The factor structure of the Kaufman Assessment Battery for Children was evaluated with 169 gifted students, aged 6-10. Results tentatively suggested that the factor solution for gifted students is dissimilar to that for the standardization sample, as subtests designed to assess sequential processing did not all load together, nor did those…

Twenty years of research on the Maze, a classroom-based reading measure for students with learning disabilities, is summarized. Overall, the research is supportive of the Maze. However, the most common version requires revision to obtain minimum construct validity, and additional research is needed on reliability and usefulness of alternate forms.…

Analysis of Kaufman Assessment Battery for Children (K-ABC) Sequential and Simultaneous Processing scores of 94 children (ages 6-12) with learning disabilities produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory. The sample exhibited relative processing strengths…

This review of 50 social validation research studies involving persons with handicaps concludes that social validation procedures are an appropriate and important component of applied behavior analysis. Discussed are methodological issues, social importance of effects, social significance of goals, social appropriateness of procedures, and…

This reply responds to a paper by Frisby and Braden (EC 604 792), which criticized dynamic assessment, especially Reuven Feuerstein's theory and methods. Six critical points are raised and supported with examples from recent research. Criticisms center on theoretical and philosophical misunderstandings as well as failure to consider supporting…

Forty-four preservice teachers viewed one of two videotaped presentations on curriculum-based measurement (CBM), stressing either statistical or anecdotal information to support CBM's validity and utility. Results revealed no effects for presentation format but, in general, participants' beliefs were more positive about the utility of CBM than…

This paper uses the concepts of decision reliability and validity to analyze three alternative psychoeducational assessment strategies: multiple gating, template matching, and time-series methods. It argues that relatively little knowledge is gained through analysis of individual scales and assessment technologies without considering the…

This study analyzed the relative efficacy of normative (population relative) and ipsative (person relative) measures for the study of intraindividual and interindividual differences in child ability. Ipsative ability measures were found to be uniformly inferior to their normative counterparts and conveyed no uniquely useful information. (Author/DB)

Three studies examined subtest profiles of the Kaufman Assessment Battery for Children: the first developed a normative taxonomy of subtest patterns using cluster analysis; the second compared subtest patterns of children with various disabilities; and the third used core patterns to identify children with unusual patterns. Results opposed the…

This study examined the criterion-related validity of oral reading fluency (ORF), number of words read correctly per minute, with 64 regular, remedial, and special education elementary-level students. Comparison with two miscue-based assessment measures did not support modification of traditional ORF but did suggest practical value of selected…

The factor structure of the Wechsler Intelligence Scale for Children (Revised) was examined in the standardization sample using new methods of factor analysis. The substantial overlap across factors was most parsimoniously represented by a single general factor. Implications for public policy regarding the purposes and outcomes of special…