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Beery-Buktenica Developmental Test of Visual-Motor Integration Performance in Children with Traumatic Brain Injury and Attention-Deficit/Hyperactivity Disorder
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Sutton, Griffin P.; Barchard, Kimberly A.; Bello, Danielle T.; Thaler, Nicholas S.; Ringdahl, Erik; Mayfield, Joan; Allen, Daniel N. – Psychological Assessment, 2011
Evaluation of visuoconstructional abilities is a common part of clinical neuropsychological assessment, and the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI; K. E. Beery & N. A. Beery, 2004) is often used for this purpose. However, few studies have examined its psychometric properties when used to assess children and…
Descriptors: Attention Deficit Hyperactivity Disorder, Intelligence, Neurological Impairments, Injuries
Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a National Sample of Referred Students
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Watkins, Marley W. – Psychological Assessment, 2010
The structure of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; D. Wechsler, 2003a) was analyzed via confirmatory factor analysis among a national sample of 355 students referred for psychoeducational evaluation by 93 school psychologists from 35 states. The structure of the WISC-IV core battery was best represented by four…
Descriptors: Intelligence, School Psychologists, Factor Structure, Measures (Individuals)
Analyzing the Convergent and Discriminant Validity of States and Traits: Development and Applications of Multimethod Latent State-Trait Models
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Courvoisier, Delphine S.; Nussbeck, Fridtjof W.; Eid, Michael; Geiser, Christian; Cole, David A. – Psychological Assessment, 2008
The analysis of convergent and discriminant validity is an integral part of the construct validation process. Models for analyzing the convergent and discriminant validity have typically been developed for cross-sectional data. There exist, however, only a few approaches for longitudinal data that can be applied for analyzing the construct…
Descriptors: Multitrait Multimethod Techniques, Construct Validity, Validity, Anxiety
The Social Phobia Inventory: Validity and Reliability in an Adolescent Community Sample
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Johnson, Helena S.; Inderbitzen-Nolan, Heidi M.; Anderson, Emily R. – Psychological Assessment, 2006
Social anxiety disorder and social anxiety are highly prevalent psychological conditions in youth. Because of the known risks associated with the spectrum of social anxiety in youth, early detection with valid and reliable assessment measures is imperative. Self-report measures have become the most widely used method of assessment for child and…
Descriptors: Psychometrics, Adolescents, Construct Validity, Anxiety
The WISC-III Freedom from Distractibility Factor: Its Utility in Identifying Children with Attention Deficit Hyperactivity Disorder.
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Anastopoulos, Arthur D.; And Others – Psychological Assessment, 1994
Construct validity and diagnostic utility of the Wechsler Intelligence Scale for Children-Third Edition, Freedom from Distractibility Scale (FFD) was studied with a sample of 40 children with attention deficit hyperactivity disorder. Results support the construct validity of the FFD but cast doubt on its diagnostic utility. (SLD)
Descriptors: Attention Deficit Disorders, Children, Clinical Diagnosis, Construct Validity
Assessment of Childhood Social Phobia: Construct, Convergent and Discriminative Validity of the Social Phobia and Anxiety Inventory for Children (SPAI-C).
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Beidel, Deborah C.; And Others – Psychological Assessment, 1996
The convergent validity of the SPAI-C was studied by comparing scores to daily diary ratings of social distress for 10 elementary school children with social phobia, 3 of whom had overanxious disorder, and 10 controls. Results support the ability of the SPAI-C to distinguish social phobic children. (SLD)
Descriptors: Anxiety, Children, Construct Validity, Diaries
Parent, Teacher, and Child Ratings of Problem Behaviors of Youngsters with Serious Emotional Disturbances.
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Greenbaum, Paul E.; And Others – Psychological Assessment, 1994
Method effects as a source of construct invalidity were evaluated for parent, teacher, and child ratings of problem behaviors among 489 children and adolescents with serious emotional disturbances. Multitrait multimethod analysis indicated large method effects for each rater. Such effects may be measurement artifact, situational differences, or…
Descriptors: Adolescents, Behavior Problems, Children, Construct Validity