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Kush JC, Watkins MW. Construct Validity of the Wisc-III Verbal and Performance Factors for Black Special Education Students. Assessment 2015; 4:297-304. [PMID: 26613778 DOI: 10.1177/107319119700400309] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The underlying factor structure of the revised edition of the Wechsler Intelligence Scale for Children (WISC-R) was consistently found to be comparable between regular and special education students as well as across Anglo, Black, and Hispanic populations. A commensurate research base across exceptionality and ethnic group has not been established for the recently published third edition of the Wechsler Intelligence Scale for Children (WISC-III), making it vital that information regarding the psychometric properties of the WISC-III among diverse groups of children be collected. This study examines the factor structure of the 10 WISC-III core subtests among a sample of Black students receiving special education services. Results provided evidence of a large, first principal factor as well as the expected Verbal and Performance factors. Implications for psychologists are presented, and recommendations for future research are provided.
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Power TJ, Watkins MW, Anastopoulos AD, Reid R, Lambert MC, DuPaul GJ. Multi-Informant Assessment of ADHD Symptom-Related Impairments Among Children and Adolescents. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2015; 46:661-674. [PMID: 26605500 DOI: 10.1080/15374416.2015.1079781] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Existing methods of assessing attention-deficit/hyperactivity disorder (ADHD) are limited because they do not examine impairments in relation to symptoms of ADHD. This study investigated parent and teacher ratings of multiple domains of impairment, assessed in relation to the symptom dimensions of ADHD using the ADHD Rating Scale-5. Nationally representative samples of children rated by parents and teachers were recruited through commercial research firms. One sample included 2,079 parents who rated one of their children of age 5 to 17 years. The second sample included 1,070 teachers in grades K to 12 who rated 2 randomly selected students on their class rosters. Informants rated the extent to which each child displayed the 18 behaviors symptomatic of ADHD over the previous 6 months, as well as symptom-related impairments in the areas of family/teacher relationships, peer relationships, academics, behavior problems, homework, and self-esteem. Respondents were asked to complete the 6 impairment items after rating each of the Inattention and Hyperactivity/Impulsivity symptom items. For both informants a 6-factor model that combined impairment items across source of impairment was adequate and superior to a 2-factor structure based on source of impairment (i.e., impairment due to Inattention vs. Hyperactivity-Impulsivity). Impairment ratings were impacted by child demographic factors, but effect sizes were low. In contrast, impairment ratings were strongly related to ratings on the ADHD symptom dimensions. The study provides support for assessing 6 symptom-related domains of impairment but does not support differentiating whether Inattention or Hyperactivity-Impulsivity is the source of impairment.
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Gignac GE, Watkins MW. There may be nothing special about the association between working memory capacity and fluid intelligence. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.06.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Strickland T, Watkins MW, Caterino LC. Structure of the Woodcock–Johnson III cognitive tests in a referral sample of elementary school students. Psychol Assess 2015; 27:689-97. [DOI: 10.1037/pas0000052] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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55
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Watkins MW, Chan-Park CY. The research impact of school psychology faculty. J Sch Psychol 2015; 53:231-41. [DOI: 10.1016/j.jsp.2015.03.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2014] [Revised: 02/11/2015] [Accepted: 03/20/2015] [Indexed: 10/23/2022]
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DuPaul GJ, Reid R, Anastopoulos AD, Lambert MC, Watkins MW, Power TJ. Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data. Psychol Assess 2015; 28:214-25. [PMID: 26011476 DOI: 10.1037/pas0000166] [Citation(s) in RCA: 99] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed. (PsycINFO Database Record
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Watkins MW, Hall TE, Worrell FC. From Central Guidance Unit to Student Support Services Unit: The Outcome of a Consultation Process in Trinidad and Tobago. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2014. [DOI: 10.1080/10474412.2014.929962] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Canivez GL, Watkins MW, James T, Good R, James K. Incremental validity of WISC-IV(UK) factor index scores with a referred Irish sample: predicting performance on the WIAT-II(UK.). BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2014; 84:667-84. [PMID: 25185753 DOI: 10.1111/bjep.12056] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2014] [Revised: 08/05/2014] [Indexed: 11/26/2022]
Abstract
BACKGROUND Subtest and factor scores have typically provided little incremental predictive validity beyond the omnibus IQ score. AIMS This study examined the incremental validity of Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV(UK) ; Wechsler, 2004a, Wechsler Intelligence Scale for Children - Fourth UK Edition, Harcourt Assessment, London, UK) and factor index scores in predicting academic achievement on the Wechsler Individual Achievement Test - Second UK Edition (WIAT-II(UK) ; Wechsler, 2005a, Wechsler Individual Achievement Test-Second UK Edition, Pearson, London, UK), beyond that predicted by the WISC-IV(UK) FSIQ. SAMPLE The sample included 1,014 Irish children (ages 6-0 to 16-9) who were referred for evaluation of learning difficulties. METHOD Hierarchical multiple regression analyses were used with the WISC-IV(UK) FSIQ (Block 1) and factor index scores (Block 2) as predictors and WIAT-II(UK) subtest and composite scores as dependent variables. RESULTS The WISC-IV(UK) FSIQ accounted for statistically significant and generally large portions of WIAT-II(UK) subtest and composite score variance. WISC-IV(UK) factor index scores combined to provide statistically significant increments in prediction of most WIAT-II(UK) subtest and composite scores over and above the FSIQ; however, the effect sizes were mostly small as previously observed (i.e., Canivez, 2013a, Psychol. Assess., 25, 484; Glutting et al., 2006, J. Spec. Educ., 40, 103; Nelson et al., 2013, Psychol. Assess., 25, 618). Individually, the WISC-IV(UK) factor index scores provided small unique contributions to predicting WIAT-II(UK) scores. CONCLUSION This, in combination with studies of apportioned variance from bifactor confirmatory factor analysis (Watkins et al., 2013, Int. J. Sch. Educ. Psychol., 1, 102), indicated that the WISC-IV(UK) FSIQ should retain the greatest weight in WISC-IV(UK) interpretation.
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Power TJ, Watkins MW, Mautone JA, Walcott CM, Coutts MJ, Sheridan SM. Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school. ACTA ACUST UNITED AC 2014; 30:260-275. [PMID: 25133461 DOI: 10.1037/spq0000081] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, and to evaluate gender and grade-level differences in factor scores. The HPQ was administered in 4 states from varying regions of the United States. The validation sample consisted of students (n = 511) for whom both parent and teacher ratings were obtained (52% female, mean of 9.5 years of age, 79% non-Hispanic, and 78% White). The cross-validation sample included 1,450 parent ratings and 166 teacher ratings with similar demographic characteristics. The results of confirmatory factor analyses demonstrated that the best-fitting model for teachers was a bifactor solution including a general factor and 2 orthogonal factors, referring to student self-regulation and competence. The best-fitting model for parents was also a bifactor solution, including a general factor and 3 orthogonal factors, referring to student self-regulation, student competence, and teacher support of homework. Gender differences were identified for the general and self-regulation factors of both versions. Overall, the findings provide strong support for the HPQ as a multi-informant, multidimensional measure of homework performance that has utility for the assessment of elementary and middle school students.
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Watkins MW, Beaujean AA. Bifactor structure of the Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition. SCHOOL PSYCHOLOGY QUARTERLY 2014; 29:52-63. [DOI: 10.1037/spq0000038] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Power TJ, Koshy AJ, Watkins MW, Cassano MC, Wahlberg AC, Mautone JA, Blum NJ. Developmentally and culturally appropriate screening in primary care: development of the behavioral health checklist. J Pediatr Psychol 2013; 38:1155-64. [PMID: 23978505 PMCID: PMC3888156 DOI: 10.1093/jpepsy/jst063] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2013] [Revised: 07/18/2013] [Accepted: 07/21/2013] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE To evaluate the construct validity of the Behavioral Health Checklist (BHCL) for children aged from 4 to 12 years from diverse backgrounds. METHOD The parents of 4-12-year-old children completed the BHCL in urban and suburban primary care practices affiliated with a tertiary-care children's hospital. Across practices, 1,702 were eligible and 1,406 (82.6%) provided consent. Children of participating parents were primarily non-Hispanic black/African American and white/Caucasian from low- to middle-income groups. Confirmatory factor analyses examined model fit for the total sample and subsamples defined by demographic characteristics. RESULTS The findings supported the hypothesized 3-factor structure: Internalizing Problems, Externalizing Problems, and Inattention/Hyperactivity. The model demonstrated adequate to good fit across age-groups, gender, races, income groups, and suburban versus urban practices. CONCLUSION The findings provide strong evidence of the construct validity, developmental appropriateness, and cultural sensitivity of the BHCL when used for screening in primary care.
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Nakano S, Watkins MW. FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN-FOURTH EDITION AMONG REFERRED NATIVE AMERICAN STUDENTS. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21724] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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63
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Gignac GE, Watkins MW. Bifactor Modeling and the Estimation of Model-Based Reliability in the WAIS-IV. MULTIVARIATE BEHAVIORAL RESEARCH 2013; 48:639-662. [PMID: 26741057 DOI: 10.1080/00273171.2013.804398] [Citation(s) in RCA: 112] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Previous confirmatory factor analytic research that has examined the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) has endorsed either higher order models or oblique factor models that tend to amalgamate both general factor and index factor sources of systematic variance. An alternative model that has not yet been examined for the WAIS-IV is the bifactor model. Bifactor models allow all subtests to load onto both the general factor and their respective index factor directly. Bifactor models are also particularly amenable to the estimation of model-based reliabilities for both global composite scores (ω h ) and subscale/index scores (ω s ). Based on the WAIS-IV normative sample correlation matrices, a bifactor model that did not include any index factor cross loadings or correlated residuals was found to be better fitting than the conventional higher order and oblique factor models. Although the ω h estimate associated with the full scale intelligence quotient (FSIQ) scores was respectably high (.86), the ω s estimates associated with the WAIS-IV index scores were very low (.13 to .47). The results are interpreted in the context of the benefits of a bifactor modeling approach. Additionally, in light of the very low levels of unique internal consistency reliabilities associated with the index scores, it is contended that clinical index score interpretations are probably not justifiable.
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Dombrowski SC, Watkins MW. "Exploratory and higher order factor analysis of the WJ-III Full Test Battery: A school-aged analysis": Correction to Dombrowski and Watkins (2013). Psychol Assess 2013. [DOI: 10.1037/a0032140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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65
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Nelson JM, Canivez GL, Watkins MW. Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample. Psychol Assess 2013; 25:618-630. [DOI: 10.1037/a0032086] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Dombrowski SC, Watkins MW. Exploratory and higher order factor analysis of the WJ-III full test battery: A school-aged analysis. Psychol Assess 2013; 25:442-55. [DOI: 10.1037/a0031335] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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67
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Watkins MW, Canivez GL, James T, James K, Good R. Construct Validity of the WISC–IVUKWith a Large Referred Irish Sample. ACTA ACUST UNITED AC 2013. [DOI: 10.1080/21683603.2013.794439] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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68
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Watkins MW, Smith LG. Long-term stability of the Wechsler Intelligence Scale for Children--Fourth Edition. Psychol Assess 2013; 25:477-83. [PMID: 23397927 DOI: 10.1037/a0031653] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Long-term stability of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003) was investigated with a sample of 344 students from 2 school districts twice evaluated for special education eligibility at an average interval of 2.84 years. Test-retest reliability coefficients for the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), Processing Speed Index (PSI), and the Full Scale IQ (FSIQ) were .72, .76, .66, .65, and .82, respectively. As predicted, the test-retest reliability coefficients for the subtests (Mdn = .56) were generally lower than the index scores (Mdn = .69) and the FSIQ (.82). On average, subtest scores did not differ by more than 1 point, and index scores did not differ by more than 2 points across the test-retest interval. However, 25% of the students earned FSIQ scores that differed by 10 or more points, and 29%, 39%, 37%, and 44% of the students earned VCI, PRI, WMI, and PSI scores, respectively, that varied by 10 or more points. Given this variability, it cannot be assumed that WISC-IV scores will be consistent across long test-retest intervals for individual students.
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Szarko JE, Brown AJ, Watkins MW. Examiner Familiarity Effects for Children With Autism Spectrum Disorders. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2013.751475] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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70
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Macdonald HH, Sullivan AL, Watkins MW. Multivariate Screening Model for Later Word Reading Achievement: Predictive Utility of Prereading Skills and Cognitive Ability. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2013.751476] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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McDermott PA, Watkins MW, Rovine MJ, Rikoon SH. Assessing changes in socioemotional adjustment across early school transitions-new national scales for children at risk. J Sch Psychol 2012; 51:97-115. [PMID: 23375175 DOI: 10.1016/j.jsp.2012.10.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2012] [Revised: 10/09/2012] [Accepted: 10/15/2012] [Indexed: 10/27/2022]
Abstract
This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N=3077) of randomly selected children from low-income households is configured to inform developmental-transitional stability and change in socioemotional adjustment. Longitudinal exploratory and confirmatory factor analysis of the ASETS revealed behavioral dimensions of Aggression, Attention Seeking, Reticence/Withdrawal, Low Energy, and higher-order dimensions of Overactivity and Underactivity. Each dimension was vertically equated through IRT, with Bayesian scoring across 2 years of prekindergarten, kindergarten, and 1st grade. Multilevel modeling provides evidence for concurrent validity, assessment of future risk, and detection of differential growth trajectories across the 4 years of early school transition.
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Devena SE, Watkins MW. Diagnostic Utility of WISC-IV General Abilities Index and Cognitive Proficiency Index Difference Scores Among Children With ADHD. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2012. [DOI: 10.1080/15377903.2012.669743] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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73
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Canivez GL, Watkins MW. Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample. SCHOOL PSYCHOLOGY QUARTERLY 2010. [DOI: 10.1037/a0022046] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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74
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Canivez GL, Watkins MW. Investigation of the factor structure of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV): Exploratory and higher order factor analyses. Psychol Assess 2010; 22:827-36. [PMID: 20822259 DOI: 10.1037/a0020429] [Citation(s) in RCA: 85] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Power TJ, Robins PM, Watkins MW, Rourke MT, Alderfer MA. Determining readiness for predoctoral internship training: the process of developing a screening measure. J Clin Psychol 2010; 67:6-16. [PMID: 20939022 DOI: 10.1002/jclp.20738] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The purpose of this study was to illustrate the development of a screening measure to assess readiness for psychology internship training. The screening measure was comprised 13 items rated on a 4-point scale. Two program faculty members reviewed the application of each candidate independently. Psychologists were arbitrarily assigned to belong to reviewer group 1 or 2. Data from group 1 were subjected to exploratory factor analysis; data from group 2 were subjected to confirmatory factor analysis. Two factors were identified and confirmed: Factor I comprised 6 items referring to core competencies, and Factor II comprised 4 items referring to relevant background experiences. Correlations between raters at the factor and item level generally were in the moderate range. This study illustrates the process of developing a screening measure to help determine readiness for internship training.
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