BRIEF INTRODUCTION

A Kaufman Assessment Battery for Children (KABC) is a diagnostic tool for

evaluating children's cognitive development. Alan S. Kaufman and Nadeen L. Kaufam
developed the test. The original KABC was formed in 1983 from a theoretical standpoint
that combined Catell's distinction between fluid and crystallized intelligence with Luria's
neuropsychological ideas about the importance of simultaneous versus sequential mental
processing. Furthermore, unlike the original Kaufman Assessment Battery for Children,
the Kaufman Assessment Battery for Children II (second edition) was published in 2004.
It contains 18 core and supplementary subsets, with the number of body and additional
tests varying with age.

PURPOSE

The Kaufman Assessment Battery for Children - Second Edition (KABC - II)
intends to connect the cultural divide between white children and children from minority
groups by measuring the knowledge they have received in their artistic circle, to measure
cognitive abilities in the test, two global scores are used: the Mental Processing Index
(MPI), which excludes measuring acquired knowledge, and the Fluid-Crystallized Index
(FCI), which includes measuring acquired knowledge. The KABC II test assesses the
processing and cognitive abilities of children and adolescents aged 13 to 18. It is intended
to contribute significantly to psychoeducation evaluations at all preschool and high
school levels. Also, The test focuses on measuring cognitive abilities between white and
minority children to assess the cultural difference.

TECHNICALS

According to the study, Eighteen subsets make up the KABC-II. When using the
Luria model, the number of core subsets contributing to a global score may range from
five subsets for children aged 3 to 9 subsets for age groups 4 through 6 and 7 through 18.
However, For the Catell-Horn_Caroll model, two additional subsets are administered,
contributing to the different scales associated with crystallized knowledge. Subtests
administered may differ for each age group and even within age groups, so examiners
must be familiar with the complete range of available subtests and be alert to the changes
in subtest sequences. As for the test materials, the test taker used ordinary objects, hand
movements, and narratives to answer questions. It is required for a child as the examiner
to use and touch things simultaneously.

Validity

Considering construct validity, they present correlations between subtests, factor

analyses, and results at various stages of development. As evidence of construct validity,
test results were compared with other tests.

Reliability

Kaufman & Kaufman provide:

● extensive information regarding sex and ethnic differences
● the differences based on parent education
● the results of a particular study of American Indian children
In their split-half analysis, they obtained and correlated Rasch-based ability scores for
odd and even subsets halved based on age-group increments from the normative sample.
The authors used Nunnally's formula to determine the reliability of the composite scores.
Besides, they present test-retest reliability based on 205 participating children, tested and
retested over intervals that averaged approximately four weeks.
TEST ADMINISTRATION
The study found that the Kaufman Assessment Battery for Children - Second
Edition (KABC - II) is an individually administered measure of cognitive ability. When
the examiner selects the CHC model, three-year-olds are administered Word Order,
Conceptual Thinking, Face Recognition, Triangles, Atlantis, Expressive Vocabulary, and
Riddles to obtain the Fluid-Crystallized Index (FCI). Subtests are administered
considerably depending on the age group of the children between the ages of 4 and 18.
 4- to - 18-year-old age groups, The Sequential/Gsm Index is composed of Number
Recall and Word Order. It is by the use of their hand movements that serves as a
supplementary subtest. Number recall will require the child to repeat a series of numbers
in the same sequence as the examiner. However, Word order will need the child to touch
the silhouettes of ordinary objects in the same order the examiner names the things. The
child must copy the examiner's hand movements in the correct sequence.

Another is the Simultaneous/Gv Index, which comprises Block Counting for

children aged 13 to 18. To determine the number of blocks in each stack, the child will
need to examine two-dimensional representations of stacks of blocks. Conceptual
Thinking (ages 3–6) requires the child to discuss images depicting objects or activities
and identify the one that does not belong. Face Recognition (ages 3 to 4, supplemental at
five years) requires the child to view photographs of one or two faces briefly before
identifying individuals from a photograph containing several others. Rover (ages 6 to 18)
needs the child to move a toy dog across a gridlike drawing in the fewest moves possible
while avoiding obstacles to reach a bone. The Triangles Subtest (ages 3 to 12, with a
different age range of 13 to 18) demands that kids gather simple plastic patterns or foam
polygons to match an abstract design. Gestalt Closure (ages 3 to 18) is a supplementary
subtest that requires the child to recognize a thing based on a preliminary drawing.
Pattern Reason for children aged 5 to 6 years old entails showing the child a series of
incomplete forms and asking him or her to select the correct option to complete the
pattern.

Story Completion requires the child to look at a row of pictures that tell an
incomplete story and then choose the accurate images from a list of options to complete
the sequence. Even then, for Atlantis, the examiner appoints nonsense names to graphic
pictures of fish, seedlings, and shells and then asks the child to select the correct stimulus
items that correlate to the nonsense names. The examiner also teaches the child a
collection of phrases associated with various arrays of line drawings for Rebus.
Furthermore, The Knowledge/Gc Index contains Expressive Vocabulary, Riddles, and
Verbal Knowledge subtests presented at different ages. Expressive Vocabulary (ages 3 to
6, supplemental at 7 to 18) requires the child to say the names of items or concepts
illustrated in images. For Riddles (ages 3 to 18), the examiner names several
characteristics describing an object or idea, and the child attempts to solve the riddle.
Verbal Knowledge (ages 7 to 18, supplemental at 3 to 6) requires the child to select a
picture from an array of choices corresponding to a vocabulary word or that answers a
question.

SCORING AND INTERPRETATION

The KABC-II subtest scores have a mean of 10 and a standard deviation of 3.

Moreover, the Scale Index, FCI, and MPI scores are based on a mean of 100 and a
standard deviation of 15. The Results can also be reported in descriptive categories, such
as Above Average, Average, Below Average, or as percentile ranks and age equivalents.
As an outcome, interpretation is based on the selected model; the number of scales
produced is also model-dependent. Kaufman and Kaufman interpret the results by the use
of the Luria Model.

STRENGTHS

● It is easy to administer, well-collected, and engaging for children. Some subtests

can be used in more than one group of children.
● The use of MPI and FCI models gives a broader range of testing, creating more
reliable and informative results.
● Extensive information for examiners authorizes to analyze data and results for
each age group.
● According to Lichtenberger & Kaufman, 2010, It provides a fundamental
background, with more than 600 children tested.

LIMITATIONS

● McGill and Spurgin debate in their review of KABC-II that administrative

practice of the test needs to be revised to estimate the test result.
 ● KABC-II is limited to MPI and FCI scales, so if one wants to interpret results
exceeding that score, one must apply other measurement instruments to provide
the validity of the results.
● According to the researchers, the developments generalize the MPI and FCI
models when they should be individualized.

SAMPLE ITEMS

The Triangles Subtest

REFERENCES

Bain, S. K., & Gray, R. (2008). Test Reviews: Kaufman, A. S., & Kaufman, N. L. (2004).

Kaufman Assessment Battery for Children, Second edition. Circle Pines, MN:

AGS. Journal of Psychoeducational Assessment, 26(1), 92–101.

https://doi.org/10.1177/0734282907300461
Figure 2 : un exemple d’items proposés au subtest " Triangles ". (n.d.). ResearchGate.

https://www.researchgate.net/figure/un-exemple-ditems-proposes-au-subtest-Trian

gles_fig2_339783238

Oliveira, C. T., Nogara, P. A., Ardisson-Araújo, D. M. P., Aschner, M., Rocha, J., &

Dórea, J. G. (2018b, January 1). Neurodevelopmental Effects of Mercury. Elsevier

eBooks; Elsevier BV. https://doi.org/10.1016/bs.ant.2018.03.005

The Kaufman Assessment Battery for Children | Psychology Paper Example. (2022,

September 20). PsychologyWriting.com.

https://psychologywriting.com/the-kaufman-assessment-battery-for-children/