KABC-II Flashcards
(38 cards)
What is the KABC-II?
Kaufman Assessment Battery for Children, Second
Edition (KABC-II)
* Cognitive assessment tool designed to understand
a child’s overall intelligence and individual
processing skills
* Developed by Alan and Nadeen Kaufman
* Original edition of the KABC was published in 1983
* Second edition published in 2004
* Normative update (NU) for KABC-II in 2018
Goals of the KABC-II
Measures multiple constructs of intelligence
* Facilitate effective neuropsychological assessment of a child’s skills and abilities
* Provide a fair, effective, and flexible assessment
* Diverse and large normative sample
* Wide age range (3-18 years)
* Allows for use with preschoolers
Advantages of the KABC-II
Reduces ethnic score
differences
* KABC led the field in
this area
* Test designed to reduce
score differences
* Diverse normative
sample
Captures the child’s
interest
* Game-like tasks that
engage the child
* Accessible to all
children
Blends science and
clinical expertise
* Based on theory, unlike
other cognitive
assessments
* Provides rich
assessment of
processing areas
* Collects important
qualitative information
Normative Sample
Includes 3,025 individuals in the total normative sample
* Specific learning disability
* Speech/language impairment
* Intellectual disability
* Emotional/behavioral disturbance
* ADHD
* Gifted/talented
* Geographic location
* Gender
* Race/ethnicity
* Parental education
Representation of diverse populations, including but not limited to:
Small Ethnic Score
Differences
Ages 3-6: Mean KABC-II Global Scores by Ethnic
Group
(Adjusted for Gender & SES) (rounded)
Subtests that Captures child interest
Several
gamified
tasks are
included in
the KABC-II
Rover is a novel
Simultaneous/Gv
task
Includes
mazes and
a toy dog
“Rover wants his
bone. Watch how
he can move one
space at a time”
What theoretical models does the KABC-II utilize, and why?
The KABC-II utilizes a dual theoretical model, blending science and clinical expertise to acquire accurate results. This approach allows for flexible administration and interpretation.
What are the key components of the Luria Model as utilized in the KABC-II?
Sequential Processing, Simultaneous Processing, Planning Ability, Learning Ability, and the Mental Processing Index (MPI).
What is the purpose of the Mental Processing Index (MPI) in the context of the KABC-II?
The MPI measures an individual’s overall cognitive processing efficiency and ability, integrating aspects of Sequential and Simultaneous Processing, as well as Planning and Learning Abilities.
Which model underpins the Fluid-Crystallized Index (FCI) in the KABC-II?
The CHC (Cattell-Horn-Carroll) Model underpins the Fluid-Crystallized Index (FCI) in the KABC-II.
What cognitive abilities are assessed by the CHC Model within the KABC-II?
Short-term Memory (Gsm), Visual Processing (Gv), Fluid Reasoning (Gf), Long-term Retrieval (Glr), and Crystallized Ability (Gc).
How does the KABC-II’s approach to assessment reflect its dual theoretical foundation?
The KABC-II’s approach to assessment reflects its dual theoretical foundation by incorporating a blend of Luria’s neuropsychological processes and the broad cognitive abilities outlined in the CHC Model, ensuring a comprehensive evaluation of cognitive functions
What distinguishes Sequential Processing from Simultaneous Processing in the Luria Model as applied in the KABC-II?
Sequential Processing involves the ability to process information in a step-by-step manner, while Simultaneous Processing involves the ability to integrate and synthesize information all at once.
How does the KABC-II measure Planning Ability, and why is it important?
Planning Ability is assessed through tasks that require the individual to formulate, organize, and carry out a plan of action. It is important because it reflects executive functioning skills crucial for daily life and problem-solving.
Describe the role of Learning Ability in the KABC-II.
Learning Ability in the KABC-II is assessed to understand how an individual acquires and retains new information, which is vital for adapting to new situations and educational environments.
What is the significance of Fluid Reasoning (Gf) in cognitive assessment?
Fluid Reasoning (Gf) is significant in cognitive assessment because it involves the ability to solve novel problems, reason abstractly, and understand complex relationships without relying on previously acquired knowledge.
Areas that are NOT
measured on the
KABC-II
Processing Speed (Gs)* The ability to perform automatic cognitive tasks
Auditory Processing
(Ga)*
The ability to analyze, synthesize, and
discriminate auditory stimuli such as speech
sounds
Quantitative Knowledge
(Gq)*
The ability to comprehend quantitative concepts
and relationships to manipulate numeric symbols
Reading and Writing
Ability (Grw)*
Basic reading and writing skills
Luria Model
Model is based on clinical
observations and empirical studies
of individuals with brain damage
* Postulated that the brain operates
in three interconnected, functional
systems:
* Block One – Maintains arousal
* Block Two – Codes and stores
information
* Block Three – Plans and
organizes behavior
Luria Model:Block One
Maintaine arousal by:
Mediaing attention and concentration
Alloqing for spefic focus of attention
Regulating energy level and tone of cerevral cortex
Coreconiing the significance of imconung stimuli
oricessing informatuon from the environment
Luria Model: Block Two
Block Two
* Codes and stores information by:
* Integrating incoming
sensory information to
better understand the world
and experiences
* Analyzing, coding, and
storing incoming
information using the key
senses
* Using successive and
simultaneous processing
* Establishing connections
with block three
Luria Model : Block Three
Plans and organizes
behavior by:
* Regulating responses to
stimuli
* Making decisions,
generating hypotheses,
planning, and self-
monitoring
* Mediating complex
behaviors
* Communicating with
other “blocks”
What are the CHC Borad Abilities Measured In the KABC-II
Long-Term Storage and
Retrieval (Glr)
The ability to story information and fluently
retrieve it later
Short-Term Memory
(Gsm)
The ability to apprehend and hold information in
immediate awareness for several seconds
Visual Processing (Gv) The ability to perceive, analyze, synthesize, and
think with visual patterns and representations
Fluid Reasoning (Gf) The ability to reason, form concepts, and solve
unfamiliar or novel problems
Crystallized Ability (Gc) The breadth and depth of one’s acquired
knowledge and the ability to communicate such
knowledge
Glr
Long term Storage and Retrieva. Includes:
Associative
Memory
Learning
Abilities
Free recall Memory
Gsm
Memory
Span
Working
Memory
