This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed 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 Inglis, J. Articles by Lawson, J. S. Search for Related Content PubMed PubMed Citation Articles by Inglis, J. Articles by Lawson, J. S. Social Bookmarking                         What's this?

A Principal Components Analysis of the Kaufman Assessment Battery for Children (K-ABC): Implications for the Test Results of Children with Learning Disabilities

James Inglis is a Professor of Psychology at Queen's University. He received his DSc in psychology from the University of London

J. S. Lawson, PhD

James S. Lawson is Associate Professor in the Department of Psychiatry, Queen's University, Kingston, Canada. He received his PhD in psychology from the University of St. Andrew's, Scotland. Address: Department of Psychology, Queen's University, Kingston, Ontario, Canada K7L 3N6.

A learning disability index (LDI) for the assessment of intellectual deficits on the K-ABC is described. The Factor II score coefficients derived from an unrotated principal components analysis of the K-ABC normative data, in combination with the individual's scaled scores, are used for this purpose. The population parameters of this index then allow for the assessment of the abnormality of the LDI in the individual case, as well as for the evaluation of the statistical significance of any change in the LDI from test to retest.

Journal of Learning Disabilities, Vol. 19, No. 2, 80-85 (1986)
DOI: 10.1177/002221948601900203


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

This article has been cited by other articles:

				E. G. Nichols, J. Inglis, J. S. Lawson, and I. MacKay A Cross-Validation Study of Patterns of Cognitive Ability in Children with Learning Difficulties, as Described by Factorially Defined WISC-R Verbal and Performance IQs J Learn Disabil, October 1, 1988; 21(8): 504 - 508. [Abstract] [PDF]