The purpose of this study was to establish the concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Battery for Children-Revised (WISC-R). The study postulated that ethnicity would be a significant factor in the performance of learning disabled, Anglo and Hispanic students on the K-ABC compared with the WISC-R. Subjects were 33 Anglo and 34 Hispanic students ranging in age from 5 though 12. All students in the study were certified learning disabled and were administered the K-ABC and the WISC-R within one calendar year. Three null hypotheses were tested: (1) There is no significant difference between Anglo and Hispanic performance on the WISC-R Verbal and K-ABC Sequential IQs (Intelligence Quotients), (2) There is no significant difference between Anglo and Hispanic performance on the WISC-R Performance and the K-ABC Simultaneous IQs, and (3) There is no significant difference between Anglo and Hispanic performance on the WISC-R Full Scale and the K-ABC Mental Processing Composite Test IQs. The K-ABC was found to be concurrently valid based on the WISC-R. The range of correlations between the K-ABC and the WISC-R coincided with that necessary to establish a significant positive correlation. The WISC-R Full scale IQ scores for both Anglos and Hispanics correlated with the K-ABC Mental Processing Composite IQ (r =.57, p.05). The WISC-R Verbal scale scores for Anglos and Hispanics correlated (r =.55) with the K-ABC Sequential scale. Anglo and Hispanic scores on the WISC-R Performance scale correlated (r =.75) with the K-ABC. Ethnicity was not found to be a factor in low Hispanic test performance. The results showed no significant difference between the performance of Anglos and Hispanics. Comparisons were also made between the WISC-R and K-ABC performance of Anglos and Hispanics as a function of age, sex, grade and socioeconomic status (SES). Significant differences were found as a function of SES on both the WISC-R Full and Performance scales. Specifically, the higher the SES, the higher the Full and Performance scale IQs. On the K-ABC, SES and grade positively correlated with scores on all three scales. Sex was also positively related to Sequential scale scores with girls scoring slightly higher than boys.

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