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Factor structure of the K‐ABC for referred school children
Author(s) -
Keith Timothy Z.
Publication year - 1986
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198607)23:3<241::aid-pits2310230302>3.0.co;2-i
Subject(s) - psychology , test (biology) , standardization , meaning (existential) , factor (programming language) , developmental psychology , interpretation (philosophy) , achievement test , standardized test , mathematics education , computer science , programming language , paleontology , political science , law , psychotherapist , biology
Previous factor analyses of the K‐ABC for school‐age children have offered varying degrees of support for the test, depending on which subtests have been analyzed. Further, most previous analyses have involved only children from the standardization sample. Here, K‐ABC scores for 585 school‐age children referred for psychological evaluation were factor analyzed. Results of the analysis of K‐ABC MP tests were quite consistent with those of previous analyses and with the structure of the test itself. The factor structure of the MP and Achievement tests together was also consistent with previous analyses and, like those analyses, was somewhat less consistent with the theoretical structure of the K‐ABC; the factors found could be interpreted from several perspectives. As in analyses of the standardization data, the Achievement tests appear to be better measures of general intelligence for referred children than do the MP scales. Thus, 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.