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Journal of Psychoeducational Assessment
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The Kaufman Assessment Battery for Children and School Achievement: a Validity Study

Joseph E. Zins

School Psychology Program, University of Cincinnati

David W Barnett

School Psychology Program, University of Cincinnati

The Kaufman Assessment Battery for Children (K-ABC) was designed to measure problem-solving skills in a manner not directly related to prior academic achievement. As with any new instrument, it is important to study the relationship of the K-ABC to traditional measures. This study compared the results of the K-ABC to the Wide Range Achievement Test with a nonreferred sample of 40 children. The results suggest for the most part that integrated cognitive processes are related to tasks found in the two achievement tests. Both tests appear to measure different skills, although the reading subtests were substantially correlated.

Journal of Psychoeducational Assessment, Vol. 1, No. 3, 235-241 (1983)
DOI: 10.1177/073428298300100303
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This article has been cited by other articles:


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 Journal of Psychoeducational AssessmentHome page
J. C. Conoley
Review of the K-ABC: Reflecting the Unobservable
Journal of Psychoeducational Assessment, September 1, 1990; 8(3): 369 - 375.
[Abstract] [PDF]

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 Journal of Psychoeducational AssessmentHome page
S. R. Hooper
The Relationship between the K-ABC and the Stanford Achievement Test with Reading Disabled Children
Journal of Psychoeducational Assessment, December 1, 1987; 5(4): 401 - 410.
[Abstract] [PDF]