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

Abstract

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