test Review: Review of Kaufman Brief Intelligence Test, Second Edition.
Journal of Psychoeducational Assessment, 28(2),
Carroll, J.B. ( 1997). The three-stratum theory of cognitive abilities. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp ). New York: Guilford.
Kaufman, A.S., & Kaufman, N.L. ( 2004a). Kaufman Assessment Battery for Children, Second Edition. Bloomington, MN: Pearson, Inc
Kaufman, A.S., & Kaufman, N.L. ( 1983). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
Reynolds, M. R., Keith, T. Z., Fine, J., Fisher, M. E., & Low, J. A. (2007). Confirmatory factor structure of the Kaufman Assessment Battery for Children--Second Edition: Consistency with Cattell-Horn-Carroll theory. School Psychology Quarterly, 22(4),