PSYCHOEDUCATIONAL TEST BATTERIES:

Contains two types of tests:

Tests that measure abilities related to academic success
Tests that measure educational achievement in areas such as reading an
arithmetic
Allows for normative comparisonshow the student compares with other students
within the same age group
Evaluation of the test takers own strengths and weaknesses
Educational Intervention

Domains most typically represented:

a. Cognitive or intellectual activities
b. Broad-based academic achievement
Represented by a variety of subtests designed to assess the specific features of
their respective domains
Cognitive or Intellectual: subtests that access specific features of intellectual
development (Short/Long-term memory, fluid/crystallized reasoning)
Academic Achievement: organized tasks associated with the process of schooling
(Reading, spelling, mathematics, written expressions)
Kaufman assessment battery for children
K-ABC
Developed by husband and wife: Alan S. Kaufman and Nadeen L. Kaufman
Test takers age range: 2 - 12
Contains subtests measuring both intelligence and achievement
2 groups reflecting the two kinds of information-processing skills:
Simultaneous skills (recall)
Sequential skills (recall)
Domains most typically represented:

a. Cognitive or intellectual activities

b. Broad-based academic achievement

Factor-analytic studies:
Simultaneous processing
Sequential processing
Achievement factor (third factor) difficult to find
Good and Lane (1988): verbal comprehension and reading
achievement

 Kaufman and McLean (1986): achievement and reading ability

Keith and Novak (1987): reading achievement and verbal
reasoning
Whatever the factor is, the K-ABC Achievement Scale has been shown to predict
achievement
Questions have also been raised about whether or not sequential and
simultaneous learning are entirely independent
Recommendations for teaching based on concept of processing strength can be
derived from K-ABC test findings
Student with sequential processing strength teaching guidelines for
sequential learners
No particular processing strength combination of methods
KABC-II
CHANGES FROM K-ABC:
Age range: 3 18 years old
To expand the possibility of making ability/achievement comparisons
with the same test through high school
10 new subtests
8 existing subtests were removed
Only 8 of the original remained
Dual Theoretical Foundation
Expansion of grounding in Lurias theory of sequential vs. simultaneous
processing theory
Added grounding in the Catell-Horn-Carroll (CHC) theory
Option to choose which model of test interpretation is optimal for the particular
situation (Luria vs. CHC)
CHC: For children from a mainstream cultural and language
background
Luria Model: To be used if crystallized ability would not be a fair
indicator of the childs cognitive ability since it excludes verbal ability
Choose model Administer the same subtests on four or five ability scales
Interpret results based on chosen model
Either approach gives a global score that is highly valid and shows small
differences between ethnic groups in comparison with other comprehensive ability
batteries
Deemed a psychometrically sound instrument for measuring cognitive abilities by
reviewers
Problems on its new dual, theoretical basis:
Thorndike (2007): assessing two distinct sets of processes and
abilities without adequately explaining how a single test can
measure two distinct constructs
Braden and Ouzts (2007): combining the two interpretive models
smacks of trying to have (and market) it both ways
Bain and Gray (2008): disappointed that the test manual did not
contain sample reports based on each of the models

Questions about the variable actually being measured by the KABC-II

Reynolds et al (2007): extent to which certain supplemental tests
could best be conceived as measures of specific abilities or
measure of multiple abilities
Generally: for school-age children, the KABC-II is closely aligned with the five
CHC broad abilities it is intended to measure
WOODCOCK-JOHNSON III
WJ III
By Richard Woodcock and Mary E. Bonner Johnson
Consists of two co-normed batteries
Tests of Achievement
Tests of Cognitive Abilities
Both based on CHC theory of cognitive abilities
For use with persons as young as 2 years and as old as 90+
Yields measure of general intellectual activity (g), measures of specific cognitive
abilities, achievement, scholastic aptitude, and oral language
May be used to diagnose LSDs
To plan educational programs and interventions
Standard battery: appropriate for screenings or brief reevaluations
Extended battery: provides a more comprehensive and detailed assessment,
complete with diagnostic information
Cluster scores: evaluate performance level, gauge educational progress, and
identify individual strengths and weaknesses
According to the test manual, WJIII was normed on a sample of 8,818 subjects with
ages from 2 to 90+ years who were representative of the population of the US
Scoring: accomplished with the software provided in the test kit
Program
After raw scores are entered:
Provides a summary report, and a table of scores including all derived scores
for tests administered as well as clusters of tests
Provides age/grade profiles and standard score/percentile rank profiles
Optional interpretive software is also available
Features checklist protocols in a form that integrates the checklist data into
the report
Optional training materials (CD-roms and videos) for assistance in
administering and using the battery
Review are very favorable in many respects