Sequential versus Simultaneous Processing on the K-ABC: Validity in Predicting Learning Success

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Abstract
The validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) was examined by using two learning tasks as criteria. The learning tasks, which approximated reading instruction using unfamiliar symbols, were constructed and presented in a sequential or a simultaneous manner to 208 first-grade children. Correlations between the learning tasks established that they were distinctly different. Subjects who showed the largest differences between performance on the sequential and simultaneous learning tasks (N = 51) were then administered the Mental Processing Scales of the K-ABC. Correlational and analysis of variance (ANOVA) results indicated that the K-ABC Simultaneous Processing Scale was most strongly related to the sequential learning task. Several possible explanations for these paradoxical results are explored. There is an apparent discrepancy between the sequential and simultaneous measures of the K-ABC and the Kaufmans' proposed remedial instruction strategies. A central determinant of these results may be that although the sequential learning task required rather complex cognitive involvement, the sequential scales of the K-ABC focus only on simple operations of short-term encoding and recall.