Kaufman Assessment Battery for Children

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Kaufman Assessment Battery for Children , or K-ABC for short , is a theoretically based, individually applicable  intelligence test for measuring cognitive abilities in children and adolescents from 3 to 18 years of age. The representative norms for each age group are based on data collected from Germany, Austria and Switzerland.

history

The Kaufman Assessment Battery for Children was developed between 1978 and 1979 by psychologists Nadeen L. Kaufman and Alan S. Kaufman in the USA. Both are former employees of David Wechsler . The German version is from P. Melchers and U. Preuss.

The original version of the K-ABC consisted of 16 subtests for children aged 2.5 to 12.5 years. Since the calibration of relevant procedures in accordance with the requirements of DIN 33430 should be checked for up-to-dateness at least every eight years, a further developed version of the test procedure appeared in 2004 with the KABC-II.

A newly standardized German version of the KABC-II followed at the end of 2014.

In addition, the Kaufmans developed the Kaufman test to measure intelligence for adolescents and adults , with which the intelligence of adolescents and adults could be measured.

KABC - original version 

The original version of the K-ABC consisted of 16 sub-tests, which were assigned to the respective age groups from 2.5 to 12.5 years and classified in three scales: three sub-tests on the individual thinking scale (SED), seven on the holistic thinking scale (SGD) and six subtests of the skill scale. The values ​​of SED and SGD are averaged and result in a measure of the child's intellectual abilities, which is compared to the mean of the abilities. This division can be used to determine values ​​for  Cattell's two-factor theory  , which divides intelligence into fluid and crystalline intelligence. The scales have a mean value of 100 and a standard deviation  of 15. Thus, the value for “intellectual abilities” can be equated with the intelligence quotient en. 

The non-verbal tests can be classified on a further scale. This makes it possible to determine the intelligence of children for whom, for various reasons, it makes sense to pay less attention to linguistic values.

However, there is also a termination criterion for the tests: If the test subject's performance falls below a specified level, the sub-test is not processed any further.

KABC-II - successor version 

Since, according to Alan Kaufman, children are "becoming measurably more intelligent every decade (s)", a revised version of the test procedure was released in 2004 with the KABC-II with the following changes:

  • Extended age range to 3 to 18 years
  • Development of additional scales
  • Expansion of the two skill areas of sequential [Sequential / Gsm] and simultaneous [Simultaneous / Gv] processing with the examination of practical skills such as learning ability [Learning / Glr] and planning ability [Planning / Gf]

Like its predecessor, the KABC-II is based on theoretical principles. The difference lies in the conceptual scope and the test construction. While the K-ABC is based on the two skill areas of sequential and simultaneous processing, the KABC-II is based on a dual theoretical foundation: the psychometric CHC theory with fluid / crystalline capability model and Luria's theory of neuropsychological processing.

The reliability coefficients of the individual scales are between 88 and 97, the overall scale between 94 and 98. The reliability measures of the subtests for under 6-year-olds are split-half and consistency coefficients between 70 and 97, for 7- to 18-year-olds between 78 and 97. A coefficient of 90 to 95 was calculated for the non-verbal scales.

KABC-II - structure

The KABC-II scales and the subtests include the following tasks:

Simultaneous processing / Gv

  • Triangles
  • Recognizing faces
  • Complete pattern (age range 5 to 6)
  • Count building blocks
  • Add stories (age range 5 to 6)
  • Concept building
  • rover
  • Shape closing

Sequential / Mobile

  • Word series
  • Repeat numbers
  • Hand movements

Planning / if necessary

  • Complete pattern (age range 7 to 18)
  • Add stories (age range 7 to 18)

Learn / Glr

  • Atlantis
  • Atlantis polling by interval
  • Symbols
  • Symbols recall by interval

Knowledge / Gc

  • mystery
  • vocabulary
  • Word and subject knowledge

KABC-II characteristics

The KABC-II has the following characteristics and advantages:

  • The KABC-II covers a wide range of skills, including a. sequential and simultaneous processing, learning, problem solving, and crystalline skills that are important for understanding children with learning difficulties or psychological problems.
  • The tester can choose between the CHC and Luria models .
  • When recording cognitive abilities, the differences in the test scores of the various ethnic and cultural groups are so small that reliable test results can be measured for children and young people of different origins.
  • It is up to the test user to decide whether to carry out the tests with a child or to stop prematurely. This is important when it is assumed that the tests do not have valid indicators of performance, such as B. with language problems are.
  • The non-verbal scale allows fair diagnosis of children with impaired hearing, severe language disorders, limited knowledge of German or the like.
  • The tests are divided into core and additional tests, which saves time. Because while the core tests provide test values ​​for all scales and the overall test, the additional subtests allow a further examination of the skills and processes.
  • For each sub-test, the qualitative criteria are listed in the protocol sheet so that the tester can write down his observations at any time.
  • To analyze the strengths and weaknesses, one uses the scale values ​​and not sub-test values, as these are more reliable and robust.

KABC-II - area of ​​application

The Kaufmann Assessment Battery for Children - Second Edition (KABC-II) can be used in school psychology, clinical psychology and in educational and career counseling as follows:

  • for training and job-related aptitude diagnostics
  • for training and job-related rehabilitation diagnostics
  • for developmental diagnostics in early childhood
  • for neuropsychological diagnostics (partial performance disorder diagnostics)

The non-verbal scale expands the range of possible uses, as the method is also used to validly assess the performance of test persons with limited knowledge of German, severe language disorders, limited hearing, etc. can be applied.

Depending on the selected test model and the age of the test person, a test takes between 30 and 75 minutes.

literature

  • Kaufman, AS, & Kaufman, NL (1983). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
  • Kaufman, AS, & Kaufman, NL (2004). Kaufman Assessment Battery for Children Second Edition. Circle Pines, MN: American Guidance Service.
  • Kaufman, AS, & Kaufman, NL (2004b). Kaufman test of Educational Achievement comprehensive form second edition. Circle Pines, N: American Guidance Service.
  • Othman, OA (1991) The KABC-II also correlates strongly with the DAS -II according to a study by Omar Othman 1991 which included kindergartners, first graders and second graders.
  • Luria, AR (1966). Human brain and psychological processes. New York: Harper & Row.

Web links

Editor's Information on the Kaufman Assessment Battery for Children - II (Second Version) - KABC-II

Short video about the KABC-II test procedure

See also

Individual evidence

  1. ↑ Interview with Alan Kaufman on the publication of the American version of the KABC-II: http://www.kabcii.de