Profile Analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian Preschool Children

Autor/inn/en	Dale, Brittany A.; McIntosh, David E.; Rothlisberg, Barbara A.; Ward, Kimberly E.; Bradley, Madeline Hunt
Titel	Profile Analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian Preschool Children
Quelle	In: Psychology in the Schools, 48 (2011) 5, S.476-487 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20571
Schlagwörter	Intelligence Tests; Intelligence Quotient; Preschool Children; African American Children; Whites; Profiles; Cognitive Ability; Theories; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Intelligenzquotient; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Afroamerikaner; White; Weißer; Charakterisierung; Profilanalyse; Denkfähigkeit; Theory; Theorie
Abstract	This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC-II), in terms of the Cattell-Horn-Carroll (CHC) theory among ethnically diverse preschool children. Forty-nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC-II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC-II. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10