Overview
The Kaufman Assessment Battery for Children – Second Edition Normative Update (KABC-II NU; Kaufman & Kaufman, 2018) is an individually-administered, norm-referenced instrument designed to measure cognitive processing abilities of children and adolescents ages 3 through 18 in ways best suited to the child’s linguistic and cultural backgrounds. It may be especially useful for bilingual students. The Normative Update to this instrument was published in 2018 and includes an updated normative sample of 700 children matching the stratification variables of gender, race/ethnicity, parent education level, and region. Current KABC-II users do not need to purchase a new kit but instead only need the KABC-II NU Manual Supplement and the KABC-II NU Record forms.
The KABC-II NU was developed based on a dual theoretical model, and administrators may choose from the Cattell-Horn-Carroll (CHC) model or Luria model for interpretation. The CHC model is often useful since knowledge/Gc is an important aspect of cognitive functioning, though the Luria model may be preferable when the validity of the global composite would be compromised by inclusion of Gc. Three options for global summaries are available: the Fluid-Crystallized Index (FCI), which includes all five scales and is used within the CHC model; the Mental Processing Index (MPI), which includes the first four scales but not the Knowledge/Crystallized Ability Scale and is used within the Luria model; or the Nonverbal Index (NVI).The KABC-II NU scales include Simultaneous (Gv), Sequential (Gsm), Planning (Gf), Learning (Glr), and Knowledge (Gc; included in the CHC [not Luria] model only). For children 5-6 years old, 18 subtests are available; Planning (Gf) is not assessed for this age group. For children ages 7-18, 18 subtests are available that yield scores in all five domains. In addition to hand scoring, Q-global web-based scoring is also available). A nonverbal option can be used to assess a child whose verbal skills are significantly limited. Spanish-language responses and teaching text is included on the easels and record form.
Summary
Age: 3 years to 18 years
Time to Administer: 25-55 minutes (core battery, Luria model); 35–70 minutes (core battery, CHC model)
Method of Administration: Individually-administered, norm-referenced measure of cognitive processing ability; interpretation can be based on Luria’s processing model or the Cattell- Horn-Carroll (CHC) Model; 18 core and supplementary subtests; co-normed with the KTEA-3
Yields standard scores (M = 100, SD = 15) for indexes/composites, scaled scores (M = 10, SD = 3) for subtests percentile ranks, age-equivalents
Subscales: Overall Composite: Mental Processing Index (MPI; Luria Model); Fluid-Crystallized Index (FCI; CHC Model)
Scales Scores: Simultaneous/Gv, Sequential/Gsm, Planning/Gf, Learning/Glr, Knowledge/Gc [in CHC model only]
Subtest Scores: Triangles, Face Recognition, Pattern Reasoning [ages 5-6], Block Counting, Story Completion [ages 5-6], Conceptual Thinking, Rover, Gestalt Closure, Word Order, Number Recall, Hand Movements, Pattern Reasoning [ages 7-18], Story Completion [ages 7-18], Atlantis, Atlantis Delayed, Rebus, Rebus Delayed, Riddles, Expressive Vocabulary, Verbal Knowledge
Autism Related Research
None found. However, Bardikoff & McGonigle-Chalmers (2014) compared the KABC-II NVI to the nonverbal components of the WISC-IV’s PRI and PSI among 15 adolescents with high-functioning ASD with 15 typically developing adolescents. They found no significant group differences for the PRI subscale of the WISC-IV nor for the NVI subscale of the KABC-II but significantly lower scores for the PRI vs. NVI for the ASD group. Moreover, these researchers found that the ASD group scored significantly lower on the PSI of the WISC-IV. They concluded that their research underscored the need to isolate timing/processing speed criteria when using the WISC-IV in ASD.
In addition, in their book chapter, Drozdick et al. (2018) suggested that the Luria model (MPI) is the preferred model for interpretation of the KABC-II NU when an examinee has (or is suspected of having) ASD because the Luria theory emphasizes processes (i.e., how children process information when solving problems), while the CHC psychometric theory emphasizes specific cognitive abilities.