Comparison of K-ABC performance between at-risk and normal preschool children
M A Lyon1, D K Smith, P D Klass
1Department of Psychology, University of Wisconsin-River Falls 54022.
Perceptual and Motor Skills
|April 1, 1988
Summary
Preschool children at-risk for developmental delays scored significantly lower on the Kaufman Assessment Battery for Children (K-ABC) compared to their typically developing peers. These K-ABC performance differences highlight potential learning disparities in at-risk populations.
Area of Science:
- Child Psychology
- Educational Assessment
- Developmental Psychology
Background:
- The Kaufman Assessment Battery for Children (K-ABC) is a widely used tool for assessing cognitive abilities in children.
- Identifying cognitive differences in preschool children is crucial for early intervention and educational planning.
- Previous research has established K-ABC norms for typical development, but comparisons with at-risk groups require further investigation.
Purpose of the Study:
- To investigate and compare the K-ABC performance between preschool children identified as at-risk and those considered normal.
- To determine if significant differences exist in global scores and subtest performance between the two groups.
- To analyze the correlational structure of K-ABC scales within each group and compare it to existing K-ABC standardization data.
Main Methods:
- The study involved two groups of preschool children: an at-risk group (n=44) and a normal group (n=49).
- Both groups were administered the Kaufman Assessment Battery for Children (K-ABC).
- Independent samples t tests were used to compare mean scores between the at-risk and normal groups. Correlations among K-ABC scales were also analyzed for each group.
Main Results:
- The at-risk group achieved mean global K-ABC scores around 90, while the normal group scored 15-21 points higher, clustering near 110.
- The normal group demonstrated significantly higher scores than the at-risk group across most K-ABC global scales and subtests.
- Correlations within the normal group mirrored standardization sample findings, whereas the at-risk group showed a higher correlation between Sequential Processing and Achievement (r=.75) than between Simultaneous Processing and Achievement (r=.58).
Conclusions:
- Preschool children at-risk exhibit notably lower performance on the K-ABC compared to normal developing peers.
- The findings underscore the utility of the K-ABC in differentiating cognitive abilities in at-risk preschool populations.
- The distinct correlational patterns in the at-risk group suggest potential differences in cognitive processing strategies that warrant further research.
