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16 - Alan S. Kaufman: The Effects of One Man's Extraordinary Vision

Published online by Cambridge University Press:  05 August 2012

By
James C. Kaufman  and
Jack A. Naglieri
Edited by
James C. Kaufman
James C. Kaufman
Affiliation:
California State University at San Bernardino
Jack A. Naglieri
Affiliation:
George Mason University
James C. Kaufman
Affiliation:
California State University, San Bernardino
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Summary

Anne Anastasi described the field of intelligence and intelligence tests as one of the most important contributions psychology has made to society. Whereas early leaders such as Alfred Binet and David Wechsler played a key role in the early development of intelligence tests used today, Alan S. Kaufman is an extraordinary and dynamic psychologist who extended their influence to have a profound influence on the field of psychological assessment and has subsequently distinguished himself as a world leader in the field. Whereas Binet and Wechsler were instrumental in initiating the field, Alan S. Kaufman's provided the field with a vision based upon a scientific approach to intelligence test development and interpretation that have contributed dramatically to the evolution of the field. In addition, Kaufman changed the direction of assessment by applying sound research-based theory to clinical practice via innovative methodology. His influence has been far-reaching and profound, as evidenced by the diverse chapters written by the contributors to this book.

Kaufman began his influence on the field of cognitive assessment in 1969, when he worked closely with Dorothea McCarthy to develop and standardize the McCarthy Scales of Children's Abilities, one of the leading tests for preschool children for more than two decades. In the early 1970s, Kaufman worked closely with David Wechsler and had a profound influence on the development and standardization of the Wechsler Intelligence Scales for Children – Revised. Kaufman significantly influenced the nature and characteristics of these two popular tests.

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Type
Chapter
Information
Intelligent Testing
Integrating Psychological Theory and Clinical Practice
 , pp. 220 - 234
Publisher: Cambridge University Press
Print publication year: 2009

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References

Bracken, B.A., & McCallum, R.S. (1998). Universal Nonverbal Intelligence Test (UNIT). Chicago, IL: Riverside Publishing.Google Scholar
Cicchetti, D.V., Kaufman, A.S., & Sparrow, S.S. (2004). The Relationship between prenatal and postnatal exposure to polychlorinated biphenyls (PCBs) and cognitive, neuropsychological, and behavioral deficits: a critical appraisal. Psychology in the Schools, 41, 589–624.CrossRefGoogle Scholar
Flanagan, D.P., & Kaufman, A.S. (2004). Essentials of WISC-IV Assessment. New York: Wiley.Google Scholar
Flanagan, D.P., McGrew, K.S. & Ortiz, S.O. (2000). The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Interpretive Approach. Boston, MA: Allyn & Bacon.Google Scholar
Fletcher-Janzen, E. (2003). A Validity Study of the KABC-II and the KABC-II Pueblo Indian Children of New Mexico. Bloomington, MN: Pearson Assessments.Google Scholar
Kaufman, A.S. (1976a). A new approach to the interpretation of test scatter on the WISC-R. Journal of Learning Disabilities, 9, 160–168.CrossRefGoogle Scholar
Kaufman, A.S. (1976b). Verbal-performance IQ discrepancies on the WISC-R. Journal of Consulting and Clinical Psychology, 44, 739–744.CrossRefGoogle Scholar
Kaufman, A.S. (1979). Intelligent Testing with the WISC-R. New York: Wiley.Google Scholar
Kaufman, A.S. (1994). Intelligent Testing with the WISC-III. New York: Wiley.Google Scholar
Kaufman, A.S. (2000). Seven questions about the WAIS-III regarding differences in abilities across the 16 to 89 year life span. School Psychology Quarterly, 15, 3–29.CrossRefGoogle Scholar
Kaufman, A.S. (2001a). WAIS-III IQs, Horn's theory, and generational changes from young adulthood to old age. Intelligence, 29, 131–167.CrossRefGoogle Scholar
Kaufman, A.S. (2001b). Do low levels of lead produce IQ loss in children? A careful examination of the literature. Archives of Clinical Neuropsychology, 16, 303–341.CrossRefGoogle ScholarPubMed
Kaufman, A.S., Johnson, C.K., & Liu, X. (in press). A CHC theory-based analysis of age differences on cognitive abilities and academic skills at ages 22 to 90 years. Journal of Psychoeducational Assessment.
Kaufman, A.S. & Kaufman, N.L. (1983). K-ABC Interpretive Manual. Circle Pines, MN: American Guidance Service.Google Scholar
Kaufman, A.S. & Kaufman, N.L. (2004). Kaufman Assessment Battery for Children – Second Edition (K-ABC-II). Circle Pines, MN: American Guidance Service.Google Scholar
Kaufman, A.S., & Lichtenberger, E.O. (1999). Essentials of WAIS-III Assessment. New York: Wiley.Google Scholar
Kaufman, A.S., Lichtenberger, E.O., Fletcher-Janzen, E., & Kaufman, N.L. (2005). Essentials of KABC-II Assessment. New York: Wiley.Google Scholar
Naglieri, J.A. (1986). WISC-R and K-ABC comparison for matched samples of Black and White children. Journal of School Psychology, 24, 81–88.CrossRefGoogle Scholar
Naglieri, J.A. (2008). Naglieri Nonverbal Ability Test, Second Edition. San Antonio, TX: Pearson.Google Scholar
Naglieri, J.A., & Das, J.P. (1997a). Cognitive Assessment System. Itasca, IL: Riverside Publishing Company.Google Scholar
Wechsler, D., & Naglieri, J.A. (2006). Wechsler Nonverbal Scale of Ability. San Antonio, TX: Harcourt Assessments.Google Scholar

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