The purpose of the present study was to determine if African American and Caucasian preschool children displayed similar patterns of performance among the Cattell-Horn-Carroll (CHC) factors measured by the Kaufman Assessment Battery for Children, Second Edition (KABC-II). Specifically, a profile analysis was conducted to determine if African Americans and Caucasians displayed the same patterns of highs and low and scored at the same level on the KABC-II composites and subtests. Forty-nine African American (mean age = 59.14 months) and 49 Caucasian (mean age = 59.39) preschool children from a Midwestern City were included in the study and were matched on age, sex, and level of parental education. Results of a profile analysis found African American and Caucasian preschool children had a similar pattern of highs and lows and performed at the same level on the CHC broad abilities as measured by the KABC-II. Comparison of the overall mean IQ indicated no significant differences between the two groups. The overall mean difference between groups was 1.47 points, the smallest gap seen in the literature. This finding was inconsistent with previous research indicating a one standard deviation difference in IQ between African Americans and Caucasians. A profile analysis of the KABC-II subtests found the African American and Caucasian groups performed at an overall similar level, but did not show the same pattern of highs and lows. Specifically, Caucasians scored significantly higher than African Americans on the Expressive Vocabulary subtest which measures the CHC narrow ability of Lexical Knowledge.
Results of this study supported the KABC-II’s authors’ recommendation to make interpretations at the composite level. When developing hypotheses of an individual’s strengths and weaknesses in narrow abilities, clinicians should be cautious when interpreting the Expressive Vocabulary subtest with African Americans. Overall, results of this study supported the use of the KABC-II with African American preschool children. When making assessment decisions, clinicians can be more confident in an unbiased assessment with the KABC-II.
Future research could further explore the CHC narrow abilities in ethnically diverse populations. Additionally, more research should be conducted with other measures of cognitive ability designed to adhere to the CHC theory, and the appropriateness of those tests with an African American population. Furthermore, future research with the KABC-II could determine if the results of the present study were replicated in other age groups. / Department of Educational Psychology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/193399 |
| Date | January 2009 |
| Creators | Dale, Brittany A. |
| Contributors | McIntosh, David E. (David Eugene) |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix, 120 p. : digital, PDF file, ill. |
| Source | CardinalScholar 1.0 |
| Coverage | n-us--- |
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