ESSENTIALS OF KABC-II ASSESSMENT PDF

Zologis Essentials of Kabc-II Assessment Debs Wombat marked it as to-read Apr 12, Each concise chapter features numerous callout boxes highlightingkey concepts, bulleted points, and extensive illustrative material,as well as test questions that help you gauge and reinforce yourgrasp of the information covered. What Type Am I? Want to Read Currently Reading Read. Want to Read saving…. More about Elaine Fletcher-Janzen. This assessmet is not yet featured on Listopia.

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History[ edit ] The original KABC was developed from neuropsychological theory , merging left brain-right brain research on cerebral specialisation e. The KABC focuses on the processes needed to solve problems rather than their content i.

An important feature of the KABC is that it yielded smaller than average score differences than was typical between African American and European American ethnic groups, making it particularly useful when assessing children of difference ethnicities. The second edition KABC-II which was published in , is an individually administered measure of the processing and cognitive abilities of children and adolescents aged 3— There are a number of important revisions in the KABC-II: The age range has been widened, additional scales developed and the theoretical foundation expanded.

The Learning Ability scale is new as is the Planning Scale. The Knowledge scale is made up of two original subtests Expressive Vocabulary and Riddles and a new addition Verbal Knowledge.

Typically the Cattell-Horn-Carroll model is useful for children from a mainstream cultural and language background. Before testing the examiner decides which model to follow: Luria or CHC. The subtests are grouped into 4 or 5 scales depended on the age and interpretive model chosen. Block Counting: The child counts the number of blocks in a picture of a stack of blocks, some of the blocks are partially hidden.

Conceptual Thinking: The child selects one picture from a set of 4 or 5 which does not belong with the set. Rover: The child moves a toy dog to a bone on a grid that contains several obstacles trying to find the quickest path to the bone. Pattern Reasoning ages 5 and 6. Story Completion ages 5 and 6. Number Recall: The assessor reads a string of numbers and the child repeats the string in the same order.

The strings range from 2 to 9 digits. Hand Movements: the child copies a series of taps the examiner makes on the table with the fist, palm or side of the hand. The child selects the missing stimulus from several options. Story Completion ages 7—18 : the child is shown a row of pictures that tell a story, some pictures are missing. The child selects several pictures from a selection that are needed to complete the story and places them in the correct location. The child then has to point to the correct picture when read out the nonsense name.

Atlantis Delayed: the child repeats the Atlantis subtest 15—25 minutes later to demonstrate delayed recall. Rebus: the assessor teaches the child the word or concept associated with a rebus drawing and the child reads aloud phrases and sentences composed of these rebuses.

Rebus Delayed: the child repeats the Rebus subtest 15—25 minutes later to demonstrate delayed recall of paired associates. Knowledge Gc included in the CHC model only Riddles: the examiner says several characteristics of a concrete or abstract verbal concept, and the child has to point to it or name it. Expressive Vocabulary: measures the Childs ability to say the correct names of objects and illustrations. Verbal Knowledge: the child selects from an array for 6 pictures the one that corresponds to a vocabulary word or answers a general information question.

The internal consistency reliability coefficient for core and supplementary subtests demonstrate the KABC-II has good reliability. The median reliability for the age band is. Retest reliabilities of the global scales ranged from 0. The information proved by the KABC-II can facilitate clinical and educational planning, treatment planning and placement decisions. As with most psychological assessments the utility can be improved when combined with other tools.

Translations[ edit ] The approach to understanding intelligence with the most supported and published research over the longest period of time is based on psychometric testing. It is also by far the most widely used in practical settings. There are also psychometric tests that are not intended to measure intelligence itself but some closely related construct such as scholastic aptitude.

IQ and g discussed in the next section are correlated with many important social outcomes—individuals with low IQs are more likely to be divorced, have a child out of marriage, be incarcerated, and need long-term welfare support, while individuals with high IQs are associated with more years of education, higher status jobs and higher income.

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Essentials of KABC-II Assessment

History[ edit ] The original KABC was developed from neuropsychological theory , merging left brain-right brain research on cerebral specialisation e. The KABC focuses on the processes needed to solve problems rather than their content i. An important feature of the KABC is that it yielded smaller than average score differences than was typical between African American and European American ethnic groups, making it particularly useful when assessing children of difference ethnicities. The second edition KABC-II which was published in , is an individually administered measure of the processing and cognitive abilities of children and adolescents aged 3— There are a number of important revisions in the KABC-II: The age range has been widened, additional scales developed and the theoretical foundation expanded.

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Essentials of KABC-II Assessment / Edition 1

Lauren added it Jan 26, KaufmanElizabeth O. Please follow the detailed Help center instructions to transfer the files to supported eReaders. Like all the volumes in the Essentials of PsychologicalAssessment series, this book is designed to help busypractitioners, and those in training, to quickly acquire theknowledge and skills they need to make optimal use of majorpsychological assessment instruments. The authors also address practical and conceptual issues related toneuropsychological assessment in geriatric, pediatric, forensic,and other specialized settings, as well as the essentials of reportwriting and common neuropsychological syndromes.

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