Achievement; Aptitude; Neuropsychological Tests; Psychological Tests; Psychological Theory; Psychometrics; Psychiatry and Psychology
Test development and research, emphasizing the construction of neuropsychological tests (individually administered and computer-based) and the interpretation of profiles obtained on these tests by children and adults referred for evaluation.
Extensive Research Description
With my wife and scholarly colleague, Nadeen Kaufman, I have developed tests of intelligence, achievement, and neuropsychological functioning, beginning with the Kaufman Assessment Battery for Children (K-ABC) in 1983 and extending to the present day. We are currently in the tryout phase of developing the KTEA-III, a revision of the 2004 test, the Kaufman Test of Educational Achievement--2nd ed. (KTEA-II), and we are also working on a thorough revision of the 2004 KABC-II. Our most recently published test is the 2007 K-CLASSIC, a computerized screening test of the intelligence and attention of children ages 6-10 years; the test was published directly for a French publisher and was adapted and published in 2010 in Germany. My research and writing have centered on the clinical and psychometric interpretation of neuropsychological tests, especially different versions of Wechsler's intelligence scales. I have authored or co-authored 22 books, including Intelligent Testing with the WISC-R (1979), Assessing Adolescent and Adult Intelligence (1990), Intelligent Testing with the WISC-III (1994), and--more recently--IQ Testing 101 (2009), Essentials of WISC-IV Assessment, 2nd ed. (with Dawn Flanagan, 2009), and Essentials of WAIS-IV Assessment (with Elizabeth Lichtenberger, 2009). I co-edited (with Nadeen Kaufman) the 2001 book Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation (at the invitation of Donald Cohen); and I co-edited (with Lawrence Weiss) a special 2010 issue of the Journal of Psychoeducational Assessment that was devoted to the Flynn Effect. My research program has been devoted to the psychometric and clinical interpretation of neuropsychological assessment tools (especially intelligence tests) and to individual differences on these tests within normal and clinical populations. Topics that I have published on frequently include: (a) the effects of aging from adolescence through old age on cognitive abilities; (b) the Flynn effect; (c) theoretical structure of clinical tests, especially from the vantage points of neuropsychological theory (Luria, Sperry), multiple-ability intelligence theory (Cattell-Horn-Carroll, or CHC), and g theory (Spearman); (d) individual differences on cognitive tests, especially based on gender, ethnicity, socioeconomic status, and membership in various clinical groups; and (e) psychometric properties of intelligence tests, notably reliability, stability, and validity.
1. Exploration of the developmental relationship between the general ability (g) that underlies tests of cognitive ability and the general ability that underlies tests of academic achievement (reading, math, writing).
2. Exploration of gender differences in different, specific areas of achievement.
3. Exploration of gender and ethnic bias when predicting academic achievement from scores on intelligence tests.
4. Exploration of computer-based tests of cognitive abilities.
5. Development of tests of academic achievement that emphasize the translation of test scores to educational intervention.
- Lichtenberger, E. O., & Kaufman, A. S. (2013). Essentials of WAIS-IV assessment (2nd ed.). Hoboken, NJ: Wiley. Kaufman, A. S. (2013). Intelligent testing with Wechsler’s fourth editions: Perspectives on the Weiss et al. studies and the eight commentar