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Elaborating on the Linkage between Cognitive and Academic Weaknesses: Using Diagnostic Efficiency Statistics to Inform PSW Assessment
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McGill, Ryan J.; Conoyer, Sarah J.; Fefer, Sarah – School Psychology Forum, 2018
Within the school psychology literature, it is frequently asserted that deficits in cognitive processing are a defining characteristic of children with academic dysfunction, and establishing links between relevant cognitive and academic weaknesses is a core pillar of patterns of strengths and weaknesses assessment models. Accordingly, the present…
Descriptors: Intelligence Tests, Cognitive Ability, Academic Ability, Psychological Evaluation
Guidelines for Preparing Psychological Specialists: An Entry-Level Course on Intellectual Assessment
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Oakland, Thomas; Wechsler, Solange Muglia – International Journal of School & Educational Psychology, 2016
This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…
Descriptors: Guidelines, Intelligence Tests, School Psychology, School Psychologists
Abilities Assessed by the K-ABC Mental Processing Subtests: The Perceptions of Practitioners with Varying Degrees of Experience.
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Bracken, Bruce A.; Fagan, Thomas K. – Psychology in the Schools, 1988
Eighty practitioners with varying levels of experience in the administration of the Kaufman Assessment Battery for Children (K-ABC)) completed a K-ABC Abilities Matrix to indicate their perceptions of the specific abilities assessed by each of the 10 K-ABC Mental Processing subtests. In only one-half of the judgments did the majority of…
Descriptors: Ability Identification, Attitudes, Cognitive Measurement, Examiners
Factor Structure of the K-ABC for Referred School Children.
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Keith, Timothy Z. – Psychology in the Schools, 1986
K-ABC (Kaufman Assessment Battery for Children) scores for 585 school-age children referred for psychological evaluation were factor analyzed. While it appears that the K-ABC factor structure is quite consistent for both normal and exceptional children, the meaning and names of factors found are open to interpretation. (Author/ABB)
Descriptors: Elementary Education, Elementary School Students, Exceptional Persons, Factor Structure
Effects of Two Instructional Sets on the Validity of the Kaufman Assessment Battery for Children-Nonverbal Scale with a Group of Severely Hearing Impaired Children.
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Porter, Larry James; Kirby, Edward Aaron – Psychology in the Schools, 1986
Investigated the use of the Kaufman Assessment Battery for Children (K-ABC)-Nonverbal Scale with severely hearing impaired children (N=49), using two instructional sets (American sign language (ASL) plus pantomime and gestures, or pantomime and gesture (PG) instructions only). Support is provided for the appropriateness of the K-ABC, for use with…
Descriptors: Communication Disorders, Deafness, Elementary Education, Elementary School Students
K-ABC and McCarthy Scale Performance among "At Risk" and Normal Preschoolers.
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Zucker, Stephen; Copeland, Ellis P. – Psychology in the Schools, 1988
Assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K-ABC) for "at-risk" (low birthweight, Head Start, and developmentally delayed) and "normal" preschool children. Describes the K-ABC Mental Processing Composite (MPC) and McCarthy…
Descriptors: Ability Identification, Cognitive Ability, Cognitive Measurement, Disabilities
Validity of the K-ABC for a Black Preschool Population.
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Krohn, Emily J.; And Others – Psychology in the Schools, 1988
Investigated the validity of the Kaufman Assessment Battery for Children (K-ABC) with a sample of black low socioeconomic status preschool children enrolled in a Head Start program. Used the Stanford-Binet Intelligence Scale as a criterion. Demonstrated convergent and construct validity, but suggests that the K-ABC is no more culture fair for…
Descriptors: Blacks, Cognitive Ability, Cognitive Measurement, Cognitive Tests