Kabc Ii Subtests Descriptive Essay

The KABC-II NU updates the normative data for the existing KABC-II product. It maintains the strengths of the current product while providing updated normative information that reflects the changing population of children in the United States. The KABC-II NU Manual Supplement provides detailed information on the new standardization sample and includes the new normative tables.

For current KABC-II customers, you do not need to purchase a new kit. The only new items needed are the KABC-II NU Manual Supplement (25047) and the KABC-II NU Record Forms (25041). The KABC-II NU Norm Update Supplement will come with a sticker you can place on the KABC-II Manual to remind you to utilize the norms from KABC-II NU Manual Supplement. The KABC-II NU Manual Supplement is currently available for pre-order and will be available in early 2018.

The same KABC-II easels, manual, stimulus and manipulative materials will be utilized with the KABC-II NU.

For new customers, KABC-II NU kit will contain everything needed to begin using the KABC-II NU.

For more information on the normative update, please see the FAQ tab.

The choice is yours

The KABC-II NU has a broad theoretical base, making it the instrument of choice for all cognitive assessment applications. This test provides detailed, accurate information and unprecedented flexibility. The test fairly assesses children of different backgrounds and with diverse problems, with small score differences between ethnic groups.

A test of exceptional cultural fairness

KABC-II NU subtests are designed to minimize verbal instructions and responses. This gives you in-depth data with less "filtering" due to language.

Also, test items contain little cultural content, so children of diverse backgrounds are assessed more fairly. You can be confident you're getting a true picture of a child's abilities—even when language difficulties or cultural differences might affect test scores.

Dual theoretical model gives you options

With the KABC-II NU, you can choose the Cattell-Horn-Carroll model for children from a mainstream cultural and language background. Or if Crystallized Ability would not be a fair indicator of the child's cognitive ability, you may choose the Luria model which excludes verbal ability. Administer the same subtests on four or five ability scales. Then, interpret the results based on your chosen model. Either approach gives you a global score that is highly valid and that shows small differences between ethnic groups in comparison with other comprehensive ability batteries. In addition, a nonverbal option allows you to assess a child whose verbal skills are significantly limited.

A range of scales and subtests gives you a detailed picture of cognitive ability

KABC-II NU scales and their subtests include:

Simultaneous/Gv

  • Triangles
  • Face Recognition
  • Pattern Reasoning (ages 5 and 6)
  • Block Counting
  • Story Completion (ages 5 and 6)
  • Conceptual Thinking
  • Rover
  • Gestalt Closure

Sequential/ Gsm

  • Word Order
  • Number Recall
  • Hand Movements

Planning/Gf

  • Pattern Reasoning (ages 7–18)
  • Story Completion (ages 7–18)

Learning/Glr

  • Atlantis
  • Atlantis Delayed
  • Rebus
  • Rebus Delayed

Knowledge/Gc included in the CHC model only

  • Riddles
  • Expressive Vocabulary
  • Verbal Knowledge

Helps answer the referral question

The KABC-II NU helps you get the information you need to answer questions such as, "Why is this student not performing like other children?" and "What can we do to help?" The KABC-II NU approach provides insights into how a child receives and processes information, helping you pinpoint cognitive strengths and weaknesses. Additionally, fully normed and validated supplemental subtests are offered to allow hypothesis testing. And when an ability/achievement comparison is needed, the KABC-II NU is linked to the Kaufman Test of Educational Achievement, Third Edition (KTEA-3).

Fun to take, easy to administer

Best of all, children enjoy the tasks that make up the KABC-II NU! Because most subtests engage children by using novel and colorful stimuli or manipulatives, it's easy to administer the test battery. Examinees focus easily on the activities, so you know results reflect their best efforts. And that means more efficient testing and more accurate, useful data.

Do you test bilingual examinees who speak both Spanish and English?

Although the Knowledge/Crystallized Ability subtests must be administered in English, correct responses in other languages are given credit. The KABC-II NU provides correct Spanish-language responses and teaching text on the easels and record form. This makes scoring easier and more accurate.

Currently, there is little research on the use of these instruments with individuals with autism spectrum disorder. Newer versions of the assessments, such as KABC-II and SB-5, include more detailed measures of cognitive and executive functioning than the previous versions of these assessments. There is currently no research on the new version of the Wechsler scales . Previous research suggests individuals tend to demonstrate greater rote skills and deficits in abstract concepts. Students with Asperger Syndrome (now referred to as autism spectrum disorder, Level 1) have been found to demonstrate a pattern of higher verbal skills and lower performance skills, whereas students with classic autism demonstrate higher performance skills and lower verbal skills, as measured by the WISC-III (Meyer, 2001-2002).

Furthermore, there is a growing awareness that traditional methods for generating IQ scores in lower functioning individuals with Intellectual disability (ID) are inaccurate, leading to erroneously flat profiles (Sansone, Schneider, Bickel, Berry-Kravis, Prescott, & Hessl, 2014).

References

Hagiwara, T. (2001-2002) Academic assessment of children and youth with Asperger syndrome, pervasive developmental disorders-not otherwise specified, and high-functioning autism. Assessment for Effective Intervention, 27(1 and 2), 89–100.

Klin, A., & Volkmar, F. (2000). Treatment and intervention guidelines for individuals with Asperger syndrome. In A. Klin, F. R. Volkmar, & S. S. Sparrow (Eds.), Asperger Syndrome (pp. 340–366). New York, NY: Guilford.

Lee, H. J., & Park, H. R. (2007). An integrated literature review on the adaptive behavior of individuals with Asperger Syndrome. Remedial and Special Education, 28(3), 132–139.

Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38(3), 428–439.

Meyer, J. (2001-2002) Cognitive patterns in autism spectrum disorders. Assessment for Effective Intervention, 27(1&2), 27-35.

Myles, B. S., Lee, H. J., Smith, S. M., Tien, K., Chou, Y., Swanson, T. C., & Hudson, J. (2007). A large-scale study of the characteristics of Asperger Syndrome. Education and Training in Developmental Disabilities, 42(4), 448–459

Sansone, S. M., Schneider, A., Bickel, E., Berry-Kravis, E., Prescott, C., & Hessl, D. (2014). Improving IQ measurement in intellectual disabilities using true deviation from population norms. Journal of Neurodevelopmental Disorders, 6(16), 14. doi: 10.1186/1866-1955-6-16

 

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