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Direct linkDombrowski, Stefan C.; McGill, Ryan J.; Watkins, Marley W.; Canivez, Gary L.; Pritchard, Alison E.; Jacobson, Lisa A. – Contemporary School Psychology, 2022
The Wechsler Intelligence Scale for Children's (WISC) factorial\theoretical structure has undergone numerous substantive changes since it was first developed, and each of these changes has subsequently been questioned by assessment experts. Given remaining questions about the structure of the latest revision, the WISC-V, the present study used…
Descriptors: Children, Intelligence Tests, Factor Structure, Factor Analysis
McGill, Ryan J.; Ward, Thomas J.; Canivez, Gary L. – School Psychology International, 2020
The Wechsler Intelligence Scale for Children (WISC) is the most widely used intelligence test in the world. Now in its fifth edition, the WISC-V has been translated and adapted for use in nearly a dozen countries. Despite its popularity, numerous concerns have been raised about some of the procedures used to develop and validate translated and…
Descriptors: Children, Intelligence Tests, Translation, Test Validity
McGill, Ryan J.; Dombrowski, Stefan C. – Contemporary School Psychology, 2018
The factor structure of the 16 core and supplementary Cattell-Horn-Carroll (CHC) model subtests for the Kaufman Assessment Battery for Children-Second Edition (KABC-II; Kaufman and Kaufman, 2004a) standardization sample samples aged 7-18 (N = 2025) was examined using exploratory factor analytic techniques (EFA) not included in the KABC-II manual…
Descriptors: Factor Structure, Factor Analysis, Children, Intelligence Tests
Dombrowski, Stefan C.; Watkins, Marley W.; McGill, Ryan J.; Canivez, Gary L.; Holingue, Calliope; Pritchard, Alison E.; Jacobson, Lisa A. – Journal of Psychoeducational Assessment, 2021
Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10 subtest primary battery was evaluated across sex, age (6-8, 9-11, 12-14, and 15-16 year-olds), and three diagnostic (attention-deficit/hyperactivity disorder, anxiety, and encephalopathy) groups within a large clinical sample (N = 5359) referred to a…
Descriptors: Children, Intelligence Tests, Gender Differences, Age Differences
McGill, Ryan J. – Psychology in the Schools, 2020
The present study examined the factor structure of the Kaufman assessment battery for children-second edition normative update with normative sample participants aged 7-18 years (N = 500) using confirmatory factor analysis with maximum likelihood estimation and multidimensional scaling procedures. For the 10 subtest Cattell-Horn-Carroll core…
Descriptors: Intelligence Tests, Children, Test Validity, Factor Structure
Canivez, Gary L.; Watkins, Marley W.; McGill, Ryan J. – British Journal of Educational Psychology, 2019
Background: There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children -- Fifth UK Edition (WISC-V[superscript UK]; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation. Aims and methods: The WISC-V[superscript UK]…
Descriptors: Children, Intelligence Tests, Construct Validity, Factor Analysis
McGill, Ryan J.; Canivez, Gary L. – International Journal of School & Educational Psychology, 2018
The present study examined the factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition, Spanish (WISC-IV Spanish, Wechsler, 2005a) with normative sample participants aged 6-16 years (N = 500) using confirmatory factor analytic techniques not reported in the WISC-IV Spanish Manual (Wechsler, 2005b). For the 10 core subtest…
Descriptors: Children, Intelligence Tests, Factor Analysis, Construct Validity
Farmer, Ryan L.; McGill, Ryan J.; Dombrowski, Stefan C.; Canivez, Gary L. – Canadian Journal of School Psychology, 2021
Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the…
Descriptors: School Psychology, School Psychologists, Cognitive Tests, Cognitive Measurement
McGill, Ryan J. – Contemporary School Psychology, 2018
Within the professional literature, it is frequently suggested that interpretation of cognitive profile scatter may be useful for generating a host of clinical inferences. To wit, Hale et al. ("Psychology in the Schools," 45, 838-858, (2008)) posit that cognitive scatter is a defining characteristic of specific learning disability and…
Descriptors: Children, Intelligence Tests, Psychometrics, School Psychologists
McGill, Ryan J.; Conoyer, Sarah J.; Fefer, Sarah – School Psychology Forum, 2018
Within the school psychology literature, it is frequently asserted that deficits in cognitive processing are a defining characteristic of children with academic dysfunction, and establishing links between relevant cognitive and academic weaknesses is a core pillar of patterns of strengths and weaknesses assessment models. Accordingly, the present…
Descriptors: Intelligence Tests, Cognitive Ability, Academic Ability, Psychological Evaluation
McGill, Ryan J. – Psychology in the Schools, 2017
The present study examined the factor structure of the Luria interpretive model for the Kaufman Assessment Battery for Children-Second Edition (KABC-II) with normative sample participants aged 7-18 (N = 2,025) using confirmatory factor analysis with maximum-likelihood estimation. For the eight subtest Luria configuration, an alternative…
Descriptors: Children, Intelligence Tests, Models, Factor Structure
Dombrowski, Stefan C.; Golay, Philippe; McGill, Ryan J.; Canivez, Gary L. – Psychology in the Schools, 2018
Bayesian structural equation modeling (BSEM) was used to investigate the latent structure of the Differential Ability Scales-Second Edition core battery using the standardization sample normative data for ages 7-17. Results revealed plausibility of a three-factor model, consistent with publisher theory, expressed as either a higher-order (HO) or a…
Descriptors: Structural Equation Models, Bayesian Statistics, Factor Analysis, Aptitude Tests
McGill, Ryan J.; Spurgin, Angelia R. – Psychology in the Schools, 2016
The current study examined the incremental validity of the Luria interpretive scheme for the Kaufman Assessment Battery for Children-Second Edition (KABC-II) for predicting scores on the Kaufman Test of Educational Achievement-Second Edition (KTEA-II). All participants were children and adolescents (N = 2,025) drawn from the nationally…
Descriptors: Children, Adolescents, Intelligence Tests, Achievement Tests
McGill, Ryan J.; Canivez, Gary L. – Journal of Psychoeducational Assessment, 2016
As recommended by Carroll, the present study examined the factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition Spanish (WISC-IV Spanish) normative sample using higher order exploratory factor analytic techniques not included in the WISC-IV Spanish Technical Manual. Results indicated that the WISC-IV Spanish subtests were…
Descriptors: Children, Intelligence Tests, Spanish, Factor Analysis
McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
