Kaufman assessment battery for children

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Kaufman assessment battery for children

(kowf′măn)
[Alan and Nadeen Kaufman, U.S. educators]
,

K-ABC

A test consisting of 16 subtests, used to assess cognitive development in children ages 3 to 18. This intelligence test, consisting of both verbal and nonverbal subtests, asks children to place objects in order or logical sequence. It may be used alone or with other intelligence tests to gauge overall intelligence.
References in periodicals archive ?
The correlation between the scores of the Bayley-III Cognitive Scale and the K-ABC Mental Processing Composite Scale ([R.
Still, one must be cautious in the differential diagnosis because their cognitive profile differs from a lower normal cognitive capacity profile in which some areas remain more independent from language within the normal, such as: the Bayley-III Cognitive Scale, the MSCA Perceptual-performance Scale, the Simultaneous Processing Scale, and the Non-Verbal K-ABC Scale.
Subtest de Movimiento de manos de la K-ABC (Kaufman y Kaufman, 1997).
Subtest de Repeticion de numeros, Orden de palabra y Movimiento de manos de la K-ABC (Kaufman y Kaufman, 1997).
Se realizo un analisis cuantitativo del K-ABC, discriminandose el rendimiento en las pruebas de las escalas secuencial y simultanea en ambos grupos de ninos.
En el estudio de Capdevila y colaboradores, (3) que comparo los subtipos inatento y combinado del TDAH, y que incluyo individuos de uno y otro sexo, no se encontraron problemas para el desempeno del grupo inatento en las pruebas del K-ABC, mientras que en la de Wisconsin (WCST) se hallaron frecuentes errores perseverativos, lo que los llevo a concluir que los ninos inatentos con menor disfuncion y menos problemas conductuales podrian no ser identificados correctamente.
The K-ABC had much smaller ethnic differences than the Wechsler scales and other traditional IQ tests.
Keywords: K-ABC Test; Differential item functioning detection techniques; Preschool children.
He used the K-ABC subtests to assess the validity of Spearman's hypothesis (i.
This study also determined the following: (a) To increase the likelihood of finding virtually any student eligible for the learning-disabilities program, Estimated Learning Potential IQs from the WISC-RM should be used; (b) to keep children out of the learning-disabilities program, WISC-RM Verbal or Total IQs should be used, or in their stead, the Mexican K-ABC Sequential Processing score; and (c) to eliminate the classification of educable mentally retarded, the Spanish version of the Adaptive Behavior Inventory for Children from SOMPA should be used.
Fifteen of the 395 children did not cooperate with the testing procedures and had to be excluded from the final analysis of the K-ABC data.