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How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?
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Kranzler, John H.; Maki, Kathrin E.; Benson, Nicholas F.; Eckert, Tanya L.; Floyd, Randy G.; Fefer, Sarah A. – Contemporary School Psychology, 2020
Although intelligence tests are among the most widely used psychological instruments in school psychology, at the current time, little is known about how practitioners interpret them. The primary purpose of this study, therefore, was to determine how intelligence tests are interpreted by school psychologists, particularly for the identification of…
Descriptors: School Counselors, Test Interpretation, Intelligence Tests, Disability Identification
Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?
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Kranzler, John H.; Yaraghchi, Melina; Matthews, Katherine; Otero-Valles, Luis – Contemporary School Psychology, 2020
The aim of this study was to examine whether the use of a response-to-intervention (RTI) model to identify specific learning disability (SLD) over-identifies children and youth with population-relative (normative) weaknesses in general cognitive ability (IQs < 90). We compared the overall score on the Kaufman Brief Intelligence Test-Second…
Descriptors: Response to Intervention, Disability Identification, Learning Disabilities, Intelligence Tests
Evaluating Cultural and Linguistic Load of IQ Scores for English Language Learners
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Calderón-Tena, Carlos O.; Styck, Kara M.; Vega, Desireé; Kranzler, John H. – International Journal of School & Educational Psychology, 2022
The assessment of culturally and linguistically diverse (CLD) students, including students who are learning English as a second language (English language learners, ELL), is a challenge for many school psychologists who have limited training and practice opportunities with students from these populations. According to the National Center for…
Descriptors: Cultural Awareness, Second Language Learning, Second Language Instruction, English (Second Language)
Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms
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Benson, Nicholas F.; Kranzler, John H. – Journal of Psychoeducational Assessment, 2018
This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of…
Descriptors: Construct Validity, Rating Scales, Academically Gifted, Preschool Children
Validity of the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version-Research Edition
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Peters, Christine; Kranzler, John H.; Rossen, Eric – Canadian Journal of School Psychology, 2009
This study examines the criterion-related validity evidence of scores on the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version-Research Version. The authors also investigate the relationship between scores on the MSCEIT-YV and chronological age. Results provide initial support for the construct validity of the MSCEIT-YV but also…
Descriptors: Emotional Intelligence, Age, Construct Validity, Validity
Examination of the Cross-Battery Approach for the Cognitive Assessment of Children and Youth from Diverse Linguistic and Cultural Backgrounds
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Kranzler, John H.; Flores, Cindi G.; Coady, Maria – School Psychology Review, 2010
Flanagan, Ortiz, and Alfonso (2007) recently developed the Culture-Language Interpretive Matrices (C-LIMs) for the cognitive assessment of children and youth from culturally and linguistically diverse backgrounds. To examine the utility of this new approach, we administered the Woodcock-Johnson Tests of Cognitive Abilities to a sample of students…
Descriptors: Linguistics, Intelligence Tests, Cognitive Ability, Scores