Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners
Open Access
Author:
Van Deth, Leah Marie
Graduate Program:
School Psychology
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
July 11, 2013
Committee Members:
James Clyde Diperna, Dissertation Advisor/Co-Advisor Robert Leslie Hale, Committee Member Judith Fran Kroll, Committee Member Keith B Wilson, Committee Member
Keywords:
English language learners cognitive assessment language and culture IQ tests validity culture-language interpretive matrix
Abstract:
The purpose of the present study was to investigate the validity of the Culture-Language Interpretive Matrix (C-LIM; Flanagan, Ortiz, & Alfonso, 2013) when applied to scores from the Kaufman Assessment Battery for Children, 2nd Edition (KABC-II; Kaufman & Kaufman, 2004). Data were analyzed from the KABC-II standardization sample as well as a sample of students referred for special education consideration. Participants were between 7 and 12 years of age and included Spanish-speaking English language learners (ELL) and native English speakers. Reliability, diagnostic utility statistics, and receiver operating curve (ROC) analyses were examined to determine whether the C-LIM provides an efficient and correct classification of ELLs and non-ELLs. Consistent with other recent studies, results did not support the use of the C-LIM pattern as a tool for determining the validity of KABC-II scores for ELLs. As such, school psychologists are encouraged to consider alternative methods when assessing and making special education eligibility decisions for ELLs.
