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Exploring the Latent Structure of the Luria Model for the KABC-II at School Age: Further Insights from Confirmatory Factor Analysis
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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
Assessing the Incremental Value of KABC-II Luria Model Scores in Predicting Achievement: What Do They Tell Us beyond the MPI?
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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
Joint Confirmatory Factor Analysis of the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition, and the Stanford-Binet Intelligence Scales, Fifth Edition, with a Preschool Population
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Chang, Mei; Paulson, Sharon E.; Finch, W. Holmes; Mcintosh, David E.; Rothlisberg, Barbara A. – Psychology in the Schools, 2014
This study examined the underlying constructs measured by the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG) and the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell-Horn-Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis…
Descriptors: Factor Analysis, Intelligence Tests, Preschool Children, Maximum Likelihood Statistics
Assessing the SB-V Factor Structure in a Sample of Preschool Children
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Ward, Kimberly E.; Rothlisberg, Barbara A.; McIntosh, David E.; Bradley, Madeline H. – Psychology in the Schools, 2011
The purpose of this study was to examine the factor structure of the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V), based on the Cattell-Horn-Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's "g", one similar to the…
Descriptors: Preschool Children, Intelligence Tests, Factor Structure, Cognitive Ability
A Model Using the WISC-R to Predict Success in Programs for Gifted Students.
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Lustbert, Richard S.; And Others – Psychology in the Schools, 1990
Attempted to develop a quantitative model using the Wechsler Intelligence Scale for Children-Revised (WISC-R) that could be used to predict those students most likely to be successful in gifted education programs. Study used two phases using two groups of elementary school students (N=161). Used subtests to predict program performance of gifted…
Descriptors: Elementary Education, Elementary School Students, Gifted, Intelligence Tests
A Model for Increasing Decision Making Potential Through Standardized Test Scores
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Hoover, J. Gary; Fleetwood, George R. – Psychology in the Schools, 1977
The development of a model for more effective usage of group administered standardized tests is developed. A method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. (Author)
Descriptors: Decision Making Skills, Elementary Secondary Education, Group Testing, Intelligence Tests