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The Kaufman Assessment Battery for Children (KABC) is a clinical instrument (psychological diagnostic test) for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology. The test was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1983 and revised in 2004. The test has been translated and adopted for many countries,such as the Japanese version of the K-ABC by the Japanese psychologist including Tatsuya Matsubara, Kazuhiro Fujita, Hisao Maekawa, and Toshinori Ishikuma. The KABC also gives special attention to certain emerging testing needs, such as use with handicapped groups, application to problems of learning disabilities, and appropriateness for cultural and linguistic minorities. The authors rightly caution, however, that success in meeting these special needs must be judged through practical use over time. They also point out that the KABC should not be regarded as "the complete test battery"; like any other test, it should be supplemented and corroborated by other instruments to meet individual needs, such as the Stanford-Binet, Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, McCarthy scales, or neuropsychological tests. ==History== The original KABC was developed from neuropsychological theory, merging left brain-right brain research on cerebral specialisation (e.g., Sperry, 1968) with Luria’s sequential simultaneous processing dichotomy (Luria, 1966) and work in cognitive psychology. The KABC focuses on the processes needed to solve problems rather than their content i.e. verbal vs. non verbal. The KABC was one of the first intelligence tests to be principally derived from strong theoretical basis and the first intelligence test to be based in neuropsychological theory (Reynolds & Kamphaus, 1997). An important feature of the KABC is that it yielded smaller than average score differences than was typical between African American and European American ethnic groups, making it particularly useful when assessing children of difference ethnicities. The second edition (KABC-II) which was published in 2004, is an individually administered measure of the processing and cognitive abilities of children and adolescents aged 3–18. As with the original KABC, the KABC-II is a theory based instrument. However the KABC-II differs in its conceptual framework and test structure. While the KABC is grounded in simultaneous/sequential processing approach the KABC-II incorporates two distinct theoretical models. The KABC-II is grounded in a dual theoretical foundation: the Cattell-Horn-Carroll (CHC) psychometric model of broad and narrow abilities and Luria’s neuropsychological theory of processing. There are a number of important revisions in the KABC-II: * The age range has been widened, additional scales developed and the theoretical foundation expanded. * Eight of the original 16 subtests can be found in the KABC-II and 10 new subtests have been introduced. * Four subtests have been removed from the measurement of Simultaneous processing: Magic Window, Spatial Memory, Photo Series and Matrix Analogies. * Three have been retained: Triangles, Face Recognition and Gestalt Closure and three new ones have been added: Conceptual Thinking, Block Counting and Rover. * The Learning Ability scale is new as is the Planning Scale. The Knowledge scale is made up of two original subtests (Expressive Vocabulary and Riddles) and a new addition Verbal Knowledge. With the KABC-II, the examiner can choose which theoretical model to follow. Typically the Cattell-Horn-Carroll model is useful for children from a mainstream cultural and language background. Or if Crystallized Ability would not be a fair indicator of the child’s cognitive ability, examiners may choose the Luria model which excludes verbal ability. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Kaufman Assessment Battery for Children」の詳細全文を読む スポンサード リンク
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