AbstractThe purpose of the study was to investigate the use of the Kaufman Assessment Battery for Children (K‐ABC)–Nonverbal Scale with severely hearing impaired children. The K‐ABC was administered to 49 children enrolled at a public residential school for the deaf. Test instructions were given to one group employing American sign language (ASL), plus pantomime and gestures, while the other group received pantomime and gesture (PG) instructions only. No significant difference was found between the two group mean nonverbal K‐ABC scores. Also, neither group scored significantly different from the K‐ABC norms. Both groups scored significantly lower than K‐ABC norms on the Spatial Memory subtest. Significant correlations were found between the K‐ABC and Wechsler Intelligence Scale for Children‐Revised (WISC‐R). A significant correlation also was found between K‐ABC scores and Reading Comprehension. A post hoc analysis of data found that, regardless of the instructional set, the children scored significantly lower on the Nonverbal K‐ABC than they did on the WISC‐R Performance Scale. The study provides support for the appropriateness of the K‐ABC f