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The Kaufman Assessment Battery for Children (K‐ABC) in the assessment of learning disabled children
Author(s) -
Rethazi Maya,
Wilson Anne Keeton
Publication year - 1988
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(198810)25:4<383::aid-pits2310250406>3.0.co;2-e
Subject(s) - psychology , learning disability , developmental psychology , learning disabled , academic achievement , scale (ratio) , clinical psychology , physics , quantum mechanics
The authors of the Kaufman Assessment Battery for Children (K‐ABC) assert that, in addition to a discrepancy between learning potential and academic achievement, learning disability is characterized by poor sequential relative to simultaneous processing skills. The present study was designed to determine whether the K‐ABC could discriminate between learning disabled and normal children on the basis of these characteristics. Forty‐three LD pupils from 7 to 12 years of age and 20 normally achieving children of similar age were administered the K‐ABC. Results indicated that, for both the LD and the normal children, scores on the Sequential Processing Scale were significantly lower than on the Simultaneous Processing Scale. In addition, the aiscrepancy between Simultaneous and Sequential scale scores was similarly distributed in both groups. The LD group scored lower and the normal group higher on the Achievement Scale than on the Mental Processing Composite. The results, therefore, indicated that the K‐ABC differentiated LD from normal children in terms of Achievement relative to M.P.C. scores; however, it failed to reveal a unique profile pattern related to simultaneous vs. sequential processing skills for the LD group. Further analyses of the relationship between K‐ABC processing scale scores and WISC‐R scores, as recategorized by Bannatyne, revealed significant correlations between measures, indicating similar underlying theoretical constructs.