Construct validity of the K-ABC for gifted children

Fifty-four elementary-age gifted students were administered the K-ABC. To determine construct validity of the test for this population, the factor structure was obtained for mental processing and achievement subtests and then compared to the factor structure obtained for children from the standardization sample via a procedure that determines factor structure similiarity between groups. Except for minor variations, the factor structure for the gifted children was very similar to that for nongifted children in the standardization sample. However, the most parsimonious structure accounted for slightly less than 40% of the shared test variance, which leads to questions about the advisability of educational program planning based on obtained scores.     

Cautions in interpreting WRAT standard scores as criterion measures of achievement in young children

The present article calls into question the use of the WRAT as a criterion measure for determining ability/achievement discrepancies in young school-aged children. It is demonstrated that the use of regression equations to predict the expected achievement levels of five- and six-year-old children on the WRAT still does not rectify the difficulties in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are discussed.     

Reliability and validity of the WRAT with Mexican-American children

The reliability and validity of the WRAT were investigated with 191 Mexican-American children. Internal consistency reliability coefficients for the WRAT were found to be high and comparable to those reported in the WRAT manual. Correlations between the WRAT subtests and those of the MAT all were significant and suggested moderate to high relationship between these two measures. It was concluded that the WRAT meets minimum requirements of reliability and validity with Mexican-American children.     

Research on perfectionism and achievement motivation: implications for gifted students

Perfectionism has been associated with a rigid adherence to impossibly high standards, an irrational importance on the attainment of these standards, and a tendency to overgeneralize failures. Researchers have primarily focused on how perfectionism predicts psychological adjustment; yet, recent research also indicates that perfectionism impacts students' achievement motivation. In this article, research on the relationship between perfectionism and achievement motivation in non‐gifted students is reviewed. Conclusions about perfectionism and achievement motivation in non‐gifted students will highlight directions for future research and implications for enhancing the achievement motivation of gifted students with perfectionism. © 2012 Wiley Periodicals, Inc.     

The utility of the Kaufman assessment battery for children (K-ABC) and the wechsler intelligence scales for linguistically different children: Clinical considerations

Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Assessment Battery for Children (K-ABC) is discussed in relation to the Wechsler Intelligence Scale as a second measure of cognitive ability for youngsters of various linguistic backgrounds. In the cases presented, the use of the K-ABC illustrated that the youngsters had higher cognitive ability than was measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), which in turn guided educational decisions. Additionally, the utility of the K-ABC for assessing youngsters from linguistic backgrounds that may not be adequately represented in the norm sample is suggested. Implications for school psychology practice are discussed.     

Mathematically gifted students and high achievement: the role of motivation and classroom structure

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.     

A comparison of learning disabled college students' achievement from WRAT and PIAT grade,standard, and subtest scores

Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement.     

Comparing overexcitabilities of gifted and non‐gifted 10th grade students in Turkey

The study compares overexcitability scores of Turkish 10th graders who are grouped in terms of their intellectual abilities, motivation, creativity and leadership as well as gender. 711 students who were administered Raven Advanced Progressive Matrices Test (APM) were divided into three intellectual ability categories. From this pool, 105 subjects were selected as the sample of the study. Teacher Observation and Evaluation Form (TOEF) was used for categorizing students in terms of motivation, creativity and leadership. On the other hand, Overexcitability Questionnaire (OEQ) was administered to the sample for assessing their overexcitabilities. According to the findings of the study, overexcitability scores of highly intelligent, motivated, creative and leader students in some overexcitability areas are significantly greater than those of their lower counterparts. No gender differences are found in regard to overexcitabilities.     

The Kaufman Assessment Battery for Children (K-ABC) in the assessment of learning disabled children

The authors of the Kaufman Assessment Battery for Children (K-ABC) assert that, in addition to a discrepancy between learning potential and academic achievement, learning disability is characterized by poor sequential relative to simultaneous processing skills. The present study was designed to determine whether the K-ABC could discriminate between learning disabled and normal children on the basis of these characteristics. Forty-three LD pupils from 7 to 12 years of age and 20 normally achieving children of similar age were administered the K-ABC. Results indicated that, for both the LD and the normal children, scores on the Sequential Processing Scale were significantly lower than on the Simultaneous Processing Scale. In addition, the aiscrepancy between Simultaneous and Sequential scale scores was similarly distributed in both groups. The LD group scored lower and the normal group higher on the Achievement Scale than on the Mental Processing Composite. The results, therefore, indicated that the K-ABC differentiated LD from normal children in terms of Achievement relative to M.P.C. scores; however, it failed to reveal a unique profile pattern related to simultaneous vs. sequential processing skills for the LD group. Further analyses of the relationship between K-ABC processing scale scores and WISC-R scores, as recategorized by Bannatyne, revealed significant correlations between measures, indicating similar underlying theoretical constructs.     

K-ABC content bias: Comparisons between Mexican American and White children

Content (item) bias on the Mental Processing Scales and the Achievement Scale of the Kaufman Assessment Battery for Children (K-ABC) was investigated with 100 Mexican American and 100 White fifth- and sixth-grade boys and girls. All children were English-speaking and from similar socioeconomic status (SES) backgrounds. An item-group (partial correlation) method that controlled for age, sex, and ability was used to examine bias. On the Mental Processing Scales, 17 (14%) of 120 items were found to be biased—the strong majority against the Mexican American children. On the Achievement Scale, it was observed that 58 (63%) of 92 K-ABC items were biased—all against the Mexican American sample. This latter finding is discussed in the context of possible differences in learning opportunities (language based, SES based, and school segregation) experienced by the two ethnic groups.     

Factor structure of the K-ABC for referred school children

Previous factor analyses of the K-ABC for school-age children have offered varying degrees of support for the test, depending on which subtests have been analyzed. Further, most previous analyses have involved only children from the standardization sample. Here, K-ABC scores for 585 school-age children referred for psychological evaluation were factor analyzed. Results of the analysis of K-ABC MP tests were quite consistent with those of previous analyses and with the structure of the test itself. The factor structure of the MP and Achievement tests together was also consistent with previous analyses and, like those analyses, was somewhat less consistent with the theoretical structure of the K-ABC; the factors found could be interpreted from several perspectives. As in analyses of the standardization data, the Achievement tests appear to be better measures of general intelligence for referred children than do the MP scales. Thus, while it appears that the K-ABC factor structure is quite consistent for both normal and exceptional children, the meaning and names of factors found are open to interpretation.     

An investigation of the K-ABC,WISC-R,and W-JPB,part two,with learning disabled children

The purpose of this study was to examine the relationship of the Kaufman Assessment Battery for Children (K-ABC), the WISC-R, and the Woodcock-Johnson Psychoeducational Battery (W-JPB), Part Two, with children who experience learning disabilities. Correlational analyses were used to examine relationships among the WISC-R, K-ABC Mental Processing and Achievement scales, and the W-JPB Achievement scales. Thirty-four children with learning disabilities (mean age 8–11 years) received all three measures. Correlation coefficients indicated stronger and more consistent relationships between the WISC-R and W-JPB Achievement tests than between the K-ABC and W-JPB Achievement tests. Significant relationships between the WISC-R Full Scale IQ and the K-ABC Mental Processing Composite (MPC) revealed evidence of validity for this learning disabled sample. However, correlation coefficients among the K-ABC Achievement subtests and the W-JPB Achievement clusters indicated both convergent and discriminant validity. Thus, it is suggested that both the K-ABC MPC, for assessment of cognitive abilities, and the W-JPB Achievement clusters could be employed in discrepancy formulas for special education placement of children with learning disabilities.     

Use of the WISC-R and K-ABC with learning disabled,borderline mentally retarded,and normal children

The aim of this investigation was to examine normal (N = 34), learning disabled (N = 34), and borderline mentally retarded (N = 33) children's performance on the WISC-R and K-ABC. Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite by group (F = 0.7, p > .15). The Full Scale IQ and Mental Processing Composite standard score correlated .85 for the entire sample, and all other subscale correlations ranged from .65 to .90 (all significant at p < .001). Analysis of Verbal-Performance, Mental Processing-Achievement, and Simultaneous-Sequential discrepancy means by group revealed no significant differences in comparison to normative values. Subtest patterns analysis revealed high rank order correlations between the learning disabled and mentally retarded groups, but lower correlations between the exceptional and normal groups. Implications of these findings are discussed.     

The development of cutoff scores on a WISC-R in the multidimensional assessment of gifted children

The summed scores of the WISC-R dyad, Vocabulary and Block Design, were cross-tabulated with full scale WISC-R scores for 249 children referred to a gifted program. The initial results indicated that the Vocabulary-Block Design dyad could be a useful tool in predicting full scale IQ for some children and thus leave time available for other types of assessment of students.     

俄联邦支持天才儿童的教育

文章介绍了俄联邦支持天才儿童教育的情况 ,包括制定天才儿童教育纲要 ,为天才儿童的教育发展创造良好的条件 ,所需资金由国家财政拨款     

Best practices in gifted identification and assessment: Lessons from the WISC-V

School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failure to identify and develop the advanced abilities of gifted children who are culturally diverse, economically deprived, highly gifted, or twice exceptional is justifiably viewed as a civil rights violation. The National Association for Gifted Children's 2018 position statement, “Use of the WISC-V for Gifted and Twice Exceptional Identification,” offers important considerations for identifying the gifted. Based on a national research study of 390 gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), the statement recommends that the traditional practice of mandating Full Scale intelligence quotient scores be abandoned. Instead, it embraces the use of any one of six expanded index scores that are better measures of abstract reasoning for selecting students for gifted provisions. As gifted children are oftentimes asynchronous, alternate index scores are less biased and better able to document the strengths of all gifted children. What is learned from the WISC-V can be applied by school psychologists to improve the choice of comprehensive individual intelligence tests, brief intelligence tests, and the body of evidence gifted children must exhibit.     

Perceptions of the learning environment and associations with cognitive achievement among gifted biology students

This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how the developers had intended.     

Concurrent validity of the PPVT-R with the K-ABC for learning problem children

This study examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Kaufman Assessment Battery for Children (K-ABC) with 47 students referred for learning difficulties. A comparison of the correlations of each of the criterion measures from the K-ABC global scales showed a more substantial relationship between the PPVT-R standard score and the K-ABC Achievement scale than with other K-ABC scales. In an effort to further examine the relationship between the PPVT-R and the K-ABC, a stepwise multiple regression was calculated, with the standard scores of the K-ABC global scales serving as the predictor variables of the PPVT-R. This analysis indicated that the K-ABC Achievement global scale was the only significant predictor of the PPVT-R. Implications for practitioners were discussed.