Research concerning lateralization of human brain functions is examined in light of the recent publication of the Kaufman Assessment Battery for Children. Following a review of research methodologies and functions ascribed to the hemispheres of the brain, differences are portrayed as complementary and coexisting modes of cognitive processing.…

The article examines the Kaufman Assessment Battery for Children as it applies to the assessment of childhood information processing strategies. Specific areas of discussion are: theoretical and research foundations at to its construct validity; usefulness in evaluating normal neuropsychological development; and its role in clinical research and…

Positive and negative features of the Kaufman Assessment Battery for Children are examined from an information processing perspective. The author suggests that the test should not be used in place of the Stanford-Binet or the Wechsler Intelligence Scale-Revised. (CL)

Four areas of the Kaufman Assessment Battery for Children are critically examined from an information processing perspective: theory, tests, scales and scores, and interpretation and educational applications. It is concluded that the promise of a marked improvement in intellectual assessment went unfulfilled. (Author/CL)

The Kaufman Assessment Battery for Children is reviewed with respect to manuals, test construction, and norming procedures; reliability; and validity; evidence administration and scoring procedures; types of scores and interpretative guidelines; and the bias issue. (Author/CL)

Preliminary research suggests that the Kaufman Assessment Battery for Children (K-ABC) may be useful in identifying a variety of special needs in preschoolers, specific language disorders, and giftedness. Additional measures (such as measures of visual motor performance) may be appropriate in conjunction with the K-ABC. (CL)

The article presents a schemata for using the Kaufman Assessment Battery for Children to develop specific diagnosis and prescriptive programing for reading and learning disabled children. An educational program that focuses on the processing strength to formulate interventions that remediate the deficits through the preferred processing strategies…

Nine questions that link performance on the Kaufman Assessment Battery for Children to classroom teaching and pupil learning were posed. Results revealed the absence of empirical validation for linking K-ABC scores and altered teaching methods to known and desirable outcomes. (Author/CL)

The Kaufman Assessment Battery for Children is examined with particular attention to evolution of current psychometric concepts and methods, as well as the historical sources of popular misconceptions. The K-ABC reveals sophisticated applications of current test construction methodology but requires knowledgeable examiners. (Author/CL)

Data from the standardized sample were used to test alternate structures for the Kaufman Assessment Battery for Children, based on the hypothesis that the test measures verbal memory skills and verbal and nonverbal reasoning. Results suggest that the models fit the data fairly well, supporting the alternate structure's validity. (Author/CL)

The author examines claims that the Kaufman Assessment Battery for Children (K-ABC) is less culturally biased than other standard tests of intelligence. He concludes that the diminished Black-White difference for the K-ABC is largely the result of psychometric and statistical artifacts. Implications for future test construction are noted.…

A response to 13 articles on the Kaufman Assessment Battery for Children address seven areas: validity, theory underlying the intelligence portion, role of the clinicians in intellectual assessment, distinction between ability and achievement, evaluation of alternate models, remedial applications of the sequential-simultaneous processing…

Three learning-disabled students, aged 10-11, received self-instructional strategy training for improving revision skills for essays they composed on a word processor. Strategy instruction positively impacted on students' revising behavior and the length and quality of their written products. Effects were maintained over time and generalized to…

Gifted and nongifted students (n=96) in grades five-six were assigned to a free-study or one of three mnemonic conditions for learning mineral hardness levels. Both ability groups learned more in mnemonic conditions, and gifted students demonstrated an ability superior to nongifted students in employing mnemonic strategies independently in…

Learning-disabled ninth-graders (n=58) completed a modified Piagetian isolation-of-variables task, and were compared to normally achieving ninth-graders and fourth-graders. Through cluster analysis, four different patterns of task approach were identified, representing normal performance, general conceptual disorder, specific developmental delay,…