Volume 14, Issue 1 (1985)
A Critical Review of the Kaufman Assessment Battery for Children (K-ABC)
Bruce A. Bracken
ABSTRACT: The Kaufman Assessment Battery for Children has been extolled in the lay media as an exceptionally well designed and developed psychoeducational instrument that measures both intelligence and achievement according to a factor analytic and theoretical model. This article reviews critically some of the problems associated with the K-ABC, and addresses the imperfect match between the test and its theoretical underpinnings, K-ABC technical and design problems related to the disproportionate subtest contribution of the Simultaneous Scale to the Mental Processing Composite, the manner in which K-ABC subtest specific variance was computed and used in interpretation, problems associated with prorating, and the usefulness of the K-ABC with various exceptional populations. A closer inspection of reportedly reduced white-nonwhite Mental Processing Composite discrepancies among subjects in the standardization sample is also made and partially explained by errors in sampling and the “cumulative deficit” phenomenon.
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