K-BIT

AcronymDefinition
K-BITKaufman Brief Intelligence Tests
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To determine to what extent the children classified as a function of their learning potential (assessed by the transfer score of the ACFS in the initial assessment) differ in their progression on K-BIT and metacognition scores (difference of scores between the first assessment and follow-up two years later using the same instruments).
To observe if the transfer scores of the ACFS add incremental validity, over traditional measures, to the prediction of the observed progression of raw scores in K-BIT and metacognition two years later.
Los analisis involucraron la obtencion de correlaciones Pearson entre el Bender-II y K-BIT, la comparacion de estas correlaciones y la estimacion del acuerdo intercalificadores, cuyos procedimientos seran descriptos en Resultados.
En las correlaciones de validez (ver Tabla 2) entre el Bender-II y los puntajes de K-BIT (K-BIT-Total, K-BIT-E: Expresion y K-BIT-M: Matrices) se observa la variacion de sus magnitudes.
3) Determinar si exiten efectos positivos diferenciales entre el grupo tratamiento y el control en las puntuaciones post-tratamiento en un registro de metacognicion, en el K-BIT y en rendimiento academico.
Detener la evaluacion durante un periodo de 15 minutos transcurridos aproximadamente los primeros 90 minutos de evaluacion, que coincide con la finalizacion del K-BIT (15); 2.
y la puntuacion global del K-BIT, y en las aplicaciones del pre (Raven I) y el post (Raven II) del EPA-2.
The K-BIT was administered and scored in accordance with the standardized procedures set out in the K-BIT manual (Kaufman & Kaufman, 1990).
The K-BIT, which measures vocabulary ability, was an important covariate for all cognitive outcomes.
Use of the K-BIT in special education assessment raises one crucial issue for students who were diagnosed with a disability and enrolled in special education with IQs obtained from use of the WISC-R.
Con el fin de explorar la existencia de diferencias en funcion del genero en la inteligencia verbal, no verbal y total se realizo un analisis de comparacion de medias, de contraste entre grupos, t-test (t de Student-Fisher) con los datos obtenidos en el K-BIT cuyos resultados pusieron de relieve que no existen diferencias significativas en la variable inteligencia en la infancia temprana (ver Tabla 1).
AK: K-BIT-2, so far, has been very, very successful and, really, the thing that we targeted was the verbal area because I think that was the weakness in the original K-BIT in that we had a verbal scale that was discontinuous.