Assessing the Incremental Value of KABC-II Luria Model Scores in Predicting Achievement: What Do They Tell Us beyond the MPI?

Autor/inn/en	McGill, Ryan J.; Spurgin, Angelia R.
Titel	Assessing the Incremental Value of KABC-II Luria Model Scores in Predicting Achievement: What Do They Tell Us beyond the MPI?
Quelle	In: Psychology in the Schools, 53 (2016) 7, S.677-689 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21940
Schlagwörter	Children; Adolescents; Intelligence Tests; Achievement Tests; Cognitive Processes; Models; Scores; Regression (Statistics); Test Validity; Prediction; Kaufman Assessment Battery for Children; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Cognitive process; Kognitiver Prozess; Analogiemodell; Regression; Regressionsanalyse; Testvalidität; Vorhersage; Schulleistung
Abstract	The current study examined the incremental validity of the Luria interpretive scheme for the Kaufman Assessment Battery for Children-Second Edition (KABC-II) for predicting scores on the Kaufman Test of Educational Achievement-Second Edition (KTEA-II). All participants were children and adolescents (N = 2,025) drawn from the nationally representative KABC-II/KTEA-II linked standardization sample. Consistent with previous studies, the full scale Mental Processing Index (MPI) score accounted for clinically significant portions of KTEA-II score variance in all of the regression models that were assessed. In contrast, the Luria factor scores collectively failed to provide meaningful incremental predictive variance after controlling for the effects of the MPI. Individually, the factor scores consistently accounted for trivial portions of achievement variance. Potential implications of these results for the correct interpretation of the KABC-II within clinical practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01