K-ABC与WISC-R：评估英语为第二语言儿童认知能力的临床视角

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本文档探讨了在评估英语非母语但已具备流利口语能力的儿童认知能力时，Kaufman评估电池(K-ABC)与韦氏智力量表（Wechsler Intelligence Scales）之间的应用价值，以及它们在临床考虑中的作用。作者Rosemary Flanagan，来自Baldwin Union Free School District和St. John's University，针对这一特定群体指出，尽管这些孩子在日常生活中能用英语交流，但他们在学术上的困难可能并未完全显现出来。在心理学领域，对于那些不再符合英语作为第二语言服务资格标准的孩子们，传统的评估方法可能存在偏见。由于他们的语言背景多样，仅依赖于Wechsler Intelligence Scale for Children-Revised (WISC-R)可能无法全面反映其潜在的认知能力。K-ABC作为一种补充工具，因其设计能够更好地评估不同语言背景的儿童，其在临床实践中显示出重要性。文章中，作者通过实例展示了K-ABC在检测这些儿童高级认知能力方面的优势，其结果有时会高于WISC-R的测量。这种差异对教育决策具有显著影响，因为它可以帮助教师和心理工作者更准确地识别出孩子们的优势和潜在需求，从而制定更为个性化和有效的教育干预措施。此外，K-ABC还被证明在评估语言背景复杂、存在学习障碍或特殊教育需求的儿童方面具有实用性，它可以帮助专业人士更好地理解这些孩子的认知发展水平，从而为他们提供更加针对性的支持和指导。这篇论文强调了在评估多元文化背景下儿童认知能力时，使用多种工具的重要性，以确保评估的公正性和教育决策的科学性。

Psychology

the Schools

Volume

32.

January 1995

THE UTILITY OF THE KAUFMAN ASSESSMENT BATTERY FOR CHILDREN

(K-ABC) AND THE WECHSLER INTELLIGENCE SCALES FOR

LINGUISTICALLY DIFFERENT CHILDREN: CLINICAL CONSIDERATIONS

ROSEMARY

FLANAGAN

Baldwin Union Free School District

and

St.

John’s University

Little literature addresses the difficulty of conducting an unbiased assessment of

youngsters whose second language is English but who are conversational in English

and no longer qualify for English as a Second Language services. Academic difficulty

frequently persists, although the children appear functional in English. The use of

the Kaufman Assessment Battery for Children (K-ABC) is discussed in relation to

the Wechsler Intelligence Scale as

second measure of cognitive ability

for

youngsters

various linguistic backgrounds. In the cases presented, the use of the K-ABC il-

lustrated that the youngsters had higher cognitive ability than was measured by the

Wechsler Intelligence Scale

for

Children-Revised (WISC-R), which in turn guided

educational decisions. Additionally, the utility

the K-ABC for assessing youngsters

from linguistic backgrounds that may not be adequately represented in the norm sample

suggested. Implications for school psychology practice are discussed.

School psychologists evaluate youngsters whose cognitive abilities may not be ade-

quately measured by the Wechsler Intelligence Scales (e.g., Wechsler,

1974, 1991)

because

their English proficiency is weak; these youngsters are at points along the Limited English

Proficiency (LEP) continuum. This evaluation may be deceptive because such youngsters

have conversational English, no longer display obvious signs that they are not native

speakers

English, no longer meet the criteria for English as a Second Language (ESL)

services, but continue

evidence linguistic deficiencies (Figueroa,

1990)

and are often

referred for Special Education evaluation. The purpose of this paper is to suggest an

alternative evaluation method that may be helpful in some instances.

It is unlikely that the cognitive abilities

such youngsters are fairly evaluated in

English; rather, English language cognitive measures evaluate potential to succeed in

English language instruction. Despite criticism suggesting cultural bias in IQ tests

(APA,

1993)

and the frequent unavailability

norms for the population tested, testing still

occurs to determine educational disability status and to make recommendations. Cultural

bias is subtle (Costantino,

1992)

and may exist when there is no statistical bias. The

common measures

cognitive ability are not biased when statistical definitions

bias

are employed (Jensen,

1974;

Sattler,

1988).

There is a need for accurate assessment and appropriate services to this popula-

tion. There is disagreement in the field regarding appropriate practice (for example,

Costantino,

1992;

McNicol,

1993;

Sattler,

1988),

and practitioners can be expected to

vary in their assessment practices based upon training and experience. The technology

to evaluate these youngsters is flawed at best (Figueroa,

1990),

limiting school

psychologists to assessing how a youngster compares with racially, linguistically, and/or

culturally dissimilar others in the normative sample as opposed to stating a functional

level. Although this is useful information, it is not often helpful in the determination

educational disability status.

Appreciation is expressed to Irwin Flescher and David Krenitsky for their comments.

Requests for reprints should be sent to Rosemary Flanagan, Psychology Department, St. John’s Univer-

sity,

8000

Utopia Parkway, Jamaica, New York 11439.

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