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NASP Home NASP Publications School Psychology Review (SPR) Volume 14 Issue 1 (1985) Questioning the K-ABC: What Does
Volume 14, Issue 1 (1985)

Questioning the K-ABC: What Does It Measure?

pp. 9—20

ABSTRACT: Although only recently released, the Kaufman Assessment Battery for Children (K-ABC) has been the object of much speculation and interest and numerous claims. The K-ABC manuals are quite impressive, and it is obvious that much has been done to support the validity of theK-ABC. Still, a careful reading of the manuals generates several questions, among the most important being those concerning what the K-ABC measures. Here, three age levels from the K-ABC standardization sample were selected at random and their subtest score intercorrelations subjected to both exploratory and confirmatory factor analysis. Results often support the K-ABC processing dichotomy, but also suggest at least one set of alternative names for the K-ABC Sequential, Simultaneous, and Achievement Scales. Thus it appears that users should exercise caution when interpreting the K-ABC; routine interpretation of the Scales as measuring simultaneous and sequential mental processing skills and achievement may be premature.

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