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The Exchangeability of Brief Intelligence Tests for Children with Intellectual Giftedness: Illuminating Error Variance Components' Influence on IQs
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Irby, Sarah M.; Floyd, Randy G. – Psychology in the Schools, 2017
This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values…
Descriptors: Intelligence Tests, Gifted, Error of Measurement, Scores
IQs Are Very Strong but Imperfect Indicators of Psychometric "g": Results from Joint Confirmatory Factor Analysis
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Farmer, Ryan L.; Floyd, Randy G.; Reynolds, Matthew R.; Kranzler, John H. – Psychology in the Schools, 2014
The most global score yielded by intelligence tests, IQs, are supported by substantial validity evidence and have historically been central to the identification of intellectual disabilities, learning disabilities, and giftedness. This study examined the extent to which IQs measure the ability they target, psychometric "g." Data from…
Descriptors: Intelligence Quotient, Factor Analysis, Intelligence Tests, Psychometrics
Intellectual Assessment of Children and Youth in the United States of America: Past, Present, and Future
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Kranzler, John H.; Benson, Nicholas; Floyd, Randy G. – International Journal of School & Educational Psychology, 2016
This article briefly reviews the history of intellectual assessment of children and youth in the United States of America, as well as current practices and future directions. Although administration of intelligence tests in the schools has been a longstanding practice in the United States, their use has also elicited sharp controversy over time.…
Descriptors: Intelligence Tests, Children, Youth, Test Construction
Individual Part Score Profiles of Children with Intellectual Disability: A Descriptive Analysis across Three Intelligence Tests
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Bergeron, Renee; Floyd, Randy G. – School Psychology Review, 2013
This study examined the group- and individual-level part score profiles of children with intellectual disability (ID) who participated in clinical validity studies supporting three individually administered intelligence tests. Across tests, children with ID produced group-level profiles comprising mean part scores that fell in the Low to Very Low…
Descriptors: Intelligence Tests, Mental Retardation, Profiles, Validity
Classification Agreement Analysis of Cross-Battery Assessment in the Identification of Specific Learning Disorders in Children and Youth
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Kranzler, John H.; Floyd, Randy G.; Benson, Nicholas; Zaboski, Brian; Thibodaux, Lia – International Journal of School & Educational Psychology, 2016
The Cross-Battery Assessment (XBA) approach to identifying a specific learning disorder (SLD) is based on the postulate that deficits in cognitive abilities in the presence of otherwise average general intelligence are causally related to academic achievement weaknesses. To examine this postulate, we conducted a classification agreement analysis…
Descriptors: Learning Disabilities, Children, Youth, Cognitive Ability
A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations
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Hajovsky, Daniel; Reynolds, Matthew R.; Floyd, Randy G.; Turek, Joshua J.; Keith, Timothy Z. – School Psychology Review, 2014
The structural relations between the Cattell-Horn-Carroll abilities and reading achievement outcome variables across child and adolescent development were examined in the "Kaufman Assessment Battery for Children, Second Edition", and the "Kaufman Test of Educational Achievement, Second Edition", co-normed sample. We estimated…
Descriptors: Reading Achievement, Cognitive Ability, Children, Child Development