Peter N. Prewett

The Relationship between the Kaufman Brief Intelligence Test (K-BIT) and the WISC-R with Referred Students.

The K-BIT and the WISC-R were administered in counterbalanced order to 35 referred students. Although the K-BIT IQ Composite correlated significantly with the WISC-R Full Scale IQ scores (r=.81), the mean scores differed significantly (difference = 6.2 points; p<.001). The results provide moderate support for the K-BIT as a screening instrument when the WISC-R is the follow-up or comprehensive measure of intelligence.

An exploratory study of planning, attention, simultaneous, and successive cognitive processes

Abstract Although there has been a considerable amount of research on simultaneous and successive processing (Lurias second functional unit) by Das and others, there have been relatively few investigations into the measurement of attention and planning (the first and third functional units, respectively). The purpose of this investigation was to examine the factorial validity of tasks designed to measure cognitive processing in each of Lurias three functional units. A sample of 112 normal fourth- and fifth-grade students were administered nine experimental tasks chosen or developed according to the theoretical components of planning, attention, simultaneous, and successive processes. Principal factor analyses (orthogonal and oblique) with rotation of four factors resulted in solutions that closely matched the anticipated groupings based on a structural analysis of the tasks. General support for the feasibility of measurement of Lurias cognitive processing model, and the need to further develop and refine these and other experimental tasks, was obtained.

Assessment of Mentally Retarded Children with the Matrix Analogies Test-Short Form, Draw a Person: A Quantitative Scoring System, and the Kaufman Test of Educational Achievement.

This study examined the utility of the MAT-SF and the DAP: A Quantitative Scoring System as screening instruments for mental retardation. In this study, 46 normals and 39 developmentally handicapped (DH) 4th- and 5th-grade students were group administered both screening tests and individually administered an achievement test, the KTEA. The results found the MAT-SF to correlate significantly with all areas of achievement for both groups, whereas the DAP did not correlate significantly with any areas of achievement for the normal group but correlated significantly with math, but not reading, for the developmentally handicapped students. The results support the use of the MAT-SF as a screening instrument for mental retardation, whereas the usefulness of the DAP is not as clear.

Use of the Matrix Analogies Test-Short Form and the Draw a Person: a Quantitative Scoring System With Learning-Disabled and Normal Students

This study investigated the usefulness of the MAT-SF and the DAP: A Quantitative Scoring System as screening instruments. In this study, 44 regular and 33 LD classroom fourth- and fifth- grade students were group administered the screening tests and individually administered the Kaufman Test of Educational Achievement. The results found both groups to score within the average range on both screening tests and the LD group to score significantly lower on the achieve ment than on the two screening tests. The MAT-SF was found to correlate significantly with all areas of achievement for the normal group. The DAP did not correlate significantly with any areas for the normal group; it correlated significantly with reading, but not math, for the learning- disabled students. The results indicated that the MAT-SF may have more utility as a general screening instrument than does the DAP.

Gender differences on planning, attention, simultaneous, and successive cognitive processing tasks

Abstract The study examined gender differences on the Das-Naglieri planning, attention, simultaneous and successive processing tasks developed following the Planning, Attention, Simultaneous and Successive model of cognitive processing. The studys two samples of 434 (Grades 2, 6, and 10) and 110 (combined Grades 4 and 5) children included pupils from several schools in a large midwestern suburban school district. The results indicated that boys and girls performed similarly on simultaneous, successive, and attention measures but girls outperformed boys on measures of planning processes. These differences were significant for the sixth graders in the first sample and for the combined sample of fourth and fifth graders. These results suggest that a broader definition of intelligence, one that includes measures of planning and attention in addition to simultaneous and successive processes, might provide useful information when cognitive differences and similarities of the genders are examined. Implications of these findings are discussed.

The Relationship among the Reading Subtests of the WJ-R, PIAT-R, K-TEA, and WRAT-R

The reading subtests of the WJ-R, PIAT-R, K-TEA, and WRAT-R Level 1 were administered to 118 referred elementary-school students. A principal components analysis resulted in one factor on which all reading subtests loaded highly. The WJ-R and K-TEA reading subtests tended to yield similar scores, while the PIAT-R and WRAT-R reading scores were significantly lower than the WJ-R and K-TEA scores. Implications for current diagnostic practices are discussed.

Use of the KTEA and WRAT-R with Learning-Disabled and Referred But not Placed Students

The WISC-R, KTEA-Comprehensive Form, and the WRAT-R were administered to 55 specific learning disabled (SLD) students and 55 referred students who did not qualify for special education services. Grade placements of the subjects ranged from 1 to 5. Both tests correlated significantly with the WISC-R Full Scale IQ and with each other The average WRAT-R subtest scores were significantly lower than the average scores on the corresponding KTEA subtests. This difference was especially pronounced between the WRAT-R and KTEA reading scores for the SLD group (M difference = 11.4 points). Implications are discussed.

Relationship between the Kaufman test of educational achievement -brief form and the wide range achievement test- revised level 2 with incarcerated juvenile delinquents

The Kaufman Test of Educational Achievement—Brief Form and the Wide Range Achievement Test—Revised Level 2 were administered in counterbalanced order to 50 male incarcerated juvenile delinquents. The analyses showed the similar subtests on the two tests, i.e., Kaufman Reading test and WRAT—R Reading, were highly correlated. The mean standard scores of the similar subtests were not significantly different from each other. These results contrast with the significantly lower WRAT—R scores found when scores on the WRAT—R Level 1 are compared with those on the Kaufman test.

Relationship between the Ktea Brief and Comprehensive Forms and the Wrat-R Level 1 with Referred Elementary School Students

The relationship between two brief achievement tests, the Kaufman Test of Educational Achievement-Brief Form (KTEA-BF) and the Wide Range Achievement Test (WRAT-R) Level 1, and the Kaufman Test of Educational Achievement-Comprehensive Form (KTEA-CF) was examined with 91 referred elementary- school-aged children. The WRAT-R Level 1 yielded significantly lower standard scores than the scores obtained on the two KTEA tests. The KTEA-BF and the KTEA-CF yielded similar standard scores. These findings suggest that the KTEA-BF may have more utility than the WRAT-R Level 1 as a screening instrument when the KTEA-CF is used as the comprehensive measure of achievement.

Predictive Validity of the Matrix Analogies Test-Short Form

This study examined the predictive validity of the Matrix Analogies Test Short Form (MAT-SF), a recently available nonverbal test of cognitive ability, with the Comprehensive Test of Basic Skills (CTBS). There were no significant differences, as expected, between the CTBS composite scores but the MAT-SF score was found to be significantly lower than all of the CTBS composite scores. This finding is similar to ones reported in the literature with other academic tests for samples of regular education children. The MAT-SF correlated significantly with all areas of the CTBS composite and spelling scores. The findings of this study and suggestions for the use of the MAT-SF as a screening instrument in the assessment of exceptional children are discussed.