Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 16 |
| Since 2006 (last 20 years) | 37 |
Descriptor
Source
| Psychology in the Schools | 299 |
Author
Publication Type
| Journal Articles | 218 |
| Reports - Research | 186 |
| Reports - Evaluative | 14 |
| Information Analyses | 9 |
| Reports - General | 5 |
| Opinion Papers | 4 |
| Tests/Questionnaires | 3 |
| Reference Materials -… | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
| Canada | 3 |
| Michigan | 1 |
| Netherlands | 1 |
| New York | 1 |
| Puerto Rico | 1 |
| Spain (Andalusia) | 1 |
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMathangi Selvamenan; Angelina Paolozza; Joanna Solomon; Jack A. Naglieri – Psychology in the Schools, 2024
This study was conducted to examine the relationships between general intelligence test scores and race, ethnicity, gender, and parental education using the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative (Naglieri & Brulles, & Lansdowne, 2021) for three samples that closely match the U.S. population. Few differences…
Descriptors: Intelligence Tests, Scores, Race, Ethnicity
Farmer, Ryan L.; Kim, Samuel Y. – Psychology in the Schools, 2020
Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate…
Descriptors: Children, Intelligence Tests, Scores, Test Reliability
Graves, Scott L., Jr.; Johnson, Kyanna; Phillips, Shanye; Jones, Mark; Jacobs, Marcel – Psychology in the Schools, 2023
Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in…
Descriptors: Cognitive Measurement, Preschool Children, Cognitive Tests, Intelligence Tests
Dale, Brittany A.; Finch, William Holmes; Shellabarger, Kassie A. R. – Psychology in the Schools, 2023
Ancillary index scales provide assessment professionals the opportunity to conduct a more comprehensive interpretation of a student's performance on the Wechsler Intelligence Scales for Children, Fifth Edition (WISC-V); however, little is known about the performance of children with autism spectrum disorder (ASD) on these scales. The ASD special…
Descriptors: Children, Intelligence Tests, Autism Spectrum Disorders, Performance
Krach, Shelley Kathleen; McCreery, Michael P.; Dennis, Lindsay; Guerard, Jessika; Harris, Erica L. – Psychology in the Schools, 2020
Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previously available in paper versions. The same norms are used for both versions; Pearson's in-house equivalency studies indicated that both versions are equated. The goal of the current study is to independently evaluate equivalency findings. For the current…
Descriptors: Preschool Children, Computer Assisted Testing, Test Items, Scores
Lockwood, Adam B.; Farmer, Ryan L. – Psychology in the Schools, 2020
Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students.…
Descriptors: Intelligence Tests, School Psychology, Course Content, Graduate Students
Silverman, Linda K.; Gilman, Barbara J. – Psychology in the Schools, 2020
School psychologists in today's schools have the unique opportunity--and responsibility--to guide identification for gifted programs. "Who is gifted?" remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows…
Descriptors: Best Practices, Academically Gifted, Talent Identification, Children
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
Hatch, Burt; Kadlaskar, Girija; Miller, Meghan – Psychology in the Schools, 2023
Abstract Attention-deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co-occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co-occurring autism and ADHD. This review outlines issues…
Descriptors: Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Drug Therapy, Autism Spectrum Disorders
Canivez, Gary L.; Dombrowski, Stefan C.; Watkins, Marley W. – Psychology in the Schools, 2018
This study examined the factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with four standardization sample age groups (6-8, 9-11, 12-14, 15-16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC-V "Technical and Interpretation…
Descriptors: Factor Structure, Children, Intelligence Tests, Age Groups
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
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
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
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
