Test Review: Review of Kaufman Brief Intelligence Test, Second Edition

  title={Test Review: Review of Kaufman Brief Intelligence Test, Second Edition},
  author={Sherry K. Bain and Kathryn E. Jaspers},
  journal={Journal of Psychoeducational Assessment},
  pages={167 - 174}
The Kaufman Brief Intelligence Test, Second Edition (KBIT-2; Kaufman & Kaufman, 2004b) is designed to provide a brief, individualized format for measuring verbal and nonverbal intelligence in children and adults from the ages of 4 years, 0 months through 90 years, 11 months. The test consists of only three subtests. Two are classified as Verbal subtests, and one is classified as a Nonverbal subtest. The KBIT-2 was developed alongside the Kaufman Assessment Battery for Children, Second Edition… Expand
Cognitive, Noncognitive, and Home Environment Correlates of Reading Difficulties in Primary-Grade Students With Language Impairment.
For this sample of children with LI, the most important predictors of reading were cognitive, and the child's behavior and social competence improved prediction to a limited but statistically significant degree, whereas home environment did not. Expand
Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?
The aim of this study was to examine whether the use of a response-to-intervention (RTI) model to identify specific learning disability (SLD) over-identifies children and youth withExpand
Everyday memory in individuals with Down syndrome: Validation of the Observer Memory Questionnaire – Parent Form
  • G. Spanò, J. Edgin
  • Psychology, Medicine
  • Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence
  • 2017
The results indicate that this scale is a reliable instrument for detecting and tracking memory deficits over time in this population of individuals with Down syndrome and suggest that the OMQ-PF has the potential to be used as a tool to help to track the status of memory function in this group. Expand
Use of Brief Intelligence Tests in the Identification of Giftedness
Schools often administer brief intelligence tests as the first step in the identification of students who are cognitively gifted. However, brief measures are often used without consideration ofExpand
Identification of highly gifted 5- and 6-year-old children: Measures to predict academic achievement.
Studies indicate the educational needs of highly gifted students are best met through accelerated learning. It is difficult to recognize very young children that are suited for an acceleratedExpand
When the Ideal Meets the Feasible: Constructing a Protocol for Developmental Assessment at Early School-Age
Developing a methodology for an outcome study of children born following in-vitro fertilization or spontaneously-conceived as a model for defining normal and below-normal development of school-age children for research purposes lends support for a low-budget study. Expand
Differences in accuracy and vividness of motor imagery in children with and without Developmental Coordination Disorder.
Findings indicate that the MI deficit seen in children with DCD is probably associated with MI accuracy, not MI vividness, and suggest the need of further exploration into specific measurements of MI in childrenwith DCD. Expand
Cognitive achievements in school-age children born following assisted reproductive technology treatments: A prospective study.
Investigation of aspects of cognitive development in early school-age Israeli children born following assisted reproductive technology (ART) treatments found cognitive function, visual-motor ability, attention, verbal, and performance skills were similar to those of SC children. Expand
The Flynn effect for fluid IQ may not generalize to all ages or ability levels: a population-based study of 10,000 US adolescents.
Using the largest sample of US adolescent IQs to date, this work demonstrates significant heterogeneity in fluid IQ changes over time, and reverse Flynn Effects at age 18 are consistent with previous data, and those with lower ability levels are exhibiting worsening IQ over time. Expand
Note-Taking Instruction for College Students with Autism Spectrum Disorder
ABSTRACT Using a multiple baseline across participants design, this study examines the functional relationship between instruction in note-taking skills and the ability of young adults with autismExpand


アメリカ合衆国におけるKaufman Assessment Battery for Childrenに関する研究動向
The first edition of the Kaufman Assessment Battery for Children was a ground-breaking measure in both its theoretical conception and structure. Expand
Assessing Adolescent and Adult Intelligence
Preface to the Third Edition. PART I: Introduction to the Assessment of Adolescent and Adult Intelligence. CHAPTER 1: IQ Tests: Their History, Use, Validity, and Intelligent Interpretation. CHAPTERExpand
Essentials of Cross-Battery Assessment
Series Preface xiii Acknowledgments xv One Overview 1 Two How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries 45 Three How to Interpret Test DataExpand
WISC-III index growth curve characteristics following traumatic brain injury. Wechsler Intelligence Scale for Children--Third Edition.
Growth curve analyses with hierarchical linear modeling indicated that although the intercept was reliable and could be predicted by injury characteristics, there was little systematic variation in index growth rates. Expand
Wechsler Adult Intelligence Scale–Third Edition
Wide Range Achievement Test–Third Edition
Kaufman Tests of Educational Achievement, Second Edition, Brief Form
  • 2005
The Three-Stratum Theory of Cognitive Abilities.
The functional organization of the brain.
  • A. Luria
  • Physics, Medicine
  • Scientific American
  • 1970