Core Battery ages 7-18
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Test 1: Atlantis (Glr: Long-Term Retrieval)
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Begins with item one for all subjects.
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1 2 3 NA
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Says each name slowly and clearly, with careful articulation.
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1 2 3 NA
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After teaching the name of a new picture, pauses for two seconds before turning the page.
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1 2 3 NA
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If asked by child, repeats the name again.
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1 2 3 NA
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Gives feedback following incorrect responses on items 1-48. Points to the correct picture and says, “This is…” if the child fails to point correctly.
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1 2 3 NA
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Does not give feedback on items 49-54 and the “unnamed” items.
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1 2 3 NA
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Does not provide suggested strategies.
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1 2 3 NA
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Scores only the examinees first response to each teaching item.
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1 2 3 NA
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Applies appropriate ceiling rules.
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1 2 3 NA
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Scores 2 points for a correct response.
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1 2 3 NA
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Scores 1 point for an incorrect response in the same category.
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1 2 3 NA
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Scores zero points for an incorrect response in a different category.
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1 2 3 NA
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Strengths:
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Areas to target:
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TEST ADMINISTRATION OBSERVATION PROTOCOL
Kaufman Assessment Battery for Children 2nd Ed.
Student Examiner Date
Observer ______________________ Live or Video
1: needs improvement 2: Emergent 3. Proficient Circle appropriate rating
1: needs improvement 2: Emergent 3. Proficient Circle appropriate rating
Test 4: Story Completion (Gf: Fluid Reasoning)
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Begins with appropriate starting point: [ ] Sample, 1 (ages 6-8); [ ] Sample, 4 for ages 9-13; [ ] Sample, 8 for ages 14-18
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1 2 3 NA
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Has cards arranged in alphabetical order prior to administration.
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1 2 3 NA
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Places stimulus book in front of child.
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1 2 3 NA
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Places the cards face up in a single row below the booklet (in alphabetical order, left to right).
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1 2 3 NA
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Begins timing as soon as the cards have been laid out.
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1 2 3 NA
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Picks up the cards that the child has placed on the booklet, beginning on the child’s left.
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1 2 3 NA
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Does not pick up the cards that have not been placed on the booklet before the item is scored.
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1 2 3 NA
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Allows the child to rearrange the cards as many times as he or she wishes.
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1 2 3 NA
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Adheres to appropriate time limit for each story and does not give credit for responses given after the time limit.
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1 2 3 NA
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Score based on number of cards placed correctly (and time points, if used)
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1 2 3 NA
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Applies appropriate ceiling rules
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 5: Number Recall (Gsm: Short-Term Memory)
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Begins with appropriate start point: [ ] Sample, 1 for ages 3-6; [ ] Sample, 4 for ages 7-18
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1 2 3 NA
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Checks that child is paying attention prior to start of subtest.
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1 2 3 NA
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Says numbers at a rate of one per second, without dropping voice on last number.
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1 2 3 NA
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Repeats item only sample items 1 and 2.
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1 2 3 NA
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Gives child one point per correct item.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 7: Rover (Gv: Visual Processing)
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Begins with Sample A and Item 1 for all ages.
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1 2 3 NA
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Places book in front of child so that the item numbers are upside down.
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1 2 3 NA
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Begins timing after placing Rover on the dot and telling the child to begin.
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1 2 3 NA
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On teaching items only, immediately corrects the child when breaking rules.
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1 2 3 NA
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Encourages child to count each move out loud.
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1 2 3 NA
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Items completed after the time limit are scored zero.
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1 2 3 NA
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Only on items 4 and 5, gives the child a score of zero if she does not orally count two moves on the rock.
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1 2 3 NA
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On teaching Items 1 and 2, scores 2 points for correct response on the first trial and 1 point for a correct response on the second trial.
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1 2 3 NA
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On items 4 and 5, scores 2 points for a correct response on the first trial, and 1 point for a correct response on the second trial.
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1 2 3 NA
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Scores appropriately as indicated on protocol for non-teaching items.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 10: Verbal Knowledge (Gc: Crystallized Ability)
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Begins at appropriate start point: [ ] 1 for ages 3-6; [ ] 11 for Age 7; [ ] 21 for Ages 8-10; [ ] 28 for Ages 11-13; [ ] 34 for ages 14-18
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1 2 3 NA
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Reads each prompt aloud, verbatim, from the record form.
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1 2 3 NA
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Repeats item, if child asks.
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1 2 3 NA
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Accepts responses given by pointing or saying its letter.
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1 2 3 NA
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Provides encouragement to child if not responding.
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1 2 3 NA
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Does not tell thee child the correct answer to any item.
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1 2 3 NA
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Gives 1 point for each correct response.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 11: Rebus (Glr: Long-Term Retrieval)
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Begins at Item 1 for all ages.
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1 2 3 NA
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Doesn’t give child correct answers upon incorrect responses.
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1 2 3 NA
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If the child pauses for 5 seconds or indicates that she cannot name a rebus, says, “Go on with the next one.”
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1 2 3 NA
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If planning to administer Rebus Delayed, maintains a minimum of 10 minutes and a maximum of 60 minutes between Rebus subtests and Rebus delayed subtest.
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1 2 3 NA
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If planning to administer Rebus Delayed, doesn’t tell child that there will be another set of questions.
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1 2 3 NA
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Only gives credit for responses that are completely correct (e.g., girls is incorrect for girl).
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1 2 3 NA
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Does not give penalties of extra words.
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1 2 3 NA
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Keeps running total of cumulative item scores.
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1 2 3 NA
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Records appropriate score based on number of errors.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 12: Triangles (Gv: Visual Processing)
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Begins at correct starting points: [ ] Sample A, Item1 for ages 3-5; [ ] Sample A, Item 5 for ages 6-7; [ ] Sample B, Item 11 for ages 8-9; [ ] Sample B, Item 15 for ages 10-18.
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1 2 3 NA
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Places exact number of plastic shapes/foam triangles in front of the child.
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1 2 3 NA
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For items using foam triangles, about half are yellow side up and other half blue side up.
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1 2 3 NA
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Does not allow the child to hold pieces against the easel or stand them up on table edge.
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1 2 3 NA
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If child does not use allotted number of pieces, says, “Please use all of the pieces.”
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1 2 3 NA
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For ages 7-18, records the response time in seconds for Items 11-27.
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1 2 3 NA
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For Items 11-27, starts timing when first turning the page to expose an item.
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1 2 3 NA
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Stops timing when the child communicates that he has finished.
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1 2 3 NA
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Teaches only on items Sample A, and Items 1, 2, and 5; Sample B, and Items 11 and 12.
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1 2 3 NA
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On Items 1-10, uses item-specific scoring criteria printed in the easel and record form.
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1 2 3 NA
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On Items 11-27, follows general scoring rules.
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1 2 3 NA
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On Items 1 and 2, scores 2 points for a correct response on the first trial, and 1 point for a correct response on the second trial.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 13: Block Counting (Gv: Visual Processing)
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Begins at correct starting points: [ ] Samples, Item 1 for ages 5-10; [ ] Samples, Item 7 for ages 11-18.
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1 2 3 NA
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Scores only the child’s first response to each teaching item.
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1 2 3 NA
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Starts timing when page is turned to expose the picture.
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1 2 3 NA
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Gives credit if the child gives a correct response immediately after you indicate that it is time to go on to the next item.
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1 2 3 NA
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On items 1-26 scores 1 point for each correct response.
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1 2 3 NA
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On items 27-35 scores 2 points for each correct response.
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1 2 3 NA
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On items 27-35 scores 1 point for a response that is one block greater or less than the correct response.
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1 2 3 NA
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On items 20-35 scores 0 points for a response that exceeds the time limit.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 14: Word Order (Gsm: Short-Term Memory)
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Begins at correct starting points: [ ] Item 1 for ages 3-5; [ ] Sample A, Item 4 for ages 6-7; [ ] Sample A, Item 7 for ages 8-18.
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1 2 3 NA
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Scores only the child’s first response to each teaching item.
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1 2 3 NA
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Covers the Object Card with the Covering Card (tab on the side of non-writing hand).
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1 2 3 NA
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Uses tab to slide the Covering Card toward the child to expose pictures.
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1 2 3 NA
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Covers the pictures before giving the next item.
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1 2 3 NA
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Says each word at a steady rate of 1 per second.
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1 2 3 NA
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Does not drop voice when reading the last word in a sequence
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1 2 3 NA
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Does not repeat any items (except for teaching tasks)
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1 2 3 NA
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For interference tasks begins timing when the child begins to name the colors.
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1 2 3 NA
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Allows child to name the colors for 5 seconds.
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1 2 3 NA
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Says, “Touch the pictures.” If the child says the words.
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1 2 3 NA
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Doesn’t interrupt student if the child begins reciting colors on the wrong row.
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1 2 3 NA
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After 2 second wait of no response prompts the child to name colors.
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1 2 3 NA
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Only marks correct items where the child touches in correct sequence with not additions or omissions.
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1 2 3 NA
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Scores a 0 if the child responds orally instead of touching the pictures
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 15: Pattern Reasoning (Gf: Fluid Reasoning)
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Begins at correct starting points: [ ] Samples, Item 1 for ages 5-8; [ ] Samples, Item 6 for ages 9-18.
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1 2 3 NA
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Scores only the child’s first response to each teaching item.
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1 2 3 NA
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If necessary, prompts the child to make a guess and gives credit if child responds correctly.
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1 2 3 NA
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When using time point records responses in seconds for Items 10-36.
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1 2 3 NA
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Starts timing when page is turned to expose item.
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1 2 3 NA
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For ages 5-6 scores 1 point for a correct response.
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1 2 3 NA
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For ages 7-18 scores 1 point for a correct response (items 1-9)
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1 2 3 NA
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For ages 7-18 scores 2 points for a correct response (items 10-36)
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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Test 18: Riddles (Gc: Crystallized Ability)
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Begins at correct starting points: [ ] Item 1 for ages 3-6; [ ] Item 9 for ages 7-8; [ ] Item 12 for ages 9-10; [ ] Item 16 for ages 11-13.
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1 2 3 NA
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For items 1-8 when a child gives an incorrect oral response, examiner points to the answer
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1 2 3 NA
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Reads each item aloud verbatim, from the record form.
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1 2 3 NA
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Repeats a question if the child asks.
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1 2 3 NA
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If the child describes the object or concept without giving its name, say, “Yes, but what do we call it?”
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1 2 3 NA
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If the child gives an overly general response, say, “Yes, but tell me a better name for it.”
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1 2 3 NA
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If the child gives a response with two or more words, say, “Remember, the answer has to be just one word. Tell me the best word.”
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1 2 3 NA
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Scores on the child’s first response to each teaching item.
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1 2 3 NA
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Does not penalize the child for immature speech or articulation errors.
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1 2 3 NA
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Gives credit for responses in a language other than English, if known to be correct.
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1 2 3 NA
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Follows appropriate ceiling rules.
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1 2 3 NA
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Strengths:
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Areas to Target:
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© College of Education/SDSU 2005/ KABC-II Observation Protocol
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