Native American and Non-Native American Performance Differences on the WISC-R and K-ABC.

Autor/inn/en	Kerr, Michael; und weitere
Titel	Native American and Non-Native American Performance Differences on the WISC-R and K-ABC.
Quelle	(1986), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	American Indian Education; Cognitive Processes; Comparative Testing; Correlation; Cutting Scores; Diagnostic Tests; Elementary Education; Intelligence Tests; Low Achievement; Minority Groups; Multivariate Analysis; Placement; Psychological Testing; Test Bias; Kaufman Assessment Battery for Children; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Korrelation; Diagnostic test; Diagnostischer Test; Elementarunterricht; Intelligence test; Intelligenztest; Unterdurchschnittliche Leistung; Ethnische Minderheit; Multivariate Analyse; Betriebspraktikum; Praktikum; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Testkritik
Abstract	The Kaufman Assessment Battery for Children (K-ABC) is purported to be less culturally biased than other, traditional measures of intellectual ability. The present study was designed to investigate three specific research questions: (1) Are there overall performance differences between Native American and non-Native American children on the WISC-R and K-ABC? (2) Do the relationships among K-ABC and WISC-R subtests differ between Native American and non-Native American children? (3) Using the standard criteria for special education placement, do the WISC-R and K-ABC scores lead to significantly different classifications? Assessment differences between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the K-ABC were investigated with samples of 47 Native American and 45 non-Native American children between 6 and 12 years of age. All of the children had been referred for assessment, based on low achievement in reading or all academic areas. Overall differences between the two groups were minor, in terms of the global scores for both tests. When the cutting scores for placement decisions were examined, significant differnces between the two tests were found only for the Native American group. It was concluded that the findings warrant judicious use of either test by itself when making placement decisions regarding Native American children. (Author/LMO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC