Table 1.

Description of KABC-II subtests administered to the children

Scale	Subtest	Description
Sequential Processing	Number Recall	Child repeats a series of numbers in the same sequence the examiner said them.
	Word Order	The child touches a series of silhouettes of common objects in the same order as the examiner said the names of the objects.
	Hand Movements	The child copies the examiner's precise sequence of taps on the table with the fist, palm or side of the hand.
Simultaneous Processing	Block Counting	The child counts the exact number of blocks in various pictures of stacks of blocks. The stacks are configured such that one of more blocks is hidden or partially hidden from view.
	Rover	The child moves a toy dog to a bone on a checkerboard-like grid that contains obstacles (rocks and weeds) and tries to find the quickest path i.e. the one that takes the fewest moves.
	Triangles	For most items, the child assembles several identical foam triangles (blue on one side, yellow on the other) to match a picture of an abstract design. For easier items, the child assembles a set of colorful plastic shapes to match a model constructed by the examiner or shown on the easel.
	Gestalt Closure	The child mentally “fills the gaps” in partially completed drawings and names or describes the object or action depicted in the drawing. Seven items representing French fries, fire hydrant, windmill, electric cord, map of the United States, egg carton, and ice cream were removed.
Planning	Pattern Reasoning	The child is shown a series of stimuli that form a logical, linear pattern, but one stimulus is missing. The child completes the pattern by selecting the correct stimulus from an array of 4 to 6 options at the bottom of the page.
	Story Completion	The child is shown a row of pictures that tell a story, but some of the pictures are missing. The child is given a set of pictures, selects only the ones that are needed to complete the story and places the missing pictures in their correct locations.
Learning	Atlantis	The examiner teaches the child nonsense names for fanciful pictures of fish, plants and shells. The child demonstrates learning by pointing to each picture (out of an array of pictures) when it is named.
	Rebus	The examiner teaches the child the word or concept associated with each particular rebus (drawing) and the child then “reads” aloud phrases and sentences composed of these rebuses.
	Atlantis Delayed	The child demonstrates delayed recall of paired associations learned about 15–25 minutes earlier during Atlantis by pointing to the picture of the fish, plant, or shell that is named by the examiner.
	Rebus Delayed	The child demonstrates delayed recall of paired associations learned about 15–25 minutes earlier during Rebus by “reading” phrases and sentences composed of those same rebuses.