The purpose of this study was to examine the construct validity (internal structure) of the Kaufman Assessment Battery for Children (K-ABC) for use with Cantonese, English, and Punjabi speaking Canadians. A confirmatory factor analysis revealed that the sequential/simultaneous theoretical model was supported by the English and Punjabi data: however, the Cantonese data did not exhibit a good fit with this model. Similarly, the results of the exploratory factor analysis suggested that sequential and simultaneous factors could apply when describing the factor structure of the English and Punjabi data, but not for the Cantonese data. Implications of these findings are discussed.
Get full access to this article
View all access options for this article.
References
1.
Bracken, B. (1985). A critical review of the Kaufman Assessment Battery for Children (K-ABC). School Psychology Review, 14, 21-36.
2.
Child, D. (1973). The essentials of factor analysis. New York: Holt, Rinehart & Winston.
3.
Cronbach, L. (1970). Essentials of psychological testing. (3rd ed.). New York: Harper and Row.
4.
Das, J.P. (1984a). Test review. Journal of Psychoeducational Assessment. 2, 83-88.
5.
Das, J.P. (1984b). Simultaneous and successive process and K-ABC . Journal of Special Education, 18. 229-238.
6.
Fraser, C. (1980). COSAN: User's guide. Toronto : Ontario Institute for Studies in Education.
7.
Gardner, J. (1986). A comparison of the K-ABC and WISC-R for Cantonese, English and Punjabi speaking Canadians. CanadianJournal of School Psychology, 2, 45-53.
8.
Hakstian, A.K. & Bays, K.S. (1973). User's manual to accompany the Alberta General Factor Analysis Program. Edmonton, Alberta. Division of Educational Research Services, University of Alberta .
9.
Holmes, B. (1981). Individually administered intelligence tests: An appliation of anchor test norming and equating procedures in British Columbia. Unpublished doctoral dissertation, University of British Columbia.
10.
Jöreskog, K.G., & Sörbom, D. (1979). Advances in factor analysis and structural equation models. Cambridge, M.A.: Abt.
11.
Kamphaus, R.W. & Reynolds, C.R. (1984). Factor analysis of the Kaufman Assessment Battery for Children (K-ABC) for ages 2½ through 12½ years . Journal of Educational Psychology, 76, 623-637.
12.
Kaufman, A.S. & Kaufman, N.L. (1983a). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service .
13.
Kaufman, A. & Kaufman, N.L. (1983b). Kaufman Assessment Battery for Children: Interpretation Manual. Circle Pines, MN: American Guidance Service.
14.
Keith, T.Z. (1985). Questioning the K-ABC: What does it measure?School Psychology Review, 14, 9-20.
15.
Keith, T.Z. & Dunbar, S.B. (1984). Hierarchial factor analysis of the K-ABC: Testing alternate models. Journal of Special Education, 18, 367-375.
16.
LaTorre, R. (1983). The 1982 survey of pupils in Vancouver schools for whom English is a second language. (Report No. 83-02). Vancouver, B.C.: Evaluation and Research services; School Board Trustees.
17.
Majovski. L.V. (1984). The K-ABC: Theory and applications for child neuropsychological assessment and research. Journal of Special Education, 18, 257-265.
18.
Mehrens, W.A. (1984). A critical analysis of the psychometric properties of the K-ABC. Journal of Special Education, 18, 297-310.
19.
Sternberg, R.J. (1984). The Kaufman Assessment Battery for Children: An information processing analysis and critique. Journal of Special Education, 18, 269-279.
20.
Tabachnick, B.C. & Fidell, L.S. (1983). Using multivariate statistics. New York: Harper and Row, Publishers.
21.
Vernon, P.E. (1977). Final report on modification of WISC-R for Canadian use. Canadian: Psychologist Association Bulletin 5.
