Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2025-01-05T19:19:10.663Z Has data issue: false hasContentIssue false
  • English
  • Français

Diagnosis and Remediation of Learning Problems: Comments on the Kaufman Assessment Battery for Children

Published online by Cambridge University Press:  29 October 2015

John R. Kirby
John R. Kirby*
Affiliation:
University of Newcastle
Get access

Extract

If you are a psychologist interested in children with learning problems, the odds are high that one of your main assessment tools is the WISC—R (Wechsler Intelligence Scale for Children — Revised). Yet the WISC—R has come under heavy criticism in recent years, because of the lack of a theoretical rationale for the subscales as measures of intelligence, and the lack of a rationale connecting the assessment measures with remedial procedures. In this paper I'll briefly review these criticisms, and concentrate primarily upon reviewing a recently released test battery (the Kaufman Assessment Battery for Children) which claims to overcome these two criticisms.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 2 , Issue 2 , November 1985 , pp. 13 - 15
Copyright
Copyright © Australian Psychological Society 1985

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bannatyne, A.(1968). Diagnosing learning disabilities and writing remedial prescriptions. Journal of Learning Disabilities, 1, 242–249.CrossRefGoogle Scholar
Das, J.P., Kirby, J.R., & Jarman, R.F. (1979). Simultaneous and successive cognitive processes. New York: Academic Press.Google Scholar
Intelligence and its measurement. (1921) Journal of Educational Psychology, 12,123–147; 195–216; 271–275.CrossRefGoogle Scholar
Kaufman, A.S. & Kaufman, N.L. (1983). Kaufman Assessment Battery for Children. Interpretive Manual. Circle Pines, Minn.: American Guidance Service.Google Scholar
Kirby, J.R. (1980) Individual differences and cognitive processes: Instructional application and methodological difficulties. In Kirby, J.R. and Biggs, J.B. (Eds.), Cognition, development, and instruction. New York: Academic Press.Google Scholar
Kirby, J.R. (1984a) Educational roles of cognitive plans and strategies. In Kirby, J.R. (Ed.) Cognitive strategies and educational performance. Orlando, Florida: Academic Press.Google Scholar
Kirby, J.R. (1984b) (Ed). Cognitive strategies and educational performance. Orlando, Florida: Academic Press.Google Scholar
Kirby, J.R. & Das, J.P. (1977) Reading achievement, I.Q., and simultaneous-successive processing. Journal of Educational Psychology, 69, 564–570.CrossRefGoogle Scholar
Luria, A.R. (1966). Human brain and psychological processes. NY: Harper & Row.Google Scholar
Ross, A.O. (1976) Psychological aspects of learning disabilities and reading disorders. New York: McGraw-Hill.Google Scholar
Trifiletti, D.T., Trifiletti, R.M. & Trifiletti, R.J. (1982). WISCR-80 diagnostics. Jacksonville, Florida: Precision People, Inc.Google Scholar