Emily J. Krohn

Concurrent Validity of the Stanford-Binet Fourth Edition and K-ABC for Head Start Children.

Abstract The validity of the Stanford-Binet Intelligence Scale-Fourth Edition (SB-4) and that of the Kaufman Assessment Battery for Children (K-ABC) were investigated with a sample of white and black preschool children from low-income families. The subjects for this study consisted of 89 Head Start children. The Stanford-Binet Intelligence Scale-Form LM (SB-LM) was used as a criterion measure with which to compare SB-4 and K-ABC scores. Some support was found for the concurrent and construct validity of both new instruments for use with high-risk black and white preschool children. However, further research on the construct and predictive validity of the SB-4 and K-ABC is needed before either is substituted for the SB-LM.

Cross-Validation of the WISC-III Factor Structure in Two Samples of Children with Learning Disabilities

Scores on the WIS-III from 280 children with learning disabilities were analyzed with confirmatory factor analysis. Six competing models reported in the literature were tested and then cross-validated in an independent sample of 240 children with learning disabilities. Results revealed that a 4-factor model offered the most accurate and stable explanation of the data when the Symbol Search subtest was included. A 3-factor model also fit the data closely and behaved reliably when the Symbol Search subtest was excluded from the analysis. Both models left much of the variance for each subtest unexplained, however, and correlations between the subscale (factor) scores and their respective factors indicated that the Freedom from Distractibility subscale was saturated with unidentified sources of variation in both models. The practical implications of these results were discussed.

Stability of the SB:FE and K-ABC for Young Children from Low-Income Families: A 5-Year Longitudinal Study.

Abstract The stability of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) and the Kaufman Assessment Battery for Children (K-ABC) was investigated by testing a sample of 65 African American and White children from low socioeconomic status (SES) families. Both tests were administered at ages 4, 6, and 9. Data were analyzed by comparing mean scores, computing correlation coefficients, and determining individual change scores among the 3 test times. In general, both tests were found to be quite stable during the 5-year period. Mean scores for the group were roughly equivalent, correlation coefficients were high, and change scores for the majority of the children were small. Racial differences were negligible.

RELATIONSHIP OF THE MCCARTHY SCALES OF CHILDREN'S ABILITIES TO OTHER MEASURES OF PRESCHOOL COGNITIVE, MOTOR, AND PERCEPTUAL DEVELOPMENT

The concurrent validity of the McCarthy Scales of Childrens Abilities with four other well-known, frequently utilized tests, namely, the Stanford-Binet Intelligence Scale, Developmental Test of Visual-Motor Integration, Goodenough-Harris Drawing Test, and Denver Developmental Screening Test, was examined using 46 preschool children who ranged in age from 2 yr., 8 mo. to 5 yr., 1 mo. Each of the criterion tests includes activities that are present in the McCarthy, and that measure cognitive, motor, and perceptual development. Intercorrelations with other tests were moderately high, with the highest correlation found between the McCarthy General Cognitive Index and the Stanford-Binet IQ. It was concluded that the McCarthy alone is a possible replacement for the more time consuming test battery comprised of the four criterion measures.

Stability of the Stanford-Binet Fourth Edition and K-ABC for Young Black and White Children from low Income Families

The stability of the Stanford-Binet: Fourth Edition and Kaufman Assessment Battery for Children was investigated by administering the tests to a sample of 71 low SES children at age 4 and again at age 6. Data were analyzed by comparing group mean scores, computing correlation coefficients, and determining individual change scores from time one to time two. The SB:FE mean composite scores for the group were very similar at both ages, correlation coefficients between the two sets of scores were high, and the difference scores were within acceptable limits. However, the area scores of the SB:FE were somewhat less stable. The correlation coefficients for the K-ABC Global scales were also high, but mean scores for this test increased significantly. Difference scores for the K-ABC scales also were within acceptable limits. Thus, both the SB:FE and K-ABC were highly stable from ages 4 to 6 for this sample of children from low income families. No significant differences were found between the Black and White subgroups, and the tests were found to be equally stable for both groups.

Targeting Reading Fluency Through Brief Experimental Analysis and Parental Intervention Over the Summer

Although past research has examined repeated reading (RR) and listening passage preview (LPP) in great detail, several issues related to their applied usage with individual students remain. Questions including the number of times students are required to engage with the instructional materials during treatment and tracking fluency gains on untrained probes become important during individualized intervention. In addition, most RR and LPP work has been conducted by school personnel during the academic year rather than by parents over the summer months. As such, the current study used brief experimental analysis to identify the most effective number of RR or LPP implementations for two second graders, which was then employed by each childs mother during the summer months. Progress monitoring included tracking fluency gains on untrained AIMSweb probes. Results indicated both increased correct words per minute during intervention and maintenance at 6-week follow-up and are discussed in terms of applied decision making for individual students.

A Longitudinal Predictive Validity Investigation of the Sb:Fe and K-Abc With At-Risk Children

The predictive validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) and Kaufman Assessment Battery for Children (K-ABC) was investigated by testing a sample of African-American and White children from impoverished families over an 8-year period. The cognitive tests were administered at ages 4, 6, and 9, and the Metropolitan Achievement Test was administered each year from kinder garten through sixth grade. Predictive validity coefficients for both tests were moderately strong and quite consistent over time. The cor relations between the cognitive and achieve ment measures were adequate for the youngest group of children and improved when the pre dictors were administered at later ages. The K-ABC Achievement scale was found to be the best predictor of academic achievement, par ticularly for the school-aged children. Each test predicted academic performance of both African-American and White children equally well.