Kaufman Adolescent and Adult Intelligence Test (KAIT): Concurrent Validity of Fluid Ability for Preadolescents and Adolescents with Central Nervous System Disorders and Scholastic Concerns

Abstract

Fifty preadolescents and adolescents (33 with scholastic concerns and 17 with central nervous system disorders) were assessed with a battery that included the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), the Kaufman Adolescent and Adult Intelligence Test (KAIT) Fluid subtests, and individually administered achievement tests. The KAIT Fluid IQ (FIQ) demonstrated acceptable concurrent validity with WISC-III IQ and with various achievement subtests, although an anticipated stronger association with Performance IQ than with Verbal IQ did not occur. Among subjects with scholastic concerns, KAIT FIQ was higher than WISC-III Full Scale IQ (100.6 vs. 90.3), and when KAIT FIQ was used as a predictor of achievement, more students with severe IQ/achievement discrepancies were identified (KAIT = 58%; WISC-III = 30%). Subjects with CNS disorders scored more poorly than their counterparts with scholastic concerns on the KAIT Fluid subtests but not on the WISC-III.

Get full access to this article

View all access options for this article.

References

Brown, D. T. (1994). Review of the Kaufman Adolescent and Adult Intelligence Test (KAIT). Journal of School Psychology, 32, 85-99.

Daniel, M. H. (1997). Intelligence testing: Status and trends. American Psychologist, 52, 1038-1045.

Dumont, R. , Cruse, C. L. , Price, L. , & Whelley, P. (1996). The relationship between the Differential Ability Scales (DAS) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for students with learning disabilities. Psychology in the Schools, 33, 203-209.

Dumont, R. , & Hagberg, C. (1994). Test review: Kaufman Adolescent and Adult Intelligence Test. Journal of Psychoeducational Assessment, 12, 190-196.

Flanagan, D. P. , Alfonso, V. C. , & Flanagan, R. (1994). KAIT. A review of the Kaufman Adolescent and Adult Intelligence Test: An advance in cognitive assessment? School Psychology Review, 23, 512-525.

Flanagan, D. P. , Andrews, T. J. , & Genshaft, J. L. (1997). The functional utility of intelligence tests with special educational populations. In D. P. Flanagan , J. L. Genshaft , & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 457-483). New York: Guilford Press.

Heath, C. P. , & Kush, J. C. (1991). Using discrepancy formulas in assessment of learning disabilities. In J. E. Obrzut & G. W. Hynd (Eds.), Neuropsychological foundations of learning disabilities (pp. 287-307). San Diego: Academic Press.

Horn, J. L. (1989). Cognitive diversity: A framework of learning. In P. L. Ackerman , R. J. Sternberg , & R. Glaser (Eds.), Learning and individual differences: Advances in theory and research (pp. 61-116). New York: W. H. Freeman.

Horn, J. L. , & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized general intelligence. Journal of Educational Psychology, 57, 253-270.

10.

Jastak, S. , & Wilkinson, G. S. (1996). Administration manual: Wide Range Achievement Test (3rd ed.). Wilmington, DE: Jastak Associates.

11.

Kaufman, A. S. (1990). Assessing adolescent and adult intelligence. Boston: Allyn & Bacon.

12.

Kaufman, A. S. , & Horn, J. L. (1996). Age changes on tests of fluid and crystallized ability for women and men on the Kaufman Adolescent and Adult Intelligence Test (KAIT) at ages 17-94 years. Archives of Clinical Neuropsychology, 11, 97-121.

13.

Kaufman, A. S. , & Kaufman, N. L. (1993). Manual for the Kaufman Adolescent and Adult Intelligence Test (KAIT). Circle Pines, MN: American Guidance Service.

14.

Kaufman, A. S. , & Kaufman, N. L. (1997). The Kaufman Adolescent and Adult Intelligence Test. In D. P. Flanagan , J. L. Genshaft , & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 209-229). New York: Guilford Press.

15.

Kaufman, A. S. , McLean, J. E. , & Kaufman, J. C. (1995). The fluid and crystallized abilities of White, Black, and Hispanic adolescents and adults, both with and without an educational covariate. Journal of Clinical Psychology, 51, 636-647.

16.

Lezak, M. D. (1995). Neuropsychological assessment (3rd ed.). New York: Oxford University Press.

17.

McGrew, K. S. , Keith, T. Z. , Flanagan, D. P. , & Vanderwood, M. (1997). Beyond g. The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools. School Psychology Review, 26, 189-210.

18.

The Psychological Corporation . (1992). Wechsler Individual Achievement Test: Manual. San Antonio, TX: Author.

19.

Reitan, R. M. , & Wolfson, D. (1992). Neuropsychological evaluation of older children. Tucson, AZ: Neuropsychology Press.

20.

Reynolds, C. (1984). Critical measurement issues in learning disabilities. Journal of Special Education, 18, 451-475.

21.

Sternberg, R. J. (1993). Rocky's back again: A review of the WISC-III. Journal of Psychoeducational Assessment Monographs, 11, 151-160.

22.

Stinnett, T. A. , Havey, J. M. , & Oehler-Stinnett, J. (1994). Current test usage by practicing school psychologists: A national survey. Journal of Psychoeducational Assessment, 12, 331-350.

23.

Thorndike, R. L. , Hagen, E. P. , & Sattler, J. M. (1986). Guide for administering and scoring the Stanford-Binet Intelligence Scale: Fourth Edition. Chicago: Riverside.

24.

Watkins, M. W. , & Kush, J. C. (1994). WISC-R subtest analysis: The right way, the wrong way, or no way? School Psychology Review, 23, 640-651.

25.

Wechsler, D. (1974). Manual for Wechsler Intelligence Scale for Children-Revised. San Antonio: The Psychological Corporation.

26.

Wechsler, D. (1981). Manual for Wechsler Adult Intelligence Scale-Revised. San Antonio: The Psychological Corporation.

27.

Wechsler, D. (1991). Manual for Wechsler Intelligence Scale for Children-Third Edition. San Antonio: The Psychological Corporation.