Kaufman Assessment Battery for Children

The Kaufman Assessment Battery for Children, Second Edition (KABC-II) is a revision of the Kaufman Assessment Battery for Children (KABC) (Braden & Thorndike, 2005). Alan S. Kaufman and Nadeen L. Kaufman authored both renditions of the Kaufman Assessment Battery for Children. The KABC was developed in 1970 – 1980 and published in 1983, whereas, the KABC-II was published in 2004 (Braden & Thorndike, 2005). The major differences between the KABC and the KABC-II is that initially there were 16 subtests

Kaufman Assessment Battery for Children (K-ABC) Kaci McCurdy PSY 575 Use and Interpretation of Tests Winter 2015 January 11, 2016 Abstract The purpose of this research is to help inform my fellow classmates about the Kaufman Assessment Battery for Children (K-ABC). The Kaufman Assessment Battery for Children was developed by a team of psychologist who were husband and wife and it contains subtest that measure intelligence and achievement. The K-ABC was created to evaluate different groups

Coordinated movements are important to complete basic daily tasks, but for some children developmental milestones are not reached because of a chronic neurological disorder. Developmental coordination disorder, commonly known as DCD, occurs when there is a delay in motor skill development, which can cause difficulty in coordinating movements (Cairney, 2010, p. e67). Symptoms of this disorder include clumsiness, difficulties with fine and gross motor skills, as well as sensory integrative dysfunction

is one of the few neuropsychological tests that can be used with children 3 years of age to 16 years of age. The LNNB was created in the 1970s as a qualitative and quantitative approach measure in neuropsychology. The LNNB not only gives diagnostic information but also provides a basis for clinical applications and treatment. The Kufman Assessment Battery for Children (K-ABC) was designed to measure cognitive ability in children. Testing measures that are outside of the scope of a professional’s

Following the use of Rasch calibration parameters, start points as well as both reverse and discontinue rules were established according to the results of the national standardization process (Kaufman & Kaufman, 2014). Two parallel forms of the KTEA-3 were created, Forms A and B. Scores on both forms were calibrated using equating strategies, including common-person, equipercentile, combining sets of grade-appropriate items, and special linking studies. For the Reading Comprehension, Listening

improve his/her field as the report and research point in that direction although the writing is at times mechanical. The questions under investigation were simple. Does Dynamic Assessment (DA) offer the same level of benefits to male and female students and secondly, does DA offer benefits over traditional Non Dynamic Assessments (NDA)? The benefits to the

It seems that the study of gender differences has existed and evolved. The conclusion was not always in favor of the females. In fact, the females’ ability with the language was a testament and evidence of their inferiority to the males. The capability to produce with facility meant that a “females linguistic dexterity was regarded as mere transient talkativeness, reflecting shallow thought, while male taciturnity was evidence of intellectual superiority” (Jones and Myhill 457). Today, studies suggest

Achievement Tests The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed

Chronological Age: School: 2) Reason for Assessment: is currently having difficulties with learning and behavior. frequently is out of his throughout the day, and answers aloud before being called on to give the answers and struggles to follow directions. also has learning difficulties in reading decoding and reading comprehension. 3) Background Information: lives with is grandparents, parents and one younger sister. Grandparents speak Spanish. Parents and children speak Spanish and English. had been

The Pros and Cons of the Wechsler Adult Intelligence Scale (WAIS-III) Introduction This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined