Assessment with the Woodcock-Johnson III and Young Children

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

“…Specifically, developmental patterns of growth and decline were different for each factor. Furthermore, developmental changes impacted the age at which the CHC abilities first become evident indicating the CHC abilities may be represented differently at younger ages (Tusing et al, 2003).…”

“…Research has consistently shown intelligence tests that assess a broad range of ages typically find fewer factors at younger levels than at school-aged levels (Carroll, 1993;Tusing et al, 2003). The traditional verbal-nonverbal dichotomy (verbal vs. symbolic) has long been held as the way to discriminate young children in terms of intelligence (Sattler, 2001;Tusing & Ford, 2004).…”

“…Previous versions of intelligence measures have been shown to be less technically adequate with preschool populations, thus requiring the establishment of sound psychometric properties in the latest versions (Bracken 1987, Bracken 1994. Research has consistently shown intelligence tests that assess a broad range of ages typically find fewer factors at younger levels than at school-aged levels (Carroll, 1993;Tusing, Maricle, & Ford, 2003). The traditional verbal-nonverbal dichotomy (verbal vs. symbolic) has long been held as the way to discriminate young children in terms of intelligence (Sattler, 2001;Tusing & Ford, 2004).…”

The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs

“…Reliability is adequate on a factor level, but internal consistency on the subtests ranges from .76 to .97 (Sattler, 2001). The test floors are appropriate only for children aged 2 years and 8 months or older, depending on the subtest (Tusing, Maricle, & Ford, 2003). Bradley-Johnson and Durmusoglu (2005) reviewed the reading and math subtests of the Woodcock-Johnson III and found that the item gradients were inappropriate because in some cases, one point change in raw score changed the index scores by as many as 15 points.…”

“…The manual provides information about the non-standardized accommodations that are made possible so as to allow individuals with special needs (including young children, individuals with learning or reading difficulties, with attention or behavioral difficulties, and with hearing, visual, or physical impairments) to participate more fully in the process (Blackwell, 2001). The link with intervention is facilitated by the aim of the instrument, which is to reliably differentiate children's abilities in terms of specific predictive domains that are related to early learning (Tusing et al, 2003). The administration time is 45-50 minutes for the standard battery and 1½-1¾ hours for the extended battery (Blackwell, 2001).…”