Wie bewährt sich die Kaufman Assessment Battery for Children-II in der klinischen Anwendungspraxis? Befunde bei 7- bis 12-jährigen Kindern / How Does the Kaufman Assessment Battery for Children-II Stand the Test of Clinical Practice? Findings in 7- To 12-Year-Old Children.

How Does the Kaufman Assessment Battery for Children-II Stand the Test of Clinical Practice? Findings in 7- To 12-Year-Old Children Reliability and validity of the KABC-II were investigated in 646 children aged 7 to 12 years who had been assessed in four social pediatric centers and one pediatric clinic in Germany due to developmental, behavioral, or emotional disorders.The reliability of the global scales Fluid-Crystallized-Index (FCI) and Mental Processing Index (MPI) proved to be very high in all age groups, with values ≥ .96. Reliability values for the scales were above .85 for Sequential/ Gsm and Delayed Recall, and above .90 for the other scales. Relatively higher test scores were found for Learning/Glr in children with intellectual disability than in other scales. Findings for discriminative validity for clinical diagnostic groups and educational backgrounds were as expected, with the lowest intelligence scores for children with intellectual disabilities.The correlation between FCI and the full scale IQ of the SON-R 2.-7 was .73 in a longitudinal subsample. Divergent validity for behavioral variables was confirmed in a subsample by low and nonsignificant correlations with the CBCL/6-18R. With some limitations, psychometric data indicate the suitability of the KABC-II for individual clinical assessment.

Factorial Validity of the German KABC-II at Ages 7 to 12 in a Clinical Sample: Four Factors Fit Better than Five.

Multidimensional intelligence test batteries such as the KABC-II are widely used in clinical practice. Although validity evidence should be provided for all intended uses of a test, data on the factorial validity of the KABC-II mostly relies on the standardization samples and raises some concerns about the adequacy of the factor structure. Confirmatory factor analyses of the KABC-II core subtests were conducted in a sample of 627 children who had been assessed in German Centers for Social Pediatrics. The standard structure of the KABC-II was superior to unidimensional models but, as in previous research, evidenced cross-loadings and a high correlation between Planning/Gf and Simultaneous/Gv. Pattern Reasoning was more closely related to Simultaneous/Gv than to Planning/Gf. A four-factorial structure combining subtests from Planning/Gf and Simultaneous/Gv to form a common factor emerged as a better representation of the data. Story Completion showed a secondary loading on Knowledge/Gc. On average, most subtest variance was accounted for by the general factor. Models with bonus points for fast responses generally fitted worse than those without. Clinicians should be aware that Planning/Gf and Simultaneous/Gv measure both visual and fluid abilities. Scales of the KABC-II should not be interpreted as dimensions independent of the general factor.

Factor Structure of the KABC-II at Ages 5 and 6: Is It Valid in a Clinical Sample?

The factor structure of the German edition of the KABC-II for ages 5 and 6 was examined in a clinical sample. Participants were 450 children ages 5 and 6 who had been assessed due to various behavioral, emotional, or developmental disorders in five Centers for Social Pediatrics (SPCs). Confirmatory factor analyses of the standard test structure including core subtests of the Cattell-Horn-Carroll model and of the Luria model were conducted using maximum likelihood estimation. Several modified structures derived from CHC ability classifications were evaluated. Second-order factor structures corresponding to the standard test structure of the KABC-II demonstrated an adequate global fit for both theoretical models and were superior to unidimensional models. The fit of bifactor models was comparable to second-order models. In all subtests, the general factor accounted for more variance than group factors (broad abilities). However, in more than half of the subtests, unique variance explained the largest portion of the variance. The scale Learning/Glr showed a lack of convergent validity. At age 6, a model omitting subtest Rover significantly improved the fit. In the combined sample of 5- and 6-year-old children, both second-order and bifactor models with nine subtests demonstrated excellent fit.

[Selection, Use, and Interpretation of German Intelligence Tests for Children and Adolescents Based on CHC-theory: Update, Extension, and Critical Discussion]. / Auswahl, Anwendung und Interpretation deutschsprachiger Intelligenztests für Kinder und Jugendliche auf Grundlage der CHC-Theorie: Update, Erweiterung und kritische Bewertung.

Selection, Use, and Interpretation of German Intelligence Tests for Children and Adolescents Based on CHC-theory: Update, Extension, and Critical Discussion In order to facilitate planning and interpretation of cognitive assessments for children and adolescents a CHC broad and narrow ability classification of nine widespread German tests of intelligence is presented. The Cattel-Horn-Carroll-theory of intelligence is an influential model in the field of intelligence testing. Its structure and basic premises are presented. On this basis, intelligence testing can be planned and interpreted systematically in a common theoretical framework. Practical implications and suggestions for diagnosticians (e. g. cross-battery-assessment) are pointed out. Finally, possibilities and limitations of CHC-theory in the field of intelligence testing are discussed.

[Discriminative Validity of the Wechsler Intelligence Scale for Children - IV (WIS) in a Social-Pediatric Sample]. / Diskriminative Validität der Wechsler Intelligence Scale for Children ­ IV (WISC-IV) in einer sozialpädiatrischen Stichprobe.

Discriminative Validity of the Wechsler Intelligence Scale for Children - IV (WIS) in a Social-Pediatric Sample This study presents data on the discriminative validity of the Wechsler Scale of Intelligence for Children - IV (WIS) for clinical diagnoses, different types of schooling, and variables related to migration. The sample comprises 631 children aged 6 to 13 who were tested with the WIS core tests in German centers of social pediatrics (Sozialpädiatrische Zentren) which offer interdisciplinary assessment and intervention for children and youth with developmental disorders, disabilities, and psychological problems. Large effects were found for clinical diagnoses and types of schooling that are related to intellectual abilities: Children with intellectual developmental disorders and pupils of special schools for children with intellectual disability obtained low or very low IQ-scores. Children with migration background scored relatively lower only on the Verbal Comprehension Index.

[Test Reviews in Child Psychology: Test Users Wish to Obtain Practical Information Relevant to their Respective Field of Work]. / Testrezensionen in der Kinderpsychologie: Testanwender wünschen sich praxisnahe und zielgruppenspezifische Informationen.

Test Reviews in Child Psychology: Test Users Wish to Obtain Practical Information Relevant to their Respective Field of Work This study investigated to what extent diagnosticians use reviews of psychometric tests for children and adolescents, how they evaluate their quality, and what they expect concerning content. Test users (n = 323) from different areas of work (notably social pediatrics, early intervention, special education, speech and language therapy) rated test reviews as one of the most important sources of information. Readers of test reviews value practically oriented descriptions and evaluations of tests that are relevant to their respective field of work. They expect independent reviews that critically discuss opportunities and limits of the tests under scrutiny. The results show that authors of test reviews should not only have a background in test theory but should also be familiar with the practical application of tests in various settings.

Quality of life and adjustment in children and adolescents with Moebius syndrome: Evidence for specific impairments in social functioning.

INTRODUCTION: Moebius syndrome is a rare congenital disorder characterized by congenital facial paralysis and impairment of ocular abduction. The absence of facial expression in people with Moebius syndrome may impair social interaction. The present study aims at replicating prior findings on psychological adjustment in children and adolescents with Moebius syndrome and providing first data on quality of life. PARTICIPANTS AND METHODS: Parents (n=26) and children and adolescents (n=14) with Moebius-Syndrome completed the KINDL(R) (Questionnaire for Measuring Health-Related Quality of Life in Children and Adolescents), the SDQ (Strengths and Difficulties Questionnaire), and a newly devised questionnaire on the global, social, and emotional impact of Moebius syndrome, including a scale that addressed what conjectures were made concerning the thoughts of other people about a child with Moebius syndrome. RESULTS: In comparison with normative data, quality of life was reduced for the subscale Friends (large effect for both parental ratings and self-report) and the Total Score of the KINDL(R). Parents reported elevated levels of peer problems on the respective subscale of the SDQ. In SDQ self-report data, cases classified as abnormal were observed on Peer Problems only. Moebius-specific scales showed adequate reliabilities, and were related, most notably for parent-report, to quality of life. 29% of children reported feelings of anger when being stared at, and wished that they were not affected by Moebius syndrome. CONCLUSIONS: Although most children and adolescents in our sample did not show behavioral problems or reduced quality of life, our results indicate that their emotional and social development should be closely monitored. Maintaining satisfying peer relationships seems to be a special challenge for children and adolescents with Moebius syndrome.

[Do Current German-Language Intelligence Tests Take into Consideration the Special Needs of Children with Disabilities?]. / Berücksichtigen deutschsprachige Intelligenztests die besonderen Anforderungen von Kindern mit Behinderungen?

Do Current German-Language Intelligence Tests Take into Consideration the Special Needs of Children with Disabilities? A review of 23 German intelligence test manuals shows that test-authors do not exclude the use of their tests for children with disabilities. However, these special groups play a minor role in the construction, standardization, and validation of intelligence tests. There is no sufficient discussion and reflection concerning the issue which construct-irrelevant requirements may reduce the validity of the test or which individual test-adaptations are allowed or recommended. Intelligence testing of children with disabilities needs more empirical evidence on objectivity, reliability, and validity of the assessment-procedures employed. Future test construction and validation should systematically analyze construct-irrelevant variance in item format, the special needs of handicapped children, and should give hints for useful test-adaptations.

The efficacy of cognitive training programs in children and adolescents: a meta-analysis.

BACKGROUND: Cognitive therapies are intended to improve basic cognitive functions, whatever the cause of the deficiency may be. Children and adolescents with various cognitive deficits are treated with behavioral therapeutic and computer-supported training programs. We here report the first meta-analysis of the efficacy of such programs. METHODS: We systematically searched the Medline, Embase, PsycINFO, PSYNDEX, and ERIC databases to find pertinent publications for a meta-analysis of cognitive training programs that are used in children and adolescents to improve attention, memory, and executive performance (primary goals) as well as behavior/psychopathology, intelligence, and school performance (secondary goals). The mean differences between the treatment and control groups are given here as standard deviation (SD) scores. RESULTS: 1661 potentially relevant publications were found, including 22 studies that were considered in the meta-analysis, 17 of which were randomized controlled trials. The target variables were measured with more than 90 different testing techniques. The overall effects of cognitive training on attention (SD 0.18, 95% CI -0.11-0.47) and executive function (SD 0.17, 95% CI -0.12-0.46) were consistently small. A relatively strong effect was found on memory performance (0.65 SD, 95% [-0.12-1.42), albeit with marked heterogeneity (I (2)= 82%) owing to two studies. The largest effect was found in the area of behavior and psychopathology (SD 0.58, 95% CI 0.31-0.85), but this last figure is derived mainly from studies that lacked an active control group. CONCLUSION: Cognitive therapies for children and adolescents have generally favorable, but probably nonspecific effects on behavior. On the other hand, the specific effects, however, were weak overall. Therapeutic benefit has been demonstrated only for certain individual types of therapy for specific indications.