The predictive validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) and Kaufman Assessment Battery for Children (K-ABC) was investigated by testing a sample of African-American and White children from impoverished families over an 8-year period. The cognitive tests were administered at ages 4, 6, and 9, and the Metropolitan Achievement Test was administered each year from kinder garten through sixth grade. Predictive validity coefficients for both tests were moderately strong and quite consistent over time. The cor relations between the cognitive and achieve ment measures were adequate for the youngest group of children and improved when the pre dictors were administered at later ages. The K-ABC Achievement scale was found to be the best predictor of academic achievement, par ticularly for the school-aged children. Each test predicted academic performance of both African-American and White children equally well.
Get full access to this article
View all access options for this article.
References
1.
Anastasi, A. (1985). Review of the Kaufman Assessment Battery for Children . In J. C. Conoley & J. J. Kramer (Eds.), The ninth mental measurements yearbook (pp. 769-777). Lincoln, NE: The Buros Institute of Mental Measurements.
2.
Anastasi, A. (1988). Psychological testing (6th ed.)New York: Macmillan.
3.
Anastasi, A. (1989). Review of the Stanford-Binet Intelligence Scale , 4th Edition. In J. C. Conoley & J. J. Kramer (Eds.), The tenth mental measurements yearbook (pp. 768-765). Lincoln, NE: The Buros Institute of Mental Measurements .
4.
Bracken, B.A., & Walker, K.C. (1997). The utility of intelligence tests for preschool children. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 484-502). New York: Guilford Press.
5.
Childers, J.S., Durham, T.W., Bolen, L.M., & Taylor, L.H. (1985). A predictive validity study of the Kaufman Assessment Battery for Children with the California Achievement Test. Psychology in the Schools, 22, 29-33.
6.
Cohen, R.J., & Swerdlik, M.E. (1999). Psychological testing and assessment: An introduction to tests and measurement (4th ed.). Mountain View, CA: Mayfield .
7.
Collins, W.A., & Kuczaj, S.A. (1991). Developmental psychology: Childhood and adolescence . New York: Macmillan.
8.
Delaney, E., & Hopkins, T. (1987). Examiner's handbook: An expanded guide for Fourth Edition users. Chicago: River-side .
9.
Flanagan, D.P., & Alfonso, V.C. (1995). A critical review of the technical characteristics of new and recently revised intelligence tests for preschool children. Journal of Psychoeducational Assessment, 13, 66-90.
10.
Grissmer, D.W., Kirby, S.N., Berends, M., & Williamson, S. (1994). Student achievement and the changing American family. Santa Monica, CA: RAND Corporation.
11.
Groth-Marnat, G. (1997). Handbook of psychological assessment (3rd ed.). New York: Wiley.
12.
Horn, J.L., & Cattell, R.B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology , 57, 253-270.
13.
Kamphaus, R.W. (1993). Clinical assessment of children's intelligence . Boston: Allyn and Bacon.
14.
Kaufman, A.S., & Kaufman, N.L. (1983). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service .
15.
Krohn, E.J., & Lamp, R.E. (1989). Concurrent validity of the Stanford-Binet Fourth Edition and K-ABC for Head Start children. Journal of School Psychology, 27, 59-67.
16.
Krohn, E.J., & Lamp, R.E. (1999). Stability of the SB:FE and K-ABC for young children from low-income families: A 5-year longitudinal study. Journal of School Psychology, 37, 315-332.
17.
Lamp, R.E., & Krohn, E.J. (1990). Stability of the Stanford-Binet Fourth Edition and the K-ABC for young black and white children from low income families . Journal of Psychoeducational Assessment, 8, 139-149.
18.
Laurent, J., Swerdlik, M., & Ryburn, M. (1992). Review of validity research on the Stanford-Binet Intelligence Scale: Fourth Edition. Psychological Assessment , 4, 102-112.
19.
McCall, R.B. (1977). Childhood IQs as predictors of adult educational and occupational status. Science, 197, 482-483.
20.
Medick, S.A. (1981). Methods of prospective longitudinal research. In S. A. Mednick, & A: F. Baert (Eds.), Prospective longitudinal research: An empirical basis for the primary prevention of psychosocial disorders. Oxford: Oxford University Press.
21.
Mehrens, W.A., & Lehmann, I.J. (1991). Measurement and evaluation in education and psychology (4th ed.). Fort Worth, TX: Holt, Rinehart & Winston.
22.
Merz, W.R. (1984). Review of the Kaufman Assessment Battery for Children . In D. J. Keyser & R. C. Sweetland (Eds.), Test critiques (Vol. I, pp. 393-405). Kansas City, MO: Test Corporation of America.
23.
Murray, A., & Bracken, B. (1984). Eleven-month predictive validity of the Kaufman Assessment Battery for Children. Journal of Psychoeducational Assessment, 2, 225-232.
24.
Naglieri, J.A. (1984). Concurrent and predictive validity of the Kaufman Assessment Battery for children with a Navajo sample. Journal of School Psychology, 22, 373-380.
25.
Naglieri, J.A. (1985a). Assessment of mentally retarded children with the Kaufman Assessment Battery for Children. American Journal of Mental Deficiency, 89, 367-371.
26.
Naglieri, J.A. (1985b). Normal children's performance on the McCarthy Scales, Kaufman Assessment Battery, and Peabody Individual Achievement Test . Journal of Psychoeducational Assessment, 3, 123-129.
27.
Neisser, U., Boodoo, G., Bouchard, T.J., Boykin, A.W., Brody, N., Cici, S.J., Halpern, D.F., Loehlin, J.C., Perloff, R., Sternberg, R.J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.
28.
Nitko, A.J. (1989). Review of the Metropolitan Achievement Test, Sixth Edition. In J. C. Conoley & J. J. Kramer (Eds.), The tenth mental measurements yearbook (pp. 510-515). Lincoln, NE: The Buros Institute of Mental Measurements.
29.
Nurss, J.R., & McGauvran, M.E. (1986). Metropolitan Readiness Tests. New York: The Psychological Corporation.
30.
Prasse, D. (1995). School psychology and the law. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology-III (pp. 41-50). Washington, DC: National Association of School Psychologists .
31.
Prescott, G.A., Balow, I.H., Hogan, T.P., & Farr, R.C. (1986). Metropolitan Achievement Test (6th ed.)New York: The Psychological Corporation .
32.
Ramey, C.T., & Ramey, S.L. (1998). Early intervention and early experience. American Psychologist, 53, 109-120.
33.
Rogers, B.G. (1989). Review of the Metropolitan Achievement Test, Sixth Edition. In J. C. Conoley & J J. Kramer (Eds.), The tenth mental measurements yearbook (pp. 515-519). Lincoln, NE: The Buros Institute of Mental Measurements.
34.
Sattler, J.M. (1988). Assessment of children (3rd ed.). San Diego, CA: Author.
35.
Siegler, R.S., & Richards, D.D. (1982). The development of intelligence . In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 897-971). New York: Cam-bridge University Press.
36.
Silva, P.A. (1986). A comparison of the predictive validity of the Reynell Developmental Language Scales, the Peabody Picture Vocabulary Test, and the Stanford-Binet Intelligence Scale. British Journal of Educational Psychology, 56, 205-208.
37.
Spruill, J. (1987). Review of the Stanford-Binet Intelligence Scale , Fourth Edition. In D. J. Keyser & R. C. Sweetland (Eds.), Test critiques (Vol. VI, pp. 544-559). Kansas City, MO: Test Corporation.
Valencia, R.R. (1985). Predicting academic achievement in Mexican-American children using the Kaufman Assessment Battery for Children. Educational and Psychological Research, 5, 11-17.
40.
Valencia, R.R., & Rankin, R.J. (1988). Evidence of bias in predictive validity on the Kaufman Assessment Battery for Children in samples of Anglo and Mexican American children. Psychology in the Schools, 25, 257-263.
41.
Williams, J.M., Voelker, S., & Ricciardi, P.W. (1995). Predictive validity of the K-ABC for exceptional preschoolers. Psychology in the Schools, 32, 178-185.
42.
Wolf, T.H. (1973) Alfred Binet. Chicago: The University of Chicago Press.
