Introduction: This study investigated the possible existence of differences in several domains or traits of the general construct of emotional intelligence between highly able children and their normotypically developing peers. Method: A group of children with high abilities and a group of children with average intellectual development completed…

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…

This article presents a review of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2; Kaufman & Kaufman, 2004b), which is designed to provide a brief, individualized format for measuring verbal and nonverbal intelligence in children and adults from the ages of 4 years, 0 months through 90 years, 11 months. The test consists of only…

Implications for gifted education of the Kaufman Assessment Battery for Children (K-ABC) are discussed. The rationale for using the K-ABC with this population is explained; special administrative features are noted; results of research with the gifted are cited; and practical implications (including its use with gifted minority students) are…

Four models of intellectual abilities were evaluated using confirmatory factor analysis and data from 197 children referred for a gifted program who took the Kaufman Assessment Battery for Children (K-ABC). All four models were a possible fit, but the best understanding came from a model posited on a theory of fluid-crystallized abilities. (SLD)

Evaluated interscorer reliability of the Spatial Memory subtest, which appears on the Simultaneous Processing scale of the Kaufman Assessment Battery for Children. Responses from 19 gifted children were scored by two independent examiners. Results showed this subtest may be prone to scoring errors because no permanent record of responses exists.…

Gifted elementary students (N=54) completed the Kaufman Assessment Battery for Children. Factor structures for mental processing and achievement subtests were compared to factor structures for children from the standardization sample, revealing similar structures. The most parsimonious structure, however, accounted for under 40 percent of shared…

The Kaufman Assessment Battery for Children is reviewed in terms of technical and theoretical aspects, the issue of cultural bias, its procedure for comparing cognitive performance and academic achievement, and its predictive validity for academic achievement. The paper concludes by summarizing the test's characteristics that should be considered…

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…

This study sought to extend previous research by investigating performance of intellectucally gifted children on the Mental Processing Composite of the Kaufman Assessment Battery for Children (K-ABC). A sample of 54 children (aged 6-12) referred for possible gifted placement were administered the Sequential and Simultaneous scales. Average scores…

A study involving 120 students enrolled in the Mobile County Public School System of Alabama was conducted to investigate the comparability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC) instruments in their ability to select students for placement in programs for the…

Describes a method using age equivalents and standard scores to recreate the full range of variability in the scores of high-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programing. (Author/ABB)

Administered Kaufman Assessment Battery for Children (K-ABC) and Stanford-Binet Fourth Edition (Binet IV) to 32 gifted third- and fourth-graders. Binet IV scores averaged eight points higher than K-ABC scores. Concurrent validity coefficient of .70 indicated high degree of association between test performance on two tests. Results support use of…

This article describes the database of the National Repository for Instruments and Strategies Used in the Identification and Evaluation of Gifted Programs (University of Virginia). The Scale for the Evaluation of Gifted Identification Instruments is applied to the Kaufman Assessment Battery for Children. A sample bibliographic reference from the…