KABC-II Advanced Interpretation Elizabeth O. Lichtenberger, Ph.D.

KABC-II Advanced Interpretation Elizabeth O. Lichtenberger, Ph.D.
CASP Annual Conference – February 18, 2006 Elizabeth O. Lichtenberger, Ph.D.

Overview Theoretical Foundations of KABC-II Review of the Scales
Step-by-Step Interpretation With integrated Case Studies Integrating KTEA-II into Interpretation CHC & Luria Interpretations Integrating QIs into Interpretation Using a Cross Battery Approach

CASP 2006 Annual Convention, Monterey, CA
KABC-II Advanced Interpretation Theoretical Foundations Elizabeth Lichtenberger, PhD

Dual Theoretical Foundation
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation 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) Elizabeth Lichtenberger, PhD

CHC Theory Applied to KABC-II
Stratum III: General ability is measured by the KABC-II Fluid-Crystallized Index (FCI) g Glr Long-Term Storage & Retrieval Gsm Short- Term Memory Gv Visual Process- ing Gf Fluid Reason- ing Gc Crystal- lized Ability Stratum II: Broad abilities are measured by KABC-II Scales

KABC-II Advanced Interpretation Stratum I: Narrow Abilities—Blue abilities are measured by the KABC II Subtests Glr Gsm Gv Gf Gc Associative Memory Visual Memory Lexical Knowledge Memory Span Induction General Sequential Reasoning Working Memory Spatial Relations General Information Learning Abilities Quantitative Reasoning Language Development Free Recall Memory Visualization NOTE: CHC: Cattell-Horn-Carroll Cattell (student of Spearman) believed in “g” – but as 2 separate general abilities (Gf-Gc) Horn (student of Cattell) does not believe in “g” – statistical artifact – 8-10 broad abilities & many narrow abilities Carroll (1993 book on Human Cognitive Abilities) – believes in “g”, broad, and narrow abilities KABC-II is about Broad Abilities, as well as an integration of Luria's functional units. It is not about CHC Narrow Abilities, Luria's specific Blocks, or subtests. It is about scales. We are in no way encouraging subtest-specific interpretations. Consistent with that approach, we do not provide a table of "subtest specificities." Ideational Fluency Spatial Scanning Listening Ability Originality/ Creativity Closure Speed Information About Culture Elizabeth Lichtenberger, PhD

Abilities Not Measured by KABC-II
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Abilities Not Measured by 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) Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Luria Theory Applied to KABC-II Planning/Gf Block 1 Maintains Attention Block 2 Codes & Stores Information Block 3 Plans & Organizes Behavior Learning/Glr Simultaneous/Gv NOTES: No direct measurement of Block 1 Block 2: Integration of A/V stimuli (Sequential processing is primarily block 2, but involved block 3) Word Order, Atlantis, Rebus Learning, Rover Block 3: Integration of blocks 2 & 3…primarily block 3 (Simultaneous processing) Executive functions & Problem-solving: Rover & Conceptual Thinking Planning – think of it as “essence” of Block 3 KNOWLEDGE: does not fit processing of Luria model (cultural/background experience…”acquired”) Sequential/Gsm Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Block 1—Maintains Arousal Mediates attention and concentration. Allows focus of attention. Regulates energy level and tone of cerebral cortex. Recognizes significance of incoming stimuli. Allows receiving and processing of information. NOTE: Luria’s view: integrate all 3 blocks Authors view: Not complex enough to be measured in KABCII but key to performance Brain Stem: Reticular Activating System Maintains attention and concentration, arousal Elizabeth Lichtenberger, PhD

Block 2—Codes & Stores Information
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Block 2—Codes & Stores Information Establishes connections with Block 3. Integrates incoming sensory information. Analyzes, codes, and stores incoming information via the senses. Uses successive and simultaneous processing. NOTE: Luria: successive/simultaneous KABC: sequential/simultaneous Basic level, not higher level skills Brain: Temporal, Parietal, Occipital Elizabeth Lichtenberger, PhD

Block 3—Plans & Organizes Behavior
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Block 3—Plans & Organizes Behavior Involves decision making, generating hypotheses, planning, self-monitoring, and programming. Concerned with overall efficiency of brain functions, and is involved in all complex behavior. Though not directly involved with motor or speech functions, it represents the output or response center of the brain. NOTE: Luria: we use all 3 blocks in concert. Without blocks 1 & 2, no response is possible. Block 3 cannot operate in isolation Brain: Prefrontal cortex Executive functions Emerges at ages 5-7 and maturity at ages 11-12 Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Selecting the Model: Guidelines for Administration vs. Interpretation Elizabeth Lichtenberger, PhD

Selecting the Model: Guidelines for Administration
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Selecting the Model: Guidelines for Administration 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. Elizabeth Lichtenberger, PhD

Selecting the Model: Interpretation Based on Either Theory
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Selecting the Model: 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 Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Review of the Five Scales Elizabeth Lichtenberger, PhD

Number Recall Sequential/Gsm
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation 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 Elizabeth Lichtenberger, PhD

Block Counting Simultaneous/Gv
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation 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) Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation 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.” Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Point to Neef. If an error is made, the examiner points to the correct item and says, “This is Neef.” Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation 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. Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation 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. Elizabeth Lichtenberger, PhD

KABC-II Core Battery - Age 3
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation 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) Elizabeth Lichtenberger, PhD

KABC-II Core Battery - Ages 4-6
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation KABC-II Core Battery - Ages 4-6 Scale Age 4 Age 5 Age 6 Learning/Glr Atlantis Rebus Atlantis Rebus Atlantis Rebus Sequential/Gsm Word Order Number Recall Word Order Number Recall Word Order Number Recall Simultaneous/ Gv Triangles Concept Thinking Face Recognition Triangles Concept Thinking Pattern Reasoning Triangles Concept Thinking Pattern Reasoning Rover NOTE WHY THE EMPHASIS ON Gv PRIOR TO AGE 7? Why no Gf <7? We don't think of Gv as pure Gv (as in WJ III) but as a blend of Gv and Gf. We want our subtests to have a problem-solving component even when pure CHC theory wants to keep Gf out of the equation. But our equation is based on our philosophy and that philosophy demands complexity. So we want reasoning in Gc (Riddles) and Gv (Rover), and everywhere we can. Undoubtedly this decision prevented us from "splitting" Gv and Gf below age 7. So the Gv scale below age 7 has the dual responsibility of representing both of those abilities. That responsibility is best met by including more than two "Gv" subtests for ages 4, 5, and 6. We felt that either 3 or 4 subtests was a good number to give both Gf and Gv a role in determining the child's global score. We were concerned about the range of abilities that would be measured by the MPI and FCI if we included only two Gv subtests for ages 4, 5, and 6. Sequential/Gsm and Learning/Glr are both memory tests, whether short-term or long-term. Knowledge/Gc also measures long-term memory in a sense. So if we had only two Gv subtests, the problem-solving component of MPI and FCI would have been overpowered. We perceive of the Simultaneous/Gv scale, as stated, as being a blend of the Gf and Gv abilities that later split into separate factors. All of our decisions for scale placement are well-supported by confirmatory factor analysis. Pattern Reasoning is included at ages 5 & 6 in the Simultaneous/Gv Scale since there is not a separate Planning/Gf scale available at these ages. Want the Gv to be complex. Planning/Gf Knowledge/Gc Riddles Expressive Vocabulary Riddles Expressive Vocabulary Riddles Expressive Vocabulary 7-9 tests tests tests Luria/CHC Elizabeth Lichtenberger, PhD

KABC-II Core Battery - Ages 7-18
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation KABC-II Core Battery - Ages 7-18 Riddles Verbal Knowledge Knowledge/Gc Pattern Reasoning Story Completion Planning/Gf Rover Block Counting Triangles Simultaneous/Gv Word Order Number Recall Sequential/Gsm Atlantis Rebus Learning/Glr Ages 13-18 Ages 7-12 Scale NOTE: 2 subtests per Scale Luria: 8 tests CHC: 10 tests 8-10 tests tests Luria/CHC Elizabeth Lichtenberger, PhD

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

Supplementary Subtests
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Supplementary Subtests Provide additional measures that have been normed and validated Do not contribute to scores for scales (except to substitute for a spoiled core subtest) Do contribute to the interpretive system and are useful for hypothesis testing (as in cross-battery assessment) NOTE: Administer “after” core tests. No prescribed order for supplemental tests (except if Delayed is given) Provide good clinical information. Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Supplementary Tests 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 Elizabeth Lichtenberger, PhD

How to Interpret the KABC-II:
Step-by-Step

KABC-II Advanced Interpretation Essentials of KABC-II Assessment By Kaufman, Lichtenberger, Fletcher-Janzen, & Kaufman The KABC-II Interpretive Worksheet in Appendix A provides a place to record all 6 interpretive steps: Essentials Pages NOTE: Break from previous tradition of average being KABC-II Manual covers first 3 steps in detail (& KABC-II Assist™). © 2005 Wiley Manual Pages 43-55 Elizabeth Lichtenberger, PhD

KABC-II Manual & Record Form
Interpreting KABC-II: Steps from Manual vs. Essentials Book KABC-II Manual & Record Form Two Essential Steps Two Optional Steps Essentials further explains the Fourth Step (Supplemental Subtest Analysis) Essentials adds Step 5 with 5 Clinical Comparisons Essentials adds Step 6 which helps generate further interpretive hypotheses Essentials of KABC-II Assessment

Essentials Pages 85-87 Record Form Pages 3 & 23
Summary of KABC-II Interpretive Steps ESSENTIAL STEPS Step 1. Interpret the global scale index, whether the FCI (CHC model), MPI (Luria model), or Nonverbal Index (NVI) (ages 3-18) Step 2. Interpret the child’s profile of scale indexes to identify strengths and weaknesses, both personal (relative to the child’s overall ability) and normative (compared to children about the same age) (ages 4-18)

Summary cont. OPTIONAL STEPS Step 3. Planned Scale Comparisons
Step 3A: Initial Learning vs. Delayed Recall—Learning/Glr (Initial) vs. Delayed Recall (ages 5-18) Step 3B: Learning vs. Acquired Knowledge—Learning/Glr vs. Knowledge/Gc (ages 4 –18) Step 4. Supplementary Subtest Analysis

Summary cont. Step 5. Planned Clinical Comparisons OPTIONAL STEPS
Step 5A: Nonverbal Ability (NVI) vs. Verbal Ability (ages 3-18) Step 5B: Problem-Solving Ability vs. Memory & Learning (ages 3-18) Step 5C: Visual Perception of Meaningful Stimuli vs. Abstract Stimuli (ages 4-18) Step 5D: Verbal Response vs. Pointing Response (ages 4 –18) Step 5E: Little or No Motor Response vs. Gross-Motor Response (ages 4 –18)

KABC-II Advanced Interpretation Summary cont. OPTIONAL STEPS Step 6. Generate Hypotheses to Explain Fluctuations in Two Circumstances: Step 6A: Scales that Are Not Interpretable (ages 4 –18) Step 6B: Supplementary Subtests that Are Inconsistent with Pertinent Core NOTE: Break from previous tradition of average being Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation KABC-II Interpretive Worksheet Record Form & KABC-II Assist printout provides a place to record first 3 steps Appendix A of Essentials provides a place to record all 6 steps NOTE: Break from previous tradition of average being Essentials Pages Elizabeth Lichtenberger, PhD

Calculate Range of All Index Scores Before Interpreting FCI or MPI
Essentials Pages 85-87 Step 1. Interpret the global scale index (FCI, MPI, or NVI) DON’T FORGET Calculate Range of All Index Scores Before Interpreting FCI or MPI Subtract the highest from the lowest Index standard scores If the difference is greater than or equal to 23 points (1 ½ SD) Then do not interpret the FCI or MPI Rather focus interpretation on the four or five indexes For ages 4-18

For Age 3, Rule is Different
Essentials Pages 85-87 Step 1. Interpret the global scale index (FCI, MPI, or NVI) For Age 3, Rule is Different Do not evaluate the interpretability of MPI or FCI During Step 1 Why? No profile of scores is offered before age 4, so global score is the only score to interpret However, if considerable variability exists, consider supplementing KABC-II with other tasks to better determine the child’s diverse cognitive strengths and weaknesses.

“If no (not less than 23 points), then do not interpret”
Case Note: Sophia is a fifth grader (age 11:2) with difficulties in writing “Less than 23 pts?” 31 93 89 98 118 80 38 Y N “If no (not less than 23 points), then do not interpret”

Step 1. Interpret the global scale index (FCI, MPI, or NVI)
Essentials Pages 85-87 Step 1. Interpret the global scale index (FCI, MPI, or NVI) In Sophia’s case, the extreme variability between scales means FCI does not meaningfully summarize global ability 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

Interpretive Statement:
Sophia displayed considerable variability in her standard scores on the five scales that compose the FCI, with indexes ranging from 80 on Simultaneous/Gv to 118 on Sequential/Gsm. This wide variation in indexes (38 points, which equals more than 2 ½ SDs) renders her FCI meaningless as an estimate of global ability; it is merely the midpoint of greatly varying abilities.

KABC-II Advanced Interpretation Essentials Page 88 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. Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation 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. Essentials pp Essentials pp NOTE: Personal (or relative) strengths/weaknesses vs. Normative Essentials pp pp Elizabeth Lichtenberger, PhD

Sophia’s subtest scaled scores grouped by scale

Step 2A: Use base rate rule of <10%.
Essentials Page 91 Step 2A: Use base rate rule of <10%. See Appendix A or Record Form p. 3 for ages 7-18 Analysis of the interpretability of Sophia’s scale indexes

KABC-II Advanced Interpretation Essentials Page 90 Don’t Forget What to Do with an Uninterpretable Index 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 Optional Step 6 provides examiners with Guidelines to generate hypotheses about why the subtest scores varied 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. Elizabeth Lichtenberger, PhD

Step 2B: Identify if any of the scales are a normative weakness or a normative strength
118 15 11 4 80 7 6 1 13 6 7 Not Interp. 97 10 7 3 90 11 7 95 4 96 Computation of Sophia’s Normative Strengths and Weaknesses

Computation of Sophia’s Personal Strengths and Weaknesses
Step 2C: Identify personal weaknesses or strengths in the scale profile 15 11 4 +22 118 80 7 6 1 -16 13 6 7 Not Interp. 97 10 7 3 -6 90 11 7 95 4 -1 96 Calculate mean and difference from mean for each interpretable scale. Computation of Sophia’s Personal Strengths and Weaknesses

Step 2D: Consult statistical significance and frequency table in Record Form (p. 3) or Manual (p. 23) or Essentials Appendix A (p.346) +22 118 15 11 4 80 7 6 1 -16 13 6 7 Not Interp. 97 10 7 3 -6 90 11 7 -1 95 4 96

Summarizing Step 2 Findings
Essentials Page 95 Summarizing Step 2 Findings Don’t Forget 3.4 Definitions of Indexes that are Key Assets and High Priority Concerns Three Conditions needed for Key Assets Three Conditions needed for High Priority Concerns 1. Normative Strength 1. Normative Weakness 2. Personal Strength 2. Personal Weakness 3. Infrequent (<10%) Occurrence

Key Point for Optional Steps
Essentials Page 99 Key Point for Optional Steps CAUTION Even if some statistically differences prove to be unusually large —all findings from Steps 3 and 5 should be verified with other data to be considered potentially valuable for diagnostic or educational purposes.

KABC-II Advanced Interpretation Interpreting the Results Optional Steps Step 3. Scale Comparisons Essentials p A. Learning/Glr to Delayed Recall (5-18) B. Learning/Glr to Knowledge/Gc Essentials p 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. Elizabeth Lichtenberger, PhD

Essentials Page 102 Neither Learning/Glr or the Delayed recall score is interpretable Thus, the difference is not calculated Significance & Infrequency are irrelevant in this case

Essentials Page 102 Learning/Glr is not interpretable
Thus, the difference is not calculated Significance & Infrequency are irrelevant in this case

Supplementary Subtest Analysis (ages 3-18)
Essentials Page 104 Optional Step 4: Supplementary Subtest Analysis (ages 3-18) For this optional step, you can compare each supplementary subtest that was administered with the mean scaled score of the Core subtests on that scale, if the scale is interpretable (see Table 3.6). If a scale is not interpretable (as determined in Step 2A), do not make any comparisons involving supplementary subtests for that scale.

Tables for Supplementary
Essentials Page 106 Tables for Supplementary Score Analysis The difference scores listed in Table 3.5 provide base rates at the <10% level (discrepancies that are uncommonly large—occurring in less than 10% of the sample). However, if you are interested in applying more stringent base rates to these comparisons, refer to D.10 in the KABC-II manual. This table in the manual lists base rates at the <5% and <1% levels.

Essentials Page 107 26 13 13 6.5 18 9 Step 6B will help develop and verify hypotheses to explain the difference between the core and supplemental Gsm subtests

Optional Step 5. Planned Clinical Comparisons
Essentials Page 107 Optional Step 5. Planned Clinical Comparisons Information Processing Domain: Integration & Storage Step 5A: Nonverbal Ability (NVI) vs. Verbal Ability (ages 3-18) Step 5B: Problem-Solving Ability vs. Memory & Learning (ages 3-18) Step 5C: Visual Perception of Meaningful Stimuli vs. Abstract Stimuli (ages 4-18) Step 5D: Verbal Response vs. Pointing Response (ages 4 –18) Step 5E: Little or No Motor Response vs. Gross-Motor Response (ages 4 –18) Information Processing Domain: Input & Output

Essentials Appendices
Appendix B provides tables to calculate standard scores corresponding to sums of subtest scaled scores for the following planned comparison clusters: Delayed Recall, Verbal Ability, Meaningful Stimuli, and Abstract Stimuli. Appendix C provides the necessary data to calculate standard scores for the Problem Solving and Memory and Learning clusters. Appendix D provides the necessary data to calculate standard scores for the Verbal Response, Pointing Response, Little Motor, and Gross Motor clusters.

The KABC-II Interpretive Worksheet provides
Appendix A The KABC-II Interpretive Worksheet provides Values for minimum difference between highest and lowest subtest scaled scores that occurred in <10% of sample for each cluster Values for differences between cluster scores that are statistically sig. or infrequent (also on p. 108)

Sophia’s Step 5A Comparison between Verbal and Nonverbal Ability
11 10 7 7 6 10 6 7 4 4 28 36 96 81 15 Sophia’s nonverbal abilities fell within the Below Average range of functioning & represent a Normative Weakness Sophia’s verbal abilities are significantly stronger than her nonverbal abilities, although not uncommonly so.

11 6 6 10 15 7 13 7 9 4 30 83 Sophia’s Step 5B comparison
STOP 83 Sophia’s problem solving skills are in the below average range, a normative weakness Memory & Learning was not a unitary cluster, so the comparison could not be conducted.

Sophia’s Step 5C Comparison- Cannot be conducted
6 6 13 7 10 1 7 13 STOP 79 Abstract Stimuli was not a unitary cluster, so the comparison could not be conducted. Sophia’s ability to utilize meaningful stimuli is in the below average range, a normative weakness

Sophia’s Step 5D Comparison
15 11 13 6 10 7 5 5 STOP 38 STOP 24 117 87 30 Sophia’s ability to respond verbally was in the above average range – a normative strength Sophia’s ability to respond by pointing was at the low end of the average range

Sophia’s Step 5E Comparison
6 10 7 7 Sophia performed in the average range on tasks that required little or no motor response 7 3 1 17 STOP 20 STOP 91 78 13 Sophia’s gross motor response is in the below average range– a normative weakness

Step 6. Generate Hypotheses to Explain Fluctuations in Two Circumstances:
Step 6A: Scales that Are Not Interpretable (ages 4 –18) Step 6B: Supplementary Subtests that Are Inconsistent with Pertinent Core Subtests (ages 3-18)

Determine if Step 6A needs to be conducted
Review the findings in Step 2A, in which you determined whether each of the scales was interpretable. If all scales are interpretable, proceed directly to Step 6B. However, if one or more of the Scale Index were found to be uninterpretable in Step 2A (i.e., uncommonly large subtest variability within the scale), then proceed with Step 6A.

Three approaches for developing hypotheses
Essentials Page 121 Three approaches for developing hypotheses to explain the substantial intra-scale variability: First line of attack: Examine the results of Step 5—planned clinical comparisons—to identify possible hypotheses. Second line of attack: Determine how the Core subtests in each scale complement each other (e.g., if they measure different CHC Narrow Abilities, that might help explain why the child scored at different levels on them) Third line of attack: Examine QIs, behavioral observations in general, and pertinent background information to generate possible hypotheses.

Sophia’s Learning/Glr Index was uninterpretable due to the extreme discrepancy between Rebus (13) and Atlantis (6). Two planned clinical comparisons may provide hypotheses for the Atlantis-Rebus variability: 1) Meaningful vs. Abstract Stimuli 2) Verbal Response versus Pointing Response.

1) Meaningful vs. Abstract Stimuli
Meaningful Stimulus cluster comprises Atlantis (6) and Story Completion (7) Abstract Stimulus cluster comprises Triangles (6) Rebus (13) and Pattern Reasoning (10) Sophia’s ability to utilize meaningful stimuli is in the below average range (79), a normative weakness Abstract Stimuli was not a unitary cluster, so the comparison could not be conducted.

2. Verbal Response vs. Pointing Response
Verbal Response cluster (117) comprises Rebus (13), Number Recall (15), and Riddles (11) Pointing response cluster (87) comprises Atlantis (6), Word Order (11), and Verbal Knowledge (7) Sophia’s ability to respond verbally was in the above average range – a normative strength Sophia’s ability to respond by pointing was at the low end of the average range

Always keep in mind Steps 6A and 6B rely mostly on: detective work
observational skills theoretical understanding of what the scales measure The generation of hypotheses and support for these hypotheses from multiple sources of data, therefore, are necessarily more clinical than empirical.

Rapid References Provide Information for the Second Line of Attack See Pages

How the Learning/Glr Subtests Complement Each Other (Ages 4–18)
YES NO Does sequence of stimuli matter? Context important for success? Uses meaningful auditory stimuli? Uses meaningful visual stimuli? Provides feedback for errors? Rebus Atlantis

Sequential/Gsm Scale—How the Core Subtests Complement Each Other (Ages 4–18)
NO YES Integration of auditory & visual stimuli? Long Number Series Interference Task Achieves Difficulty? Numbers Words Nature of Content? Vocal Pointing Nature of Output? Number Recall Word Order

Sequential/Gsm Scale—How the Core Subtests Complement Each Other (Ages 4–18)
NO YES Requires flexibility to shift tasks? (interference task) Measures the CHC Gsm narrow ability—Working Memory (MW)? Number Recall Word Order

CHC Narrow Abilities for the Sequential/Gsm Scale
Hand Movements Number Recall Word Order CHC Narrow Ability Gv Visual Memory (MV) Working Memory (MW) Gsm Memory Span (MS)

Simultaneous/Gv Scale—How the Subtests Complement Each Other (Ages 3–4)
Triangles Conceptual Thinking Face 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

CHC Narrow Abilities for the Simultaneous/Gv Scale (3-4)
Face Recognition Conceptual Thinking Triangles CHC Narrow Ability Gf Induction (I) Visual Memory (VM) Spatial Relations (SR) Gv Visualization (VZ)

CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation CHC Narrow Abilities for the Simultaneous/Gv Scale (5-6) Rover (age 6) Pattern Reasoning Conceptual Thinking Triangles CHC Narrow Ability General Sequential Reasoning (RG) Gf Induction (I) Spatial Scanning (SS) Relations (SR) Gv Visualization (VZ) NOTE: Pattern Reasoning, by design is included in Simultaneous Scale below age 7 (Gf distinct from Gv until age 7 and beyond). Elizabeth Lichtenberger, PhD

Core Battery Supplementary CHC Narrow Ability Rover Triangles Block Counting Gestalt Closure Gv Visualization (VZ) Spatial Relations (SR) Spatial Scanning (SS) Closure Speed (CS) Gf General Sequential Reasoning (RG) Gq Math Achievement (A3)

KABC-II Advanced Interpretation CHC Narrow Abilities for the Simultaneous/Gv Scale (13-18) Core Battery Supplementary CHC Narrow Ability Rover Block Counting Triangles Gestalt Closure Gv Visualization (VZ) Spatial Relations (SR) Spatial Scanning (SS) Closure Speed (CS) Gf General Sequential Reasoning (RG) Gq Math Achievement (A3) Elizabeth Lichtenberger, PhD

Planning/Gf Scale—How the Subtests Complement Each Other (Ages 7–18)
YES NO Uses manipulatives? Visual-motor response? Meaningful visual stimuli? Story Completion Pattern Reasoning

CHC Narrow Abilities for the Planning/Gf Scale (7-18)
Gv Visualization (VZ) Gc General Information (K0) Gf Induction (I) General Sequential Reasoning (RG) Story Completion Pattern Reasoning CHC Narrow Ability

Expressive Vocabulary
Knowledge/Gc Scale—How the Core Subtests Complement Each Other (Ages 3–6) Riddles Expressive Vocabulary Type of stimuli? 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 Core Subtests Complement Each Other (Ages 7–18)
Riddles Verbal Knowledge Type of stimuli? Auditory Visual + auditory Type of response? Vocal Pointing Measures auditory-visual integration? NO YES

CHC Narrow Abilities for the Knowledge/Gc Scale
CHC Narrow Ability Riddles Verbal Knowledge Expressive Vocabulary Gc Lexical Knowledge (VL) Language Development (LD) General Information (KO) Gf General Sequential Reasoning (RG)

Sophia’s Uninterpretable Learning/Glr Scale
Step 5C Meaningful vs. Abstract stimuli wasn’t fruitful, but YES NO Does sequence of stimuli matter? Context important for success? Uses meaningful auditory stimuli? Uses meaningful visual stimuli? Provides feedback for errors? Rebus: 13 Atlantis: 6 CHC narrow abilities are the same for Atlantis and Rebus—they are both measures of Associative Memory—so CHC theory will not provide any useful hypotheses for explaining Sophia’s uninterpretable Learning/Glr Index.

Essentials Page 131 Step 6A: Third Line Of Attack When conducting the third line of attack to help explain an uninterpretable Index: Review the Qualitative Indictors for the highest and lowest subtests in the scale see if there is evidence that noncognitive or extraneous behaviors differentially influenced performance on the two subtests.

Step 6A: Third Line Of Attack
Essentials Page 131 Step 6A: Third Line Of Attack Review your notes in the margins of the record form Identify any disruptive behaviors that were evident during the administration of the subtests that yielded the lowest scaled scores Identify any enhancing behaviors during the subtests on which the child performed well perseverance, extremely focused attention

Step 6A: Third Line Of Attack
Essentials Page 131 Step 6A: Third Line Of Attack The goal: generate as many hypotheses as possible to explain uninterpretable Indexes. After generating numerous hypotheses, try to identify the best ones based on multiple pieces of corroborating data. When necessary, administer additional tests or subtests.

Third Line of Attack: Sophia’s Glr
QI’s do not help reveal any noticeable explanations for the differences between Rebus and Atlantis. On both subtests: Very focused, and didn’t hesitate to respond when uncertain. Not impulsive during either test, and seemed to sustain attention.

Unique Beh. Observation: Sophia appeared to enjoy Rebus, making comments such as “This is fun, it’s like cracking a code.” She used the context in the Rebus items as part of her strategy for solving the problems: “If I can’t remember the word, is it okay if I guess from the other words?” Sophia seemed overwhelmed by the multiple unorganized stimuli in Atlantis

Background information also reveals Sophia loves detective stories. Plays a CSI game often at home. Enjoys typing “secret code s” to her friends (although she does not like hand-writing notes or letters).

Essentials Page 132 Step 6B: Generate Hypotheses to Explain Supplementary Subtests that Are Inconsistent with Pertinent Core Subtests (ages 3-18) The process of conducting Step 6B is similar to that of conducting Step 6A. To determine if Step 6B needs be conducted, review the findings in Step 4, which determined whether each of the supplemental subtests was significantly different than the mean of the core subtests.

First Line of Attack: Determine which supplemental subtests are significantly different from the Core Subtests Step 6B: Generate Hypotheses to Explain Supplementary Subtests that are Inconsistent with the mean of Core Subtests 

First Line of Attack: Determine which supplemental subtests are significantly different from the Core Subtests Step 6B: Generate Hypotheses to Explain Supplementary Subtests that are Inconsistent with the mean of Core Subtests

Step 6B: First Line of Attack for Sophia’s Supplementary Subtests that were inconsistent with the Core Hand Movements (6 lower than Core of 13) Examine Step 5E: Gross Motor ability (78) significantly lower than Little Motor Response (91)

Essentials Page 133 Step 6B The second and third lines of attack that are of primary importance for generating hypotheses Why a supplementary subtest differs significantly from its core subtests: See Rapid References 3.4, 3.5, and 3.7 (in second line of attack). Rapid References 3.3 and 3.6 are not needed for this step because Learning/Glr and Planning/Gf do not have any supplementary subtests.

Second and third lines of attack
Step 6B Second and third lines of attack Sophia’s Hand Movements scaled score of 6 significantly below pertinent Core subtests HM is within the Below Average Range, but her Sequential/Gsm Index of 118 was a Key Asset for her.

Step 6B Second and third lines of attack Sophia’s Hand Movements scaled score of 6 significantly below pertinent Core subtests Consider that she had a High Priority Concern in visual processing, Evidenced by Simultaneous/Gv Index of 80, Hypothesis: Hand Movements measures the Gv Narrow Ability of Visual Memory.

Step 6B Second and third lines of attack Sophia’s Hand Movements scaled score of 6 significantly below pertinent Core subtests Sophia undoubtedly scored significantly lower on Hand Movements than on other short-term memory tasks because her deficit in visual processing prevented her from performing at an Above Average level in her area of strength.

How to Interpret the KABC-II: Qualitative Indicators

Essentials Page 149 Evidence-based Background for QIs observed during testing and other clinical situations Effects of Anxiety Cognitive Domain Affected KABC-II Subtests Affected Working memory Short term memory Strategy formation Number Recall Hand Movements Word Order Atlantis Rebus Note. Although Anxiety may affect these KABC-II subtests, poor performance on these subtests is not necessarily indicative of problems with anxiety.

Effects of Executive Functioning & Attention
Essentials Page 152 Evidence-based Background for QIs observed during testing and other clinical situations Effects of Executive Functioning & Attention Cognitive Domain Affected KABC-II Subtests Affected Attention Executive Functioning Working memory Number Recall Rover Concept Formation Pattern Reasoning Story Completion Riddles Word Order Rebus Atlantis Hand Movements Note. Although problems with executive functioning and attention may affect these KABC-II subtests, poor performance on these subtests is not necessarily indicative of disorders associated with poor executive functioning and attention.

Effects of Cultural Issues
Essentials Page 155 Evidence-based Background for QIs observed during testing and other clinical situations Effects of Cultural Issues Cognitive Domain Affected KABC-II Subtests Affected Crystallized abilities Verbal Knowledge Riddles Expressive Vocabulary Note. Although cultural issues may affect these KABC-II subtests, poor performance on these subtests does not necessarily indicate that cultural issues have depressed scores on these subtests.

Subtest-By-Subtest Qualitative/Process Analysis of the 18 Subtests
Essentials Pages Subtest-By-Subtest Qualitative/Process Analysis of the 18 Subtests The lists of abilities and processes in Rapid References are not intended to be limiting. They are intended to stimulate original observations about the child you are assessing. Other plausible abilities can easily be enumerated for each subtest based on a variety of armchair, clinical, and empirical analyses of the original K-ABC tasks, Wechsler subtests, and related cognitive tasks. The lists for each subtest are geared toward the two theories—Luria and CHC—that form the foundation of the KABC-II, have empirical validation, or provide potentially valuable clinical information about the influence of behavior on test performance.

Clinical Applications Comprehensive Picture of Child’s Processing
Chapter 6 Clinical Applications Comprehensive Picture of Child’s Processing

KABC-II & KTEA-II: Like Hand and Glove
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation KABC-II & KTEA-II: Like Hand and Glove Conormed Similar, cohesive theoretical basis Similar interpretive strategies Tests complement each other Together provide the foundation of a comprehensive assessment The KABC-II and KTEA-II are designed to fit together like hand and glove. The advantages of administering conormed tests are numerous The theoretical basis for both tests are similar and cohesive The administrative and interpretive systems are also similar in design More accurate comparisons can be made across conormed tests Each test can enhance the diagnostic reach of the other So an assessment that includes both can provide a fruitful examination of a child’s cognitive abilities and how they translate into academic skills. Elizabeth Lichtenberger, PhD

Quantitative Analysis Coupled with Theoretical Analysis
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Quantitative Analysis Coupled with Theoretical Analysis Correlational analyses offer valuable information about the integration of the tests CHC theory also provides valuable ways of integrating KABC-II and KTEA-II Finally, a second theoretical approach – Luria’s model -- offers another mechanism for analyzing and integrating the tests. First, consider the quantitative evidence linking the two tests… Elizabeth Lichtenberger, PhD

KABC-II Scale Index Correlations with KTEA-II Composites (ages 7-18)
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation KABC-II Scale Index Correlations with KTEA-II Composites (ages 7-18) KTEA-II Composite KABC-II Scale Total Reading Math Written Language Oral Language Learning/Glr .58 .55 .49 .53 .48 Sequential/Gsm .50 .44 Simultaneous/Gv .54 .47 .40 .43 Planning/Gf .63 .56 .59 .51 Knowledge/Gc .75 .71 .68 The correlations between the scales of the two tests shows how they are related. The highest correlate of each KTEA-II Achievement composite is highlighted in yellow. Each is most highly correlated with the Knowledge/Gc scale. The second highest correlates of each KTEA-II Composite are the Planning/Gf scale and the Learning/Glr scale Highest correlate of each KTEA-II Achievement Composite Second-Highest correlate of each KTEA-II Achievement Composite Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Meaning of the KABC-II – KTEA-II Correlations The strong relationship between the Knowledge/Gc Index and all areas of achievement for school-age children and adolescents was anticipated, given that the scale is designed to measure the depth and breadth of knowledge acquired from one’s culture (including schooling). The good correlations with achievement for the new KABC-II scales—Planning/Gf and Learning/Glr—attest to the importance in the classroom of the ability to solve problems and learn new material during a clinical evaluation of general cognitive ability. Elizabeth Lichtenberger, PhD

KABC-II – KTEA-II Correlations Under Age 7
Simultaneous/Gv Index had the highest correlation (r = .65) with KTEA-II Comprehensive Achievement. Knowledge/Gc (.60) and Sequential/Gsm (.59) in a virtual deadlock for second best. For ages 4 ½ - 6, when school skills are emerging, the amount of knowledge a child has already acquired is secondary to the cognitive processes that are needed to learn to read, write, compute, and speak

KABC-II Advanced Interpretation Integrating the KABC-II & KTEA-II: Theory The KABC-II and KTEA-II were designed to sample a number of Broad and Narrow Abilities defined by the Cattell-Horn-Carroll (CHC) model These tests together measure 8 of the 10 CHC Broad Abilities and about 33 Narrow Abilities (Flanagan & Ortiz, 2001). The integration of the KABC-II and the KTEA-II was designed to sample the spectrum of broad and narrow abilities defined by the Cattell-Horn-Carroll model. The entire CHC model encompasses 10 Broad Abilities and about 70 Narrow abilities. When the KTEA-II and KABC-II are used in tandem, the tests together measure about 8 of the 10 Broad Abilities and 33 of the 70 Narrow abilities The cohesive theoretical design acts like an umbrella over the 2 tests. Although there is consistency in this theoretical umbrella, there is not redundancy between the tests. Therefore examiners do not waste time by duplicating subtests, but yet do have a rich measurement of Broad Abilities (especially Gc, Glr, and Gf) with a separate set of Narrow abilities measured by each test Elizabeth Lichtenberger, PhD

CHC Theory Applied to KABC-II
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation CHC Theory Applied to KABC-II Stratum III: General ability is measured by the KABC-II Fluid-Crystallized Index (FCI) g Glr Long-Term Storage & Retrieval Gsm Short- Term Memory Gv Visual Process- ing Gf Fluid Reason- ing Gc Crystal- lized Ability Stratum II: Broad abilities are measured by KABC-II Scales The 5 CHC broad abilities measured by the KABC-II are Glr, Gsm, Gv, Gf, & Gc The KTEA-II also measures 3 of these same broad abilities: Glr, Gf, and Gc However, the KABC-II alone provides measures of Gsm and Gv Elizabeth Lichtenberger, PhD

Three Additional Broad Abilities Measured with KTEA-II
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Three Additional Broad Abilities Measured with KTEA-II Stratum II: Broad abilities are measured by KTEA-II Scales Gq Quantitative Knowledge Ga Auditory Processing Grw Reading and Writing In addition to the 3 abilities that the 2 tests both measure The KTEA-II measures 3 unique abilities Which are most commonly characterized as academic achievement abilities Gq, Ga, and Grw Elizabeth Lichtenberger, PhD

Stratum I: Narrow Abilities— measured by the KABC II Subtests
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Glr Gsm Gv Gf Gc Associative Memory Visual Memory Lexical Knowledge Memory Span Induction General Sequential Reasoning Working Memory Spatial Relations General Information Learning Abilities Language Development Visualization Spatial Scanning Glr - The Core KABC-II battery measures a single Glr narrow ability with Rebus and Atlantis – that is associative memory When the Delayed Recall subtests are added, then Learning Abilities are also measured. Other Narrow Glr abilities are measured with the KTEA-II Gsm – The primary Gsm subtest on the KABC-II is Number Recall. But the 3 Gsm subtests, Number Recall, Hand Movements, and Word Order For older kids, the Working Memory Narrow ability is measured by Word Order Gv – Rich measurement of 5 Gv Narrow Abilities can be obtained with the KABC-II. Visual Memory – Face Recall and Hand Movements Spatial Relations – Triangles Visualization – 5 subtests Spatial Scanning Rover Closure Speed – Gestalt Closure Gc – 3 Gc narrow abilities: General Information: Verbal Knowledge, Story Completion, Lexical Knowledge – 3 subtests, Language Devlpmt - Riddles Closure Speed Stratum I: Narrow Abilities— measured by the KABC II Subtests Elizabeth Lichtenberger, PhD

Stratum I: Narrow Abilities— measured by KTEA II Subtests
CASP 2006 Annual Convention, Monterey, CA KABC-II Advanced Interpretation Glr Gf Gc Gq Ga Grw Naming Facility Quantitative Reasoning Listening Ability Math Achievement Phonetic Cdg-Analysis Reading Decoding Oral Production & Fluency Phonetic Cdg-Synth. Math Knowledge Word Fluency Reading Compreh. Verbal Language Compreh. Associat. Fluency Grammatical Sensitivity Meaningful Memory Spelling Ability Glr – Narrow abilities are measured further by KTEA-II with Naming Facility, Associational Fluency, and Listening Comprehension Gf – 1 narrow ability – Quantitative Reasoning with Mathematics Concepts and Applications Gc – Listening Ability = Listening Comprehension Oral production = Oral Expression Grammatical Sensitivity = Written & Oral Expression Ga – Phonological Awareness – Require the perception, analysis, and synthesis of patterns among auditory stimuli Gq – mathematical Knowledge - math Concepts and Applications Math Achievement Math Computation (Rover and Block Counting too) Grw – Reading Decoding Reading Comprehension, Verbal Comprehension, Spelling, Wriitng, Reading Speed (Word Recognition Fluency, Decoding Fluency) Writing Ability Stratum I: Narrow Abilities— measured by KTEA II Subtests Engl. Usage Knowledge Reading Speed Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Lurian Process Approach to Integrating KABC-II & KTEA-II Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Sequential Processing, Short-Term Memory, Phonological Awareness, and Listening Comprehension KABC-II Sequential/Gsm Core subtests: As a primary measure of auditory short-term memory, these subtests help the examiner evaluate the critical listening skills that children need in the classroom. KTEA-II Phonological Awareness measures sound-symbol connections but because of the way it is set up, also measures auditory short-term memory and sequencing skills. KTEA-II Listening Comprehension also supports the Sequential/Gsm scale because it straddles auditory short-term memory, auditory working memory, and auditory long-term encoding. The reading research literature indicates that many early reading problesm stem from an LD subtype called auditory-linguistic or phonological form of dyslexia Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation The Simultaneous/Gv Scale and Written Expression KTEA-II Written Expression can be used to supplement the KABC-II Simultaneous/Gv scale Contrast performance on KABC-II Simultaneous/Gv subtests to the visual motor aspects of written expression activities. The visual motor activities on the KABC-II subtests like Rover or Triangles may be related to aspects of written expression. These comparisons may help you figure out why a child has poor handwriting, or poor visual organization on writing tasks. Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Planning, Reasoning, and Executive Functions: How They Apply to Rover and Rebus and to Several KTEA-II Subtests Rover measures both Gf and Gv Narrow Abilities, and demands intact executive functions for success. If a child has poor planning or executive functions, performance on this subtest is severely impacted. Rebus factorially belongs on the Glr/Learning Scale of the KABC-II, it can also assist in the exploration of the child’s fluid reasoning ability measured on the Planning/Gf scale. Written Expression, Reading Comprehension, Oral Expression, and Listening Comprehension all require "higher levels of cognition" (Sattler, 2001), "cognitive load" (Raney, 1993), or "higher-complex abilities." Elizabeth Lichtenberger, PhD

KABC-II Advanced Interpretation Auditory Processing (Ga) and Several Auditory Tasks on the KABC-II and KTEA-II KTEA-II Listening Comprehension and three KABC-II subtests (Riddles, Number Recall, Word Order) are dependent, to some extent, on the CHC Ga Broad Ability. These subtests still all use auditory input as the main processing vehicle and that, by nature, is serial and sequential (but are not primarily Ga subtests). Listening Comprehension, in particular, is a supportive subtest for Ga because it measures the kind of listening comprehension that students must do in school Elizabeth Lichtenberger, PhD

Summary Strong theoretical and correlational links between KABC-II and KTEA-II Using both with yield a fruitful examination of a child’s cognitive abilities and how they translate into academic skills Essentials Pages

Sophia’s KTEA-II Scores
Composite/Subtest Standard Score Percentile Rank Reading Composite 92 30 Letter & Word Recognition 94 34 Reading Comprehension 90 25 Decoding Composite 91 27 Nonsense Word Decoding 87 19 Sound-Symbol Composite 88 21 Phonological Awareness 89 23 Reading Fluency Composite Word Recognition Fluency Decoding Fluency

Sophia’s KTEA-II Scores
Composite/Subtest Standard Score Percentile Rank Mathematics Composite 91 27 Math Concepts & Applications 94 34 Math Computation 89 23 Oral Language Composite 96 39 Listening Comprehension Oral Expression 98 45 Written Language Composite 70 2 Written Expression 71 3 Spelling 74 4

Diagnostic Impressions of Sophia
Sophia displays significant deficits in the area of visual processing Her deficit in this basic psychological process, coupled with her deficits in the area of written expression and spelling, have led to the development of a Disorder of Written Expression.

Throughout the testing, Sophia’s written expression was sparse, she wrote in a labored manner, and made vocabulary, punctuation, and grammatical errors. Although her oral language appeared intact, her deficits in writing have greatly impacted her motivation & school achievement.

Her area of deficit requires intense and immediate intervention, both to keep her from falling further behind her peers, and to limit the damaging effects of low self esteem and poor motivation. Word processing Decrease visual-motor demands Extra time for written assignments Don’t requiring copying assignment from board Incentive program to motivate Sophia to increase writing quantity Other specific recs from Mather & Jaffe (2002)

Supplementing the KABC-II with the Cross Battery Approach

Supplementing the KABC-II Using
Essentials Pages Supplementing the KABC-II Using Cross-Battery Methods Using CHC Cross Battery approach, you can approximate the total range of broad abilities more adequately than any single intelligence battery (Carroll, 1997) Kaufman (2000): The CHC CB approach can serve to elevate test interpretation to a higher level, to add theory to psychometrics and to thereby improve the quality of the psychometric assessment of intelligence

Supplementing the KABC-II Using
Essentials Pages Supplementing the KABC-II Using Cross-Battery Methods Cross-Battery approach is used to augment KABC-II assessments by allowing for: greater breadth in the measurement of broad abilities (e.g., adding Ga and Gs to KABC-II assessments) and 2) greater depth in the measurement of broad abilities (e.g., adding qualitatively different measures of narrow abilities within broad ability domains).

3 Pillars of CB Approach CHC Theory
Broad CHC Ability Classifications of Tests Narrow CHC Ability Classifications of Tests

5 Guiding Principles of CB Approach
Select tests that have been classified through an acceptable method Include two or more qualitatively different narrow ability indicators for each CHC domain to ensure proper construct representation Select tests that were developed and normed with in a few years of one another to minimize the effects of spurious differences between tests scores attributable to the Flynn effect

5 Guiding Principles of CB Approach
Select tests from the smallest number of batteries to minimize the effect of spurious differences between test scores that may be attributable to difft norm samples Use clusters from a single battery whenever possible

The Steps of KABC-II Cross-Battery Assessment
Essentials Page 274 The Steps of KABC-II Cross-Battery Assessment Step 1. Determine whether assessment of Ga and Gs is necessary or desired. Step 2. Determine whether there is a need to administer supplemental KABC-II subtests. Step 3. Determine whether it is necessary or desirable to achieve more in-depth measurement of broad cognitive abilities assessed by the KABC-II. Step 4. Determine whether the measurement of a specific or narrow ability is necessary or desirable.

Determine whether assessment of Ga and Gs is necessary or desired.
Essentials Pages Cross-Battery Step 1. Determine whether assessment of Ga and Gs is necessary or desired. If Ga is necessary to assess, such as in a referral for reading difficulties in a young child, then the KTEA-II phonological processing test may be administered. If Gs is necessary to assess, then you may administer the Gs subtests from the WJ III or WISC-IV

Guidelines for deriving and interpreting CHC Clusters
Essentials Pages Cross-Battery Step 1. Guidelines for deriving and interpreting CHC Clusters Interpret a cluster only when the child’s performance on the subtests comprising the cluster is consistent (or common) indicating a unitary ability For subtests derived from actual norms, use existing test’s guidelines For subtests derived from averaging subtests use McGrew & Flanagan (1998) and Flanagan & Ortiz’s (2001) guidelines (next slide)

Essentials Pages Cross-Battery Step 1. Guidelines for deriving and interpreting CHC Clusters McGrew & Flanagan (1998) and Flanagan & Ortiz’s (2001) guidelines Convert subtest scores to scale having mean of 100 & SD of 15 Report subtest scores with CI of ± 7 (McGrew & Flanagan, 1998) If the CI for the subtests overlap, then the ability presumed to underlie the cluster is considered unitary. If they do not touch or overlap, then the ability is considered nonunitary, and shouldn’t be interpreted. Report clusters (both broad & narrow) with a CI of ± 5

Essentials Pages Cross-Battery Step 1. Guidelines for deriving and interpreting CHC Clusters McGrew & Flanagan (1998) and Flanagan & Ortiz’s (2001) guidelines If an index is uninterpretable, determine whether a general conclusion may be made about the child’s performance If all subtest scaled scores are ≤ 8 or ≥ 12, a statement may be made about performance For example, Rover = 8; Triangles = 18 ….However, it is clear that Andrea’s Gv ability is a notable integrity for her because her performance on the tasks that comprise the Simultaneous/Gv index ranged from Average/Normal Limits to Upper Extreme/Normative Weakness

Determine whether there is a need to administer
Essentials Pages Cross-Battery Step 2. Determine whether there is a need to administer supplemental KABC-II subtests. Whenever the lower of the two subtest scaled scores comprising an index is a normative weakness (i.e., a scaled score < 7) and the higher of the two subtest scores is well within the average range of ability or higher (i.e., a scaled score > 10), regardless of whether the Index represents a unitary ability.

KABC-II Advanced Interpretation Essentials Pages Cross-Battery Step 2. Determine whether there is a need to administer supplemental KABC-II subtests. John (age 8): Riddles = 5; Verbal Knowledge = 13 8-point variability in Knowledge/Gc subtests Thus, administer the Supplemental Expressive Vocabulary Determine whether Riddles and Expressive Vocabulary are a unitary construct If unitary, calculate the Knowledge/Gc Index based on these two subtests (Table D.2) If not unitary, determine whether Expressive Vocabulary and Verbal Knowledge represent a unitary construct If Verb. Knowledge & Expressive Vocab. Unitary, then calculate the Knowledge/Gc index based on those Elizabeth Lichtenberger, PhD

Determine whether it is necessary or desirable
Essentials Page 278 Cross-Battery Step 3. Determine whether it is necessary or desirable to achieve more in-depth measurement of broad cognitive abilities assessed by the KABC-II. Glr is underrepresented on the core battery. You may administer the KABC-II delayed recall subtests (see interpretive Step 3A in Chapter 3) Or the KTEA-II Glr subtests (e.g., Listening Comprehension, Naming Facility/RAN, and Associational Fluency). You may also administer Glr tests from the WJ III or from other more specialized batteries, such as the Children’s Memory Scale (Cohen, 1997) or the CTOPP

Determine whether the measurement
Essentials Pages Cross-Battery Step 4. Determine whether the measurement of a specific or narrow ability is necessary or desirable. Naming Facility, a narrow Glr ability, and Phonetic Coding, a narrow Ga ability, show substantial and consistent, positive correlations with basic reading skills

Essentials Pages Cross-Battery Step 4. Determine whether the measurement of a specific or narrow ability is necessary or desirable. A Visual Memory Cluster may be particularly informative when there is an observed reading difficulty that is not explained by difficulties in phonemic awareness or rapid automatized naming.

Essentials Pages Cross-Battery Step 4. Determine whether the measurement of a specific or narrow ability is necessary or desirable. Calculation of a Reading Fluency cluster may provide an indication of the degree to which an individual has automatized basic reading skills (e.g., decoding). Deficient reading fluency can be compared to other fluency ability to determine whether fluency is impaired more globally or only as it related to reading decoding. A deficit in the basic psychological process of Processing Speed/Gs may be suggested with poor performance on Glr-Naming Facility tasks

Cross-Battery Summary
The Cross-Battery Steps for supplementing the Core KABC-II Subtests with additional subtests can improve upon the breadth and depth of measurement of cognitive abilities These additional supplements can be deemed necessary upon review of additional KABC-II data The steps will help further test hypotheses about variation in a child’s KABC-II score profile.

Summary of what the Essentials of KABC-II Assessment provides:
Chapter 2 – Administration and Scoring: a highlight of solutions to key pitfalls Chapter 3 – Step-by-Step Interpretation: In depth explanation of the first 4 steps (also in the manual), plus two further steps for hypotheses testing Chapter 4 – Interpretation with QIs: An analysis of what typically observed behaviors may be related to. Chapter 5 – Strengths and Weaknesses: Good for marketing the test and providing comparisons to other tests Chapter 6 – Clinical Applications: Info about KTEA-II integration with the test and a CB Approach

KABC-II Advanced Interpretation Elizabeth O. Lichtenberger, Ph.D.

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