Relationship Between the K-ABC and WISC-R for Students Referred for Severe Learning Disabilities

Abstract

This study examined the relationship between performance on the K-ABC and the WISC-R for 67 students referred for evaluation as a result of serious academic or academic/behavioral problems. Of the 67 students referred, 32 were identified as having severe learning disabilities. The correlational results of the study documented strong relationships among all of the global standard scores on both instruments (r = .65 to .95). Individual performance patterns reflected a preponderance of Simultaneous > Sequential processing and Performance IQ > Verbal IQ patterns for the students with severe learning disabilities, but not for the students without severe learning disabilities. The results of t tests also confirmed Simultaneous > Sequential, Mental Processing Composite > Achievement, and Performance IQ > Verbal IQ differences for the students with severe learning disabilities.

Get full access to this article

View all access options for this article.

References

Gunnison, J. , Masunaga, L. , Town, P. , & Moffit, M. (1983). Study 17. In A. Kaufman & N. Kaufman (Eds.), Kaufman assessment battery for children: Interpretive manual. Circle Pines, MN: American Guidance Service.

Haddad, F. (1984, April). Learning disabled children's performance on the K-ABC: Replication. Paper presented at the annual meeting of National Association of School Psychologists, Philadelphia.

Kaufman, A. , & Kaufman, N. (1983). Kaufman assessment battery for children. Circle Pines, MN: American Guidance Service.

Klanderman, J. , Perney, J. , & Kroeschell, Z. (1985). Comparisons of the K-ABC and WISC-R for LD children. Journal of Learning Disabilities, 18, (9), 524–527.

Lyon, M., & Smith, D. (1985, April). Referred students' performance on the K-ABC, WISC-R and Woodcock-Johnson. Paper presented at the annual meeting of National Association of School Psychologists. Las Vegas. (ERIC Document Reproduction Service No. ED 258 428)

Lyon, M. , & Smith, D. (1986). A comparison of at-risk preschool children's performance on the K-ABC, McCarthy Scales, and Stanford-Binet. Journal of Psychoeducational Assessment, 4, (1), 35–43.

Naglieri, J. (1984, April). K-ABC and WISC-R comparison with exceptional and normal children. Paper presented at the annual meeting of National Association of School Psychologists, Philadelphia.

Naglieri, J. , & Haddad, F. (1984). Learning disabled children's performance on the Kaufman Assessment Battery for Children: A concurrent validity study. Journal of Psychoeducational Assessment, 2, (1), 49–56.

Naglieri, J. , & Pfeiffer, S. (1983). Study 33. In A Kaufman & N. Kaufman (Eds.), Kaufman assessment battery for children: Interpretive manual. Circle Pines, MN: American Guidance Service.

10.

Obrzut, A. , & Obrzut, J. (1983). Study 35. In A. Kaufman & N. Kaufman (Eds.), Kaufman assessment battery for children: Interpretive manual. Circle Pines, MN: American Guidance Service.

11.

Obrzut, A. , Obrzut, J. , & Shaw, D. (1984). Construct validity of the K-ABC with learning disabilities. Psychology in the Schools, 21, 417–424.

12.

Wechsler, D. (1974). Wechsler intelligence scale for children-Revised. New York: The Psychological Corp.