This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Das, J.P. Search for Related Content PubMed Articles by Das, J.P. Social Bookmarking                         What's this?

Simultaneous and Successive Processes and K-ABC

University of Alberta, Edmonton, Canada

The K-ABC has initiated but not completed the job of constructing a process-based test of cognitive competence. It does not measure sequential processes adequately, and its test items for simultaneous and sequential processes can be also characterized respectively as nonverbal and verbal. This article mentions six basic statements about sequential and simultaneous processes which are derived from Luria's clinical research; the K-ABC is then judged in terms of these statements. Finally, suggestions for constructing better tests which will entail planning as well as simultaneous and successive measures are discussed.

The Journal of Special Education, Vol. 18, No. 3, 229-238 (1984)
DOI: 10.1177/002246698401800305


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. S. Lidza and S. L. Macrineb An Alternative Approach to the Identification of Gifted Culturally and Linguistically Diverse Learners: The Contribution of Dynamic Assessment School Psychology International, February 1, 2001; 22(1): 74 - 96. [Abstract] [PDF]

				M. A. Cummings and K. W. Merrell K-Abc Score Patterns of Sioux Children: Mental Processing Styles, Effects of School Attendance, and Relationship Between Raw Scores and Age Journal of Psychoeducational Assessment, March 1, 1993; 11(1): 38 - 45. [Abstract] [PDF]

				R. B. Kline, S. Guilmette, J. Snyder, and M. Castellanos Relative Cognitive Complexity of the Kaufman Assessment Battery for Children (K-ABC) and the WISC-R Journal of Psychoeducational Assessment, June 1, 1992; 10(2): 141 - 152. [Abstract] [PDF]

				J. C. Conoley Review of the K-ABC: Reflecting the Unobservable Journal of Psychoeducational Assessment, September 1, 1990; 8(3): 369 - 375. [Abstract] [PDF]

				J. P. Das and D. Mensink K-ABC Simultaneous-Sequential Scales and Prediction of Achievement in Reading and Mathematics Journal of Psychoeducational Assessment, June 1, 1989; 7(2): 103 - 111. [Abstract] [PDF]

				R. B. Kline Is the Fourth Edition Stanford-Binet a Four-Factor Test? Confirmatory Factor Analyses of Alternative Models for Ages 2 Through 23 Journal of Psychoeducational Assessment, March 1, 1989; 7(1): 4 - 13. [Abstract] [PDF]

				T. Z. Keith and C. G. Novak Joint Factor Structure of the WISC-R and K-ABC for Referred School Children Journal of Psychoeducational Assessment, December 1, 1987; 5(4): 370 - 386. [Abstract] [PDF]

				R. R. Ayres and E. J. Cooley Sequential versus Simultaneous Processing on the K-ABC: Validity in Predicting Learning Success Journal of Psychoeducational Assessment, September 1, 1986; 4(3): 211 - 220. [Abstract] [PDF]