Ipsative Subtest Pattern Stability of the Bracken Basic Concept Scale and the Kaufman Assessment Battery for Children in a Preschool Sample

Abstract:

Ipsative subtest pattern stability was examined for 60 preschool children on the Bracken Basic Concept Scale (BBCS) and the Kaufman Assessment Battery for Children (K-ABC) over a 4 to 6 week test-retest interval. Between 41 to 86 percent subtest stability was observed across the two instruments and the test-retest interval, using the.05 level discrepancy criterion. Between 57% and 93% of the subtests remained stable when the.01 level discrepancy criterion was used. This moderate level of profile stability warrants cautious use of the ipsative interpretation approach and argues for examiners' use of multiple source data in the diagnosis and identification of children's learning problems. Additionally, the K-ABC and BBCS appear to provide complementary sources of information to examiners engaged in the assessment of preschool children's cognitive abilities.

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Notes on contributors

Bruce A. Bracken

Bruce A. Bracken, PhD, is a Professor of Psychology at Memphis State University and the State of Tennessee's Center of Excellence, the Center for Applied Psychological Research. Dr. Bracken's research interests focus on aspects of psychoeducational assessment, including: preschool assessment, cross-cultural assessment and translation issues, instrumentation technical properties and practice, as well as definition and assessment of constructs such as intelligence, self concept, basic concepts, and interpersonal relations.

Karen K. Howell

Karen Kuehn Howell, MS, is a doctoral student with the Department of Psychology at Memphis State University.

Terry E. Harrison

Terry E. Harrison, EdS, is a school psychologist in California.

Lisa D. Stanford

Lisa D. Stanford, EdS, is a doctoral student with the Department of Educational Psychology at the University of Georgia.

Bradley H. Zahn

Bradley H. Zahn, EdS, is a school psychologist in Memphis, Tennessee.