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Journal of Psychoeducational Assessment
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K-ABC Theory in Historical and Current Contexts

Randy W. Kamphaus

University of Georgia

This article reviews the development of the conceptual principles of the K-ABC theoretical model and places them in contemporary perspective. The K-ABC is deeply rooted in theories associated with clinical and experimental neuropsychology and, to a lesser extent, cognitive psychology. The sequential/simultaneous model is also an outgrowth of the Kaufmans' research with the McCarthy Scales and the WISC-R. Various studies of the validity of the K-ABC theory suggest that this theory warrants further research. There are additional studies, however, that propose alternative interpretations of the data. Overall, the wealth of research evidence to date makes the K-ABC sequential/simultaneous model a useful heuristic for the study of children's intelligence.

Journal of Psychoeducational Assessment, Vol. 8, No. 3, 356-368 (1990)
DOI: 10.1177/073428299000800311
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