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Kaufman Assessment Battery for Children II Normative Updates Kaufman Assessment Battery for Children II Normative Updates Presentation By: Christiana Taylor Presentation By: Christiana Taylor

Purpose of Assessment Purpose of Assessment  The KABC-II is an individual assessment that has 18 subtest.  It measures processing and cognitive abilities in students ages 3 to 18 years old.  “ According to the test authors, scores from the KABC-II NU are intended to be useful in evaluations related to “SLD, known or suspected neurological disorders, attention-deficit/hyperactivity disorder (ADHD), intellectual disabilities/developmental delays, speech-language difficulties, emotional/behavioral disorders, autism spectrum disorders, reading/math disabilities, intellectual giftedness, and hearing impairment” (normative update manual supplement, p. 14)” (Bohan, K. J., & Konold, T. R. 2021).  The KABC-II is an individual assessment that has 18 subtest.  It measures processing and cognitive abilities in students ages 3 to 18 years old.  “ According to the test authors, scores from the KABC-II NU are intended to be useful in evaluations related to “SLD, known or suspected neurological disorders, attention-deficit/hyperactivity disorder (ADHD), intellectual disabilities/developmental delays, speech-language difficulties, emotional/behavioral disorders, autism spectrum disorders, reading/math disabilities, intellectual giftedness, and hearing impairment” (normative update manual supplement, p. 14)” (Bohan, K. J., & Konold, T. R. 2021).

Technical Adequacy/Bias Technical Adequacy/Bias  “ The technical adequacy of the KABC-II NU Estimates of reliability are useful in gauging the extent to which scores are free from random error that can arise from sources that are unrelated to the construct that is intended to be measured. Reliability estimates are provided in the forms of internal consistency and standard errors of measurement.  The KABC-II normative updates included a diverse population of U.S. Students .  The implication is that the FCI is more biased than the MPI and NVI for assessing children from ethnic minorities. However, there has been no empirical evidence to support that hypothesis. Using structural equation modeling, we investigated the predictive validity of the three KABC-II global scores in predicting reading, writing, and math in a nationally representative sample of Caucasian, African-American, and Hispanic school-aged children across three grade groups (1–4, N = 724; 5–8, N = 743; and 9–12, N = 534)” Scheiber, C., Kaufman, A.S. 2015).  “ The technical adequacy of the KABC-II NU Estimates of reliability are useful in gauging the extent to which scores are free from random error that can arise from sources that are unrelated to the construct that is intended to be measured. Reliability estimates are provided in the forms of internal consistency and standard errors of measurement.  The KABC-II normative updates included a diverse population of U.S. Students .  The implication is that the FCI is more biased than the MPI and NVI for assessing children from ethnic minorities. However, there has been no empirical evidence to support that hypothesis. Using structural equation modeling, we investigated the predictive validity of the three KABC-II global scores in predicting reading, writing, and math in a nationally representative sample of Caucasian, African-American, and Hispanic school-aged children across three grade groups (1–4, N = 724; 5–8, N = 743; and 9–12, N = 534)” Scheiber, C., Kaufman, A.S. 2015).

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Conclusion Conclusion  With the new updated norms added to the KABC-II the KABC-II is proven to be a strong assessment with a diverse normative population.  The KABC-II has a high reliability and validity score.  This assessment measures a range of suspected disabilities.  This assessment is a great choice to administer to see if a student qualifies for special education services.  With the new updated norms added to the KABC-II the KABC-II is proven to be a strong assessment with a diverse normative population.  The KABC-II has a high reliability and validity score.  This assessment measures a range of suspected disabilities.  This assessment is a great choice to administer to see if a student qualifies for special education services.

References: References:  References Bohan, K. J., & Konold, T. R. (2021). Kaufman Assessment Battery for Children, Second Edition Normative Update. The Twenty-First Mental Measurements Yearbook . Scheiber, C., Kaufman, A.S. (2015). Which of the Three KABC-II Global Scores is the Least Biased?. J Pediatr Neuropsychol 1 , 21–35. https://doi.org/10.1007/s40817-015-0004-6  References Bohan, K. J., & Konold, T. R. (2021). Kaufman Assessment Battery for Children, Second Edition Normative Update. The Twenty-First Mental Measurements Yearbook . Scheiber, C., Kaufman, A.S. (2015). Which of the Three KABC-II Global Scores is the Least Biased?. J Pediatr Neuropsychol 1 , 21–35. https://doi.org/10.1007/s40817-015-0004-6

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