Abstract
The difference between Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman Assessment Battery for Children (KABC) standard scores was compared for a sample of 38 fifth-and sixth-grade students identified as gifted. Results revealed that the mean WISC-R Full Scale IQ (134) was significantly higher (t = 7.6, p < .001) than the mean K-ABC Mental Processing Composite (126). The difference between the overall WISC-R and K-ABC scores (despite the significant .70 correlation) was attributed to the lack of sufficient numbers of difficult items on the K-ABC, especially the subtests Matrix Analogies and Triangles. Further analyses revealed that the sample earned essentially equal WISC-R Verbal and Performance means and equal K-ABC Simultaneous and Sequential means. Implications for use of the K-ABC are discussed.
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