Volume 22, Issue 1 (1993)
Treatment Utility of the Kaufman Assessment Battery for Children: Effects of Matching Instruction and Student processing Strength
Roland H. Good III, Marian Vollmer, Roy J. Creek, Lynn Katz, Shaheen Chowdhuri
The Kaufman Assessment Battery for Children (K-ARC) provides a measure of intellectual functioning that was developed and marketed with an explicit purpose of planning instructional programs for children experiencing learning problems. As proposed by the test authors, student achievement would be maximized by matching the learner’s processing strength, as identified by the K-ARC (sequential or simultaneous), with sequential or simultaneous methods of instruction. However, limited research has tested this proposition. In contrast to previous research, this study examined the effects of matching instruction using tasks from the curriculum at both a group (nomothetic) and individual (idiopathic) level with 6 subjects. Three students with a strength in simultaneous processing and three students with a strength in sequential processing were instructed in unknown reading words in isolation using sequential and simultaneous methods in a single reading group. Results from both analyses suggested that no significant or meaningful benefit was derived from matching instruction to processing strength.
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