Concurrent Validity and Diagnostic Efficiency of the Kaufman Brief Intelligence Test in Assessing Severe Discrepancy in Reevaluations of Students with Learning Disabilities.

This study examined the concurrent validity and diagnostic efficiency of the Kaufman Brief Intelligence Test (K-BIT) with 75 elementary and middle school students with learning disabilities, who had been referred for triennial multidisciplinary re-evaluations. High and significant correlations were found between the K-BIT and the Wechsler Intelligence Scale for Children-III (WISC-III). However, K-BIT Vocabulary-Matrices discrepancies were not in agreement with WISC-III Performance IQ-Verbal IQ discrepancies. Substantial agreement was found between the presence or absence of achievement-ability discrepancies identified by the K-BIT Composite and the Woodcock-Johnson Revised Tests of Achievement (WJ-R ACH) and those identified by the WISC-III full scale IQ and the WJ-R ACH. Results suggest that diagnostic precision can be maintained and time may be saved by utilizing a brief ability measure (K-BIT) as a substitute for a comprehensive ability measure (WISC-III) in the re-evaluation process of students with learning disability. (Contains 16 tables and 29 references.) (Author/DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** CONCURRENT VALIDITY ARD DIAGNOSTIC EFFICIENCY OF THE KEIT Concurrent Validity and Diagnostic Efficiency of the Kaufman Brief Intelligence Test in Assessing Severe Discrepancy in Reevaluations of Students with Learning Disabilities Gary L. Canivez Eastern Illinois University "PERMISSION TO REPRODUCE TH,S MATERIAL HAS BEEN GRANTED BY Gari TO THE EDUCATIONAL RESOURCES INFORMATION CFNTER (ERIC). " U.S. DEPARTMENT OF EDUCATION ()Hite ol Educational Research and improvement "pUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C This document has been reproduced as received from the person or organization Ortginalmng nt 0 Minor cnenges have been made to improve reproduction quality Points at view or opinions stated in this docu meet do not necessarily represent otlicrel (DERIDOSit.0,,WPoircy Gary L. Canivez is an assistant professor in the Department of Psychology at Eastern Illinois University. The 75 subjects previously classified with learning disabilities in this study are a subset of subjects from a larger study (N = 137; Canivez, 1995) addressing the concurrent validity of the K-BIT which was also presented at the 1994 Annual Convention of the National Association of School Psychologists, Seattle, WA. This manuscript is presented as an ERIC document in order to present all tables pertaining to diagnostic efficiency of the K-BIT which is not possible in journals due to space limitations. I thank W. Ken Newman and John Wilson for assistance in data collection and comments on the previous versions of this manuscript. I also thank Joseph C. Kush and Marley W. Watkins for comments on previous versions of this manuscript. Correspondence concernilig this article should be addressed to Gary L. nqCanivez, Ph.D., Department of Psychology, Eastern Illinois University, 600 Lincoln Avenue, Charleston, IL 61920. An operational version of the Microsoft® Excel" spreadsheet template may be obtained from Dr. Canivez by rN \--) sending an Apple® Macintosh" formatted 3.5 inch disk with a self-addressed, stamped envelope and $5.00 to cover duplication expenses. c. )