The K-ABC and Ability Training

Abstract

Nine questions that link performance on the K-ABC to classroom teaching and pupil learning were posed. The empirical support relating to each question was examined by reviewing the research conducted with the K-ABC as well as similar batteries (for example, the Das battery). The review indicated that, at this time, limited data exist for a moderate relationship between K-ABC scores and school achievement. An inadequate data base exists to match instruction to K-ABC abilities, to link instruction to the remediation of deficient abilities, and to link remediation of deficient abilities to increased performance on transfer tasks. No data were found that linked K-ABC scores to: new learning, the need to provide special services for processing deficits, selection of appropriate strategies, and generality of processing strategies over time and tasks. In the absence of empirical validation for linking K-ABC scores and altered teaching methods to known and desirable outcomes, educators should treat programs to remediate K-ABC-identified weakness and to capitalize on K-ABC-identified strengths in matching teaching method to processing ability as experimental.