Test Reviews: Kaufman, A. S., &amp; Kaufman, N. L. (2004). Kaufman Assessment Battery for Children, Second edition. Circle Pines, MN: AGS

Bain, Sherry K.; Gray, R. K.

doi:10.1177/0734282907300461

Cited by 13 publications

(6 citation statements)

References 5 publications

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“…The mean internal consistency estimate for the MPI was .95. Validity evidence is provided in several forms in the KABC‐II manual and independent reviews are available (e.g., Bain & Gray, ; Thorndike, ).…”

Section: Methodsmentioning

confidence: 99%

Assessing the Incremental Value of Kabc-Ii Luria Model Scores in Predicting Achievement: What Do They Tell Us Beyond the Mpi?

McGill

Spurgin²

2016

Psychol. Schs.

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The current study examined the incremental validity of the Luria interpretive scheme for the Kaufman Assessment Battery for Children‐Second Edition (KABC‐II) for predicting scores on the Kaufman Test of Educational Achievement‐Second Edition (KTEA‐II). All participants were children and adolescents (N = 2,025) drawn from the nationally representative KABC‐II/KTEA‐II linked standardization sample. Consistent with previous studies, the full scale Mental Processing Index (MPI) score accounted for clinically significant portions of KTEA‐II score variance in all of the regression models that were assessed. In contrast, the Luria factor scores collectively failed to provide meaningful incremental predictive variance after controlling for the effects of the MPI. Individually, the factor scores consistently accounted for trivial portions of achievement variance. Potential implications of these results for the correct interpretation of the KABC‐II within clinical practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Assessing the Incremental Value of Kabc-Ii Luria Model Scores in Predicting Achievement: What Do They Tell Us Beyond the Mpi?

McGill

Spurgin²

2016

Psychol. Schs.

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“…The mean internal consistency estimate for the MPI was .95. Validity evidence is provided in several forms in the KABC-II manual, and independent reviews are available (e.g., Bain & Gray, 2008; Braden & Ouzts, 2005).…”

Section: Methodsmentioning

confidence: 99%

Exploratory Higher Order Analysis of the Luria Interpretive Model on the Kaufman Assessment Battery for Children–Second Edition (KABC-II) School-Age Battery

McGill

Spurgin

2015

Assessment

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Higher order factor structure of the Luria interpretive scheme on the Kaufman Assessment Battery for Children-Second Edition (KABC-II) for the 7- to 12-year and the 13- to 18-year age groups in the KABC-II normative sample ( N = 2,025) is reported. Using exploratory factor analysis, multiple factor extraction criteria, and hierarchical exploratory factor analysis not included in the KABC-II manual, two-, three-, and four-factor extractions were analyzed to assess the hierarchical factor structure by sequentially partitioning variance appropriately to higher order and lower order dimensions as recommended by Carroll. No evidence for a four-factor solution was found. Results showed that the largest portions of total and common variance were accounted for by the second-order general factor and that interpretation should focus primarily, if not exclusively, at that level of measurement.

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“…The mean internal consistency estimate for the FCI was .97. Validity evidence is provided in several forms in the KABC-II manual and independent reviews are available (e.g., Bain & Gray, 2008; Thorndike, 2005).…”

Section: Methodsmentioning

confidence: 99%

Interpretation of KABC-II scores: An evaluation of the incremental validity of Cattell-Horn-Carroll (CHC) factor scores in predicting achievement.

McGill¹

2015

Psychological Assessment

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This study is an examination of the incremental validity of Cattell-Horn-Carroll (CHC) factor scores from the Kaufman Assessment Battery for Children-second edition (KABC-II) for predicting scores on the Kaufman Test of Educational Achievement-second edition (KTEA-II). The participants were children and adolescents, ages 7-18, (N = 2,025) drawn from the KABC-II standardization sample. The sample was nationally stratified and proportional to U.S. census estimates for sex, ethnicity, geographic region, and parent education level. Hierarchical multiple regression analyses were used to assess for factor-level effects after controlling for the variance accounted for by the full scale Fluid-Crystallized Index (FCI) score. The results were interpreted using the R2/ΔR2 statistic as effect size indices. Consistent with similar incremental validity studies, the FCI accounted for statistically and clinically significant portions of KTEA-II score variance, with R2 values ranging from .30 to .65. KABC-II CHC factor scores collectively provided statistically significant incremental variance beyond the FCI in all of the regression models, although the effect size estimates were consistently negligible to small (Average ÄRCHC2 = .03). Individually, the KABC-II factor scores accounted for mostly small portions of achievement variance across the prediction models, with none of the individual CHC factors accounting for clinically significant incremental prediction beyond the FCI. Additionally, most of the unique first-order predictive variance was captured by the Crystallized Ability factor alone. The potential clinical and theoretical implications of these results are discussed.

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Test Reviews: Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children, Second edition. Circle Pines, MN: AGS

Cited by 13 publications

References 5 publications

Assessing the Incremental Value of Kabc-Ii Luria Model Scores in Predicting Achievement: What Do They Tell Us Beyond the Mpi?

Assessing the Incremental Value of Kabc-Ii Luria Model Scores in Predicting Achievement: What Do They Tell Us Beyond the Mpi?

Exploratory Higher Order Analysis of the Luria Interpretive Model on the Kaufman Assessment Battery for Children–Second Edition (KABC-II) School-Age Battery

Interpretation of KABC-II scores: An evaluation of the incremental validity of Cattell-Horn-Carroll (CHC) factor scores in predicting achievement.

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