Use of the Kaufman Assessment Battery for Children in Predicting Achievement Among Students Referred for Special Education Services

Abstract

This study was designed to investigate the validity of the Kaufman Assessment Battery for Children (K-ABC) in predicting academic achievement among elementary students referred for special education services. Three groups of students (black, Hispanic, and white) were administered the K-ABC, and mean K-ABC Mental Processing Composite scores for each group and for males and females were evaluated as predictors of reading, mathematics, and written language achievement on the Woodcock-Johnson Psycho-Educational Battery. Statistical analyses confirmed the K-ABC's validity in predicting achievement for each ethnic group and for males in all areas. However, K-ABC scores were not valid predictors of written language achievement among females.

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