Advertisement

Applications of the Kaufman Assessment Battery for Children (K-ABC) in Neuropsychological Assessment

  • Cecil R. Reynolds
  • Randy W. Kamphaus
  • Becky L. Rosenthal
  • Jennifer R. Hiemenz
Part of the Critical Issues in Neuropsychology book series (CINP)

Abstract

The Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983a) is now a widely accepted and used, individually administered clinical test of intelligence and achievement for use with preschoolers and young children. There is research guidance regarding the use of the K-ABC with samples of Asian children (Ishikuma, Moon, & Kaufman, 1988; Mardell-Czudnowski, 1995), correlations between K-ABC scores and heart rate (Kaufman, Eller, & Applegate, 1990), the utility of the K-ABC with samples suffering from depression (Kaufman, Grossman, & Kaufman, 1994) and autism (Allen, Lincoln, & Kaufman, 1991), investigation of K-ABC short forms (Kaufman & Applegate, 1988), and commentary and inclusion of the K-ABC in reference works on neuropsychological testing (e.g., Spreen & Strauss, 1991).

Keywords

Neuropsychological Assessment Right Hemisphere Simultaneous Processing Prenatal Alcohol Exposure Hemispheric Specialization 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Adams, K. (1985). Review of the Luria—Nebraska Neuropsychological Battery. In J. V. Mitchell (Ed.), Ninth mental measurement yearbook. Lincoln, NE: Buros Institute of Mental Measurements.Google Scholar
  2. Adams, R. D., and Victor, M. (1977). Principles of neurology. New York: McGraw—Hill.Google Scholar
  3. Allen, M. H., Lincoln, A. J., and Kaufman, A. S. (1991). Sequential and simultaneous processing abilities of high-functioning autistic and language impaired children. Journal of Autism and Developmental Disorders, 21, 483–502.PubMedCrossRefGoogle Scholar
  4. Ardila, A., Roselli, M., and Puente, A. (1994). Neuropsychological evaluation of the Spanish speaker. New York: Plenum Press.Google Scholar
  5. Ayers, A. J. (1974). Sensory integration and learning disorders. Los Angeles: Western Psychological Services.Google Scholar
  6. Bever, T. G. (1975). Cerebral asymmetries in humans are due to the differentiation of two incompatible processes: Holistic and analytic. In D. Aaronson and R. Reiber (Eds.), Developmental psycholinguistics and communication disorders. New York: New York Academy of Sciences.Google Scholar
  7. Bogen, J. E. (1969). The other side of the brain: Parts I, II, and III. Bulletin of the Los Angeles Neurological Society, 34, 73–105, 135–162, 191–203.Google Scholar
  8. Bogen, J. E., Dezure, R., Tenhouten, W., and Marsh, J. (1972). The other side of the brain, IV. Bulletin of the Los Angeles Neurological Society, 37, 49–61.Google Scholar
  9. Bradley, P. E., Battin, R. R., and Sutter, E. G. (1979). Effects of individual diagnosis and remediation for treatment of learning disabilities. Clinical Neuropsychology, 1, 25–31.Google Scholar
  10. Brown, J. W., and Hécaen, H. (1976). Lateralization and language presentation. Neurology, 26, 183–189.PubMedCrossRefGoogle Scholar
  11. Brown, R. T., Armstrong, F. D., and Eckman, J. R. (1993). Neuro-cognitive aspects of pediatric sickle cell disease. Journal of Learning Disabilities, 26 (1), 33–45.PubMedCrossRefGoogle Scholar
  12. Brown, R. T., Buchanan, I., Doepke, K., Eckman, J. R., Baldwin, K., Goonan, B., and Schoenherr, S. (1993). Cognitive and academic functioning in children with sickle cell disease. Journal of Clinical Child Psychology, 22(2), 207–218.Google Scholar
  13. Coles, C. D., Brown, R. T., Smith, I. E., Platzman, K. A., Erickson, S., and Falek, A. (1991). Effects of prenatal alcohol exposure at school age: I.) Physical and cognitive development. Neurotoxicology and Toxicology, 13, 1–11.Google Scholar
  14. Cummins, J., and Das, J. P. (1977). Cognitive processing and reading difficulties: A framework for research. Alberta Journal of Educational Research, 23, 245–256.Google Scholar
  15. Das, J. E, Kirby, J. R., and Jarman, R. E. (1979). Simultaneous and successive cognitive processes. New York: Academic Press. Dean, R. S. (1984). Functional lateralization of the brain. Journal of Special Education, 8, 239–256.Google Scholar
  16. Dietzen, S. R. (1986). Hemispheric specialization for verbal sequential and non-verbal simultaneous information processing styles of low income 3 to 5 years olds. Doctoral dissertation, Washington State University.Google Scholar
  17. Donders, J. (1992). Validity of the Kaufman Assessment Battery for Children when employed with children with traumatic brain injury. Journal of Clinical Psychology, 48, 225–229.PubMedCrossRefGoogle Scholar
  18. Fan, X., Willson, V. L., and Reynolds, C. R. (in press). Assessing the similarity of the construct structure of the K-ABC for black and white children from 7 to 122 years in age. Journal of Psychoeducational Assessment.Google Scholar
  19. Gaddes, W. H. (1981). An examination of the validity of neuro-psychological knowledge in educational diagnosis and re-mediation. In G. W. Hynd and J. E. Obrzut (Eds.), Neuro-psychological assessment of the school-aged child: Issues and procedures. New York: Grune and Stratton.Google Scholar
  20. Gazzaniga, M. S. (1970). The bisected brain. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  21. Gazzaniga, M. S. (1974). Cerebral dominance viewed as a decision system. In S. Dimond and J. Beaumont (Eds.), Hemisphere functions in the human brain. London: Halstead Press.Google Scholar
  22. Gazzaniga, M. S. (1975). Recent research on hemispheric lateralization of the human brain: Review of the split brain. UCLA Educator, 17, 9–12.Google Scholar
  23. Glass, G. F., and Robbins, M. P. (1967). A critique of experiments on the role of neurological organization in reading performance. Reading Research Quarterly, 3, 5–52.CrossRefGoogle Scholar
  24. Golden, C. J. (1978). Diagnosis and rehabilitation in clinical neuropsychology. Springfield, IL: Thomas.Google Scholar
  25. Good, R. H., Vollmer, M., Creek, R. J., Katz, L., and Chowdhri, S. (1993). Treatment utility of the Kaufman Assessment Battery for Children: Effects of matching instruction and student processing strength. School Psychology Review, 22, 8–26.Google Scholar
  26. Guyer, B. L., and Friedman, M. P. (1975). Hemispheric processing and cognitive styles in learning disabled and normal children. Child Development, 46, 658–668.PubMedCrossRefGoogle Scholar
  27. Hamad, S., Doty, R. W., Goldstein, L., Jaynes, J., and Krauthamer, G. (Eds.). (1977). Lateralization in the nervous system. New York: Academic Press.Google Scholar
  28. Hartlage, L. C. (1975). Neuropsychological approaches to predicting outcome of remedial educational strategies for learning disabled children. Pediatric Psychology, 3, 23–28.Google Scholar
  29. Hartlage, L. C. (1982). Neuropsychological assessment techniques. In C. R. Reynolds and T. B. Gutkin (Eds.), The handbook of school psychology. New York: Wiley.Google Scholar
  30. Hartlage, L. C., and Reynolds, C. R. (1981). Neuropsychological assessment and the individualization of instruction. In G. W. Hynd and J. E. Obrzut (Eds.), Neuropsychological assessment of the school-aged child: Issues and procedures. New York: Grune and Stratton.Google Scholar
  31. Hartlage, L. C., and Telzrow, C. E (1983). The neuropsychological basis of educational intervention. Journal of Learning Disabilities, 16, 521–528.PubMedCrossRefGoogle Scholar
  32. Hartlage, P. L., and Givens, T. S. (1981). Common neurological problems of school age children. In C. R. Reynolds and T. B. Gutkin (Eds.), The handbook of school psychology. New York: Wiley.Google Scholar
  33. Hartlage, P. L., and Hartlage, L. C. (1973a). Comparison of hyperlexic and dyslexic children. Neurology, 23, 436–437.Google Scholar
  34. Hartlage, P. L., and Hartlage, L. C. (19736). Dermatoglyphic markers in dyslexia. Paper presented at the meeting of the Child Neurology Society, Nashville.Google Scholar
  35. Hartlage, P. L., and Hartlage, L. C. (1978). Clinical consultation to pediatric neurology and developmental pediatrics. Journal of Clinical Child Psychology, 12, 52–53.Google Scholar
  36. Haywood, H. C., and Switzky, H. N. (1986). The malleability of intel- ligence: Cognitive process as a function of polygenic-expe- riential interaction. School Psychology Review, 15, 245–255.Google Scholar
  37. Hooper, S. R., and Hynd, G. W. (1985). Differential diagnosis of subtypes of developmental dyslexia with the Kaufman Assessment Battery for Children (K-ABC). Journal of Clinical Child Psychology, 14, 145–152.CrossRefGoogle Scholar
  38. Hunt, J. M. (1961). Intelligence and experience. New York: Ronald Press.Google Scholar
  39. Ishikuma, T., Moon, S., and Kaufman, A. S. (1988). Sequential-simultaneous analysis of Japanese children’s performance on the Japanese McCarthy scales. Perceptual and Motor Skills, 66, 355–362.CrossRefGoogle Scholar
  40. Joseph, R. (1990). Neuropsychology, neuropsychiatry, and behavioral neurology. New York: Plenum Press.CrossRefGoogle Scholar
  41. Kamphaus, R. W., and Reynolds, C. R. (1987). Clinical and research applications of the K-ABC. Circle Pines, MN: American Guidance Service.Google Scholar
  42. Kaufman, A. S. (1979a). Intelligent testing with the WISC-R. New York: Wiley-Interscience.Google Scholar
  43. Kaufman, A. S. (1979b). Cerebral specialization and intelligence testing. Journal of Research and Development in Education, 12, 96–197.Google Scholar
  44. Kaufman, A. S. (1984). K-ABC and controversy. Journal of Special Education, 18 (3), 409–444.CrossRefGoogle Scholar
  45. Kaufman, A. S., and Applegate, B. (1988). Short forms of the K-ABC mental processing and achievement scales at ages 4 to 122 years for clinical and screening purposes. Journal of Clinical Child Psychology, 17, 359–369.CrossRefGoogle Scholar
  46. Kaufman, A. S., Eller, B. E, and Applegate, B. (1990). An investigation of somatic anxiety and intelligence in children using the Kaufman-ABC and Apple Ile program measuring heart rate. Perceptual and Motor Skills, 70, 387–394.PubMedCrossRefGoogle Scholar
  47. Kaufman, A. S., Grossman, I., and Kaufman, N. L. (1994). Comparison of hospitalized depressed patients and matched normal controls on tests that differ in their level of cognitive complexity. Journal of Psychoeducational Assessment, 12, 112–125.CrossRefGoogle Scholar
  48. Kaufman, A. S., Kamphaus, R. W., and Kaufman, N. L. (1985). The Kaufman Assessment Battery for Children (K-ABC). In C. S. Newark (Ed.), Major psychological assessment instruments. Boston: Allyn and Bacon.Google Scholar
  49. Kaufman, A. S., and Kaufman, N. L. (1983a). KaufmanAssessment Battery for Children (K-ABC) administration and scoring manual. Circle Pines, MN: American Guidance Service.Google Scholar
  50. Kaufman, A. S., and Kaufman, N. L. (1983b). K-ABC interpretive manual. Circle Pines, MN: American Guidance Service.Google Scholar
  51. Kinsbourne, M. (1975). Cerebral dominance, learning, and cognition. In H. R. Myklebust (Ed.), Progress in learning disabilities. New York: Grune and Stratton.Google Scholar
  52. Kinsbourne, M. (1978). Biological determinants of functional bisymmetry and asymmetry. In M. Kinsbourne (Ed.), Progress in learning disabilities. New York: Grune and Stratton.Google Scholar
  53. Knight, R. M., and Bakker, D. J. (1980). Treatment of hyperactive and learning disordered children: Current research. Baltimore: University Park Press. Google Scholar
  54. Kolb, B., and Whishaw, I. Q. (1985). Fundamentals of human neuropsychology (2nd ed.). San Francisco: Freeman.Google Scholar
  55. Leark, R. A., Snyder, T., Grove, T., and Golden, C. J. ( 1983, Au- gust). Comparison of the K-ABC and standardized neuro-psychological batteries: Preliminary results. Paper presented at the annual meeting of the American Psychological AssociationGoogle Scholar
  56. Anaheim, CA. Levine, M. D., Brooks, R., and Shonkoff, J. P. (1980). A pediatric approach to learning disorders. New York: Wiley.Google Scholar
  57. Luria, A. R. (1966). Human brain and psychological processes. New York: Harper and Row.Google Scholar
  58. Luria, A. R. (1970). The functional organization of the brain. Scientific American, 18, 266–268.Google Scholar
  59. Majovski, L. V. (1984). The K-ABC: Theory and applications for child neuropsychological assessment and research. Journal of Special Education, 18, 266–268.CrossRefGoogle Scholar
  60. Mardell-Czudnowski, C. (1995). Performance of Asian and white children on the K-ABC: Understanding information processing differences. Assessment, 2, 19–29.CrossRefGoogle Scholar
  61. Morris, J. M., and Bigler, E. ( 1985, January). An investigation of the Kaufman Assessment Battery for Children (K-ABC) with neurologically impaired children. Paper presented at the annual meeting of the International Neuropsychological Society, San Diego.Google Scholar
  62. Nebes, R. D. (1974). Hemispheric specialization in commissurotomized man. Psychological Bulletin, 81(1), I-14. Neisser, V. (1967). Cognitive psychology. New York: Appleton-Century-Crofts.Google Scholar
  63. Obrzut, J. E. (1991). Hemispheric activation and arousal asymmetry in learning disabled children. In J. Obrzut and G. Hynd (Eds.), Neuropsychological foundations of learning disabilities. (pp. 179–198 ). New York: Academic Press.Google Scholar
  64. Ornstein, R., Johnstone, J. Herron, J., and Swencionis, C. (1980). Differential right hemisphere engagement in visuospatial tasks. Neuropsychologia, 18, 49–64.Google Scholar
  65. Pribram, K. (1971). Languages of the brain. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  66. Reitan, R., and Davison, L. A. (1974). Clinical neuropsychology: Current status and applications. Washington, DC: Winston.Google Scholar
  67. Reynolds, C. R. ( 1980, July). The neuropsychological basis of intelligence and a reconceptualization of dominance. Invited address to the Utah State University Conference on Brain Research and Teaching, Logan.Google Scholar
  68. Reynolds, C. R. (1981a). The neuropsychological basis of intelligence. In G. Hynd and J. Obrzut (Eds.), Neuropsychological assessment and the school-aged child: Issues and procedures. (pp. 87–124 ). New York: Grune and Stratton.Google Scholar
  69. Reynolds, C. R. (1981b). Neuropsychological assessment and the habilitation of learning: Considerations in the search for the aptitude x treatment interaction. School Psychology Review, 10, 343–349.Google Scholar
  70. Reynolds, C. R. (1984). Critical measurement issues in learning disabilities. Journal of Special Education, 18, 451–476.CrossRefGoogle Scholar
  71. Reynolds, C. R. (1986). Transactional models of intellectual development, yes. Deficit models of process remediation, no. School Psychology Review, 15, 256–260.Google Scholar
  72. Reynolds, C. R., and Bigler, E. D. (1993). Manual for the Test of Memory and Learning. Austin, TX: PRO-ED.Google Scholar
  73. Rourke, B. P., and Orr, R. R. (1977). Prediction of the reading and spelling performances of normal and retarded readers: A four-age follow-up. Journal of Abnormal Child Psychology, 5, 9–20.PubMedCrossRefGoogle Scholar
  74. Schwartz, G. E., Davidson, R. J., and Mear, F. (1975). Right hemisphere lateralization for emotion in the human brain: Interactions with cognition. Science, 190, 286–288.PubMedCrossRefGoogle Scholar
  75. Sechenov, I. (1965). Reflexes of the brain. Cambridge, MA: MIT Press. (Original work published in 1863.)Google Scholar
  76. Segalowitz, S. J., and Gruber, F. A. (Eds.). (1977). Language development and neurological theory. New York: Academic Press.Google Scholar
  77. Shapiro, E. G., and Dotan, N. ( 1985, October). Neurological findings and the Kaufman Assessment Battery for Children. Paper presented at the National Association of Neuropsychologists, Philadelphia.Google Scholar
  78. Shure, G. H., and Halstead, W. C. (1959). Cerebral lateralization of individual processes. Psychological Monographs: General and Applied, 72 (12).Google Scholar
  79. Snyder, T. J., Leark, R. A., Golden, C. J., Grove, T., and Allison, R. ( 1983, March). Correlations of the K-ABC, WISC-R, and Luria-Nebraska Children’s Battery for exceptional children. Paper presented at the meeting of the National Association of School Psychologists, Detroit.Google Scholar
  80. Sperry, R. W. (1968). Hemisphere deconnection and unity in con- scious awareness. American Psychologist, 23, 723–733.PubMedCrossRefGoogle Scholar
  81. Sperry, R. W. (1974). Lateral specialization in the surgically separated hemispheres. In E. O. Schmitt and F. G. Worden (Eds.), The neurosciences: Third study program. Cambridge, MA: MIT Press.Google Scholar
  82. Sperry, R. W., Gazzaniga, M. S., and Bogen, J. E. (1969). Interhemispheric relationships: The neocortical commissures: Syndromes of hemispheric disconnection. In R. Vinken and G. W. Beuyn (Eds.), Handbook of clinical neurology. New York: Wiley-Interscience.Google Scholar
  83. Spreen, O., Risser, A. H., and Edgell, D. (1995). Developmental neuropsychology. London: Oxford University Press.Google Scholar
  84. Spreen, O., and Strauss, E. (1991). A compendium of neuropsychological tests. London: Oxford University Press. Springer, S., and Deutsch, G. (1989). Left brain, right brain. New York: Wilt Freeman.Google Scholar
  85. Tarnopol, L., and Tamopol, M. (1977). Introduction to neuro-psychology. In L. Tarnopol and M. Tarnopol (Eds.), Brain function and reading disabilities. Baltimore: University Park Press.Google Scholar
  86. Telzrow, C. E, Century, E., Harris, B., and Redmond, C. ( 1985, April). Relationship between neuropsychological processing models and dyslexia subtypes. Paper presented at the National Association of School Psychologists, Las Vegas.Google Scholar
  87. Telzrow, C., Redmond, C., and Zimmerman, B. ( 1984, October). Dyslexic subtypes: A comparison of the Bannatyne, Boder, and Kaufman models. Paper presented at the annual meeting of the National Academy of Neuropsychologists, San Diego.Google Scholar
  88. Tomlinson-Keasey, C., and Clarkson-Smith, L. ( 1980, February). What develops in hemispheric specialization? Paper presented at the meeting of the International Neuropsychological Society, San Francisco.Google Scholar
  89. Vygotsky, L. S. (1978). Mind in society (M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds.). Cambridge, MA: Harvard University Press.Google Scholar
  90. Wada, J., Clarke R., and Hamme, A. (1975). Cerebral hemisphere asymmetry in humans. Archives of Neurology, 37, 234–246.Google Scholar
  91. Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence-Revised. San Antonio, TX: The Psychological Corporation.Google Scholar
  92. Wittrock, M. C. (1980). The brain and psychology. New York: Academic Press.Google Scholar

Copyright information

© Springer Science+Business Media New York 1997

Authors and Affiliations

  • Cecil R. Reynolds
    • 1
  • Randy W. Kamphaus
    • 2
  • Becky L. Rosenthal
    • 3
  • Jennifer R. Hiemenz
    • 2
  1. 1.Department of Educational PsychologyTexas A&M UniversityCollege StationUSA
  2. 2.Department of Educational PsychologyUniversity of GeorgiaAthensUSA
  3. 3.Intermediate Educational CooperativeDu PageUSA

Personalised recommendations