Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE

Developed more than 2 decades ago, the MEZURE (Assessment Technologies, 1995-2020; https://www.mezure.com/) has received increased attention as a result of the COVID-19 pandemic. It is the first individualized test of cognitive ability created to use an online (local or remote) assessment modality. The MEZURE claims to be aligned both with the extended Gf-Gc theory and the Cattell-Horn-Carroll model of abilities. Whereas the test publisher claims it used exploratory factor analysis to investigate the instrument's factor structure, only the subtest factor loadings on the Gf-Gc factors were furnished. No other structural validity information was provided, suggesting that users of the instrument should interpret the scores produced by the MEZURE with caution. Accordingly, the present study used exploratory and confirmatory factor analysis to more fully investigate the structural validity of the MEZURE. The results revealed that the MEZURE contains a combined perceptual reasoning (i.e., [Gf/Gv]/working memory [Gwm]) group factor, a verbal ability group factor, and a relatively weak general factor that is dominated by perceptual reasoning. The finding of a paltry general factor that is weakly loaded by verbal subtests is inconsistent with the broader research on traditional cognitive ability assessment and could be related to the online administration format of the test. Future research is required to better understand this finding. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Bootstrap Exploratory Graph Analysis of the WISC-V with a Clinical Sample

One important aspect of construct validity is structural validity. Structural validity refers to the degree to which scores of a psychological test are a reflection of the dimensionality of the construct being measured. A factor analysis, which assumes that unobserved latent variables are responsible for the covariation among observed test scores, has traditionally been employed to provide structural validity evidence. Factor analytic studies have variously suggested either four or five dimensions for the WISC-V and it is unlikely that any new factor analytic study will resolve this dimensional dilemma. Unlike a factor analysis, an exploratory graph analysis (EGA) does not assume a common latent cause of covariances between test scores. Rather, an EGA identifies dimensions by locating strongly connected sets of scores that form coherent sub-networks within the overall network. Accordingly, the present study employed a bootstrap EGA technique to investigate the structure of the 10 WISC-V primary subtests using a large clinical sample (N = 7149) with a mean age of 10.7 years and a standard deviation of 2.8 years. The resulting structure was composed of four sub-networks that paralleled the first-order factor structure reported in many studies where the fluid reasoning and visual-spatial dimensions merged into a single dimension. These results suggest that discrepant construct and scoring structures exist for the WISC-V that potentially raise serious concerns about the test interpretations of psychologists who employ the test structure preferred by the publisher.

Test Review: Wechsler Individual Achievement Test, Fourth Edition (WIAT-4)

This article reviews the administrative, scoring, and psychometric properties of the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4, NCS Pearson, 2020 ). The WIAT-4 is one of the more commonly administered broadband measures of academic achievement. The instrument was determined to be well-conceptualized, and generally psychometrically sound. Omissions include factor analyses to determine the instrument’s theoretical and scoring structure, and the lack of presentation of item analysis results. Importantly, the Essay Composition subtest is now much easier to score which should serve to increase interest in the WIAT-4 as a viable option for the assessment of academic achievement. Although there are a number of subtests beyond the core battery to administer, users may find that the time and effort required to administer those subtests are worth the effort given the rich detail furnished that is linked to scientific literature regarding the etiology of learning disabilities.

Long-term stability of Wechsler Intelligence Scale for Children-fifth edition scores in a clinical sample

This study investigated the stability of Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) scores for 225 children and adolescents from an outpatient neuropsychological clinic across, on average, a 2.6 year test-retest interval. WISC-V mean scores were relatively constant but subtest stability score coefficients were all below 0.80 (M = 0.66) and only the Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), and omnibus Full Scale IQ (FSIQ) stability coefficients exceeded 0.80. Neither intraindividual subtest difference scores nor intraindividual composite difference scores were stable across time (M = 0.26 and 0.36, respectively). Rare and unusual subtest and composite score differences as well as subtest and index scatter at initial testing were unlikely to be repeated at retest (kappa = 0.03 to 0.49). It was concluded that VCI, VSI, and FSIQ scores might be sufficiently stable to support normative comparisons but that none of the intraindividual (i.e. idiographic, ipsative, or person-relative) measures were stable enough for confident clinical decision making.

Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

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 results of a content analyses of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.

Low Birth Weight and Psychoeducational Outcomes: Investigation of an African American Birth Cohort

African Americans experience more than double the prevalence of low birth weight (LBW)/premature birth compared to their Caucasian counterparts, reflecting a public health crisis and a significant social justice concern. However, there is a paucity of LBW outcome studies in African American samples. There are even fewer that investigate developmental outcomes within the moderately LBW range (i.e., 1500–2500 g), the most prevalent category of LBW births. This study investigates the relationship between LBW and various psychoeducational outcomes in a prospectively designed African American birth cohort. Multivariate logit analyses of the Johns Hopkins University Pathways to Adulthood study compared LBW children with normal birth weight children on a number of outcome measures at seven and 8 years of age. Results revealed that children born within the lowest birth weight category produced the most adverse findings, from both a statistical and clinical standpoint, on measures of cognitive ability, academic achievement, speech, language, auditory processing, and visual–motor integration.

Factor Analysis and Variance Partitioning in Intelligence Test Research: Clarifying Misconceptions

This article addresses conceptual and methodological shortcomings regarding conducting and interpreting intelligence test factor analytic research that appeared in the Decker, S. L., Bridges, R. M., Luedke, J. C., & Eason, M. J. (2020). Dimensional evaluation of cognitive measures: Methodological confounds and theoretical concerns. Journal of Psychoeducational Assessment. Advance online publication article.

Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?

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 children’s specialty hospital. Competing models were tested using confirmatory factor analysis (CFA), and a five-factor oblique model corresponding to the publisher’s hypothesized first-order measurement model (e.g., verbal comprehension, fluid reasoning, visual-spatial, working memory, and processing speed) was found to have the best model fit. Multigroup CFA was subsequently used to evaluate progressively more restrictive constraints on the measurement model. Results indicated that full metric invariance was attained across the three groups studied. Full scalar invariance was attained for sex and diagnostic groups. Partial scalar invariance was attained for age-group. The results of this study provide support for the first-order scoring structure of the five WISC-V factors in the 10 subtest primary battery with this large clinical sample.

Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions

Decision-makers in school psychology are presently engaged in the process of determining how to, if possible, move forward with conducting mandated psychoeducational evaluations of students in schools during the pandemic. Whereas prominent organizations within the profession (e.g., American Psychological Association, National Association of School Psychologists) have issued guidance and encouraged practitioners to delay testing, it is not clear whether that is a viable option in every jurisdiction. Accordingly, professionals are now considering the potential use of telehealth platforms to conduct assessments, in some form, as we move forward and deal with this crisis. The goal of this brief commentary is to raise some provisional limitations associated with the use of telehealth to conduct psychological assessments that we believe will have to be considered as use of these platforms is debated. Recommendations for professional practice are also provided.

Factor Structure of the Differential Ability Scales–Second Edition Core Subtests: Standardization Sample Confirmatory Factor Analyses

The present study examined the factor structure of the Differential Ability Scales–Second Edition (DAS-II) core subtests from the standardization sample via confirmatory factor analysis (CFA) using methods (bifactor modeling and variance partitioning) and procedures (robust model estimation due to nonnormal subtest score distributions) recommended but not included in the DAS-II Introductory and Technical Handbook. CFAs were conducted with the three DAS-II standardization sample age groups (lower early years [age = 2:6–3:5 years], upper early years [age = 3:6–6:11 years], school age [7:0–17:11 years]) using standardization sample raw data provided by NCS Pearson, Inc. Although most DAS-II core subtests were properly associated with the theoretically proposed group factors, both the higher order and bifactor models indicated that the g factor accounted for large portions of total and common variance, whereas the group factors (Verbal, Nonverbal, Spatial) accounted for small portions of total and common variance. The DAS-II core battery provides strong measurement of general intelligence, and clinical interpretation should be primarily, if not exclusively, at that level.

Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory

Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell-Horn-Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the most widely used intelligence tests for children and adolescents. The results located the approximate existence of the publisher posited CHC theoretical group factors in the Differential Abilities Scales-Second edition and the Kaufman Assessment Battery for Children-Second edition but not in the Wechsler Intelligence Scale for Children-Fifth edition or the Woodcock-Johnson IV Tests of Cognitive Abilities. Instead, the results supported alternative conceptualizations from independent factor analytic research. Additionally, whereas a bifactor model produced superior fit indices in two instruments (Wechsler Intelligence Scale for Children-Fifth edition and Woodcock-Johnson IV Tests of Cognitive Abilities), a higher order structure was found to be superior in the Kaufman Assessment Battery for Children-Second edition and the Differential Abilities Scales-Second edition. Regardless of the model employed, the general factor captured a significant portion of each instrument's variance. Implications for IQ test assessment, interpretation, and theory are discussed.

Construct Validity of the WISC-V in Clinical Cases: Exploratory and Confirmatory Factor Analyses of the 10 Primary Subtests

Independent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) research with the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) standardization sample has failed to provide support for the five group factors proposed by the publisher, but there have been no independent examinations of the WISC-V structure among clinical samples. The present study examined the latent structure of the 10 WISC-V primary subtests with a large (N = 2,512), bifurcated clinical sample (EFA, n = 1,256; CFA, n = 1,256). EFA did not support five factors as there were no salient subtest factor pattern coefficients on the fifth extracted factor. EFA indicated a four-factor model resembling the WISC-IV with a dominant general factor. A bifactor model with four group factors was supported by CFA as suggested by EFA. Variance estimates from both EFA and CFA found that the general intelligence factor dominated subtest variance and omega-hierarchical coefficients supported interpretation of the general intelligence factor. In both EFA and CFA, group factors explained small portions of common variance and produced low omega-hierarchical subscale coefficients, indicating that the group factors were of poor interpretive value.

The Woodcock-Johnson IV Tests of Achievement Provides Too Many Scores for Clinical Interpretation

The Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ IV ACH) is purported to align with Cattell–Horn–Carroll (CHC) theory and offers upward of 20 scores within its interpretive and scoring system. The Technical Manual does not furnish validity evidence for the scores reported by the scoring system, suggesting that evidentiary support may be incomplete. Exploratory bifactor analysis (EBFA; maximum likelihood extraction with a bigeomin [orthogonal] rotation) was applied to the two school-aged correlation matrices at ages 9 to 19. Results indicated nonalignment with CHC theory and do not support the interpretation of most of the scores suggested by the scoring system. Instead, the results of this study suggest that the loading patterns diverge significantly from the interpretive system produced by the WJ IV ACH. Only the academic fluency and academic knowledge clusters emerged following the use of EBFA. Implications for clinical interpretation of the WJ IV ACH are offered.

A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an evidence-based method for identifying individuals with a SLD. We show that the DD/C method is unsound for three major reasons: (a) it requires test scores have properties that they fundamentally lack, (b) lack of experimental utility evidence supporting its use, and (c) evidence supporting the inability of the method to identify SLD accurately.

Investigating the Theoretical Structure of the Differential Ability Scales—Second Edition Through Hierarchical Exploratory Factor Analysis

When the Differential Ability Scales–Second Edition (DAS-II) was developed, the instrument’s content, structure, and theoretical orientation were amended. Despite these changes, the Technical Handbook did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using selected subtests across the normative age groups from the total battery. To address these omissions, the present study investigated the theoretical structure of the DAS-II using principal axis factoring followed by the Schmid–Leiman procedure with participants from the 5- to 8-year-old age range to determine the degree to which the DAS-II theoretical structure proposed in the Technical Handbook could be replicated. Unlike other age ranges investigated where at most 14 subtests were administered, the entire DAS-II battery was normed on participants aged 5 to 8 years, making it well suited to test the full instrument’s alignment with theory. Results suggested a six-factor solution that was essentially consistent with the Cattell–Horn–Carroll (CHC)-based theoretical structure suggested by the test publisher and simple structure was attained. The only exception involved two subtests (Picture Similarities and Early Number Concepts) that did not saliently load on a group factor. Implications for clinical practice are discussed.

Survival analysis of hypotensive cats admitted to an intensive care unit with or without hyperlactatemia: 39 cases (2005-2011)

OBJECTIVE To examine the association between blood lactate concentration and survival to hospital discharge in critically ill hypotensive cats. DESIGN Retrospective case series. ANIMALS 39 cats admitted to an intensive care unit of a university veterinary hospital between January 2005 and December 2011 for which blood lactate concentration was recorded ≤ 1 hour before or after a Doppler-derived arterial blood pressure measurement ≤ 90 mm Hg (ie, hypotension) was obtained. PROCEDURES Medical records of each cat were reviewed to assess survival to hospital discharge, illness severity, duration of hospitalization, age, body weight, and PCV. Results were compared between hypotensive cats with and without hyperlactatemia (blood lactate concentration ≥ 2.5 mmol/L). RESULTS 6 of 39 (15%) hypotensive cats survived to hospital discharge. Twelve (31%) cats were normolactatemic (blood lactate concentration < 2.5 mmol/L), and 27 (69%) were hyperlactatemic. Hypotensive cats with normolactatemia had a higher blood pressure and higher survival rate than hypotensive cats with hyperlactatemia. Five-day Kaplan-Meier survival rates were 57% for normolactatemic cats and 17% for hyperlactatemic cats. Age, body weight, duration of hospitalization, PCV, and illness severity did not differ significantly between hypotensive cats with and without hyperlactatemia. CONCLUSIONS AND CLINICAL RELEVANCE Hypotensive, normolactatemic cats in an intensive care unit had a significantly greater chance of survival to hospital discharge than their hyperlactatemic counterparts. Blood lactate concentration may be a useful prognostic indicator for this patient population when used in conjunction with other clinical and laboratory findings.

Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology

The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have suggested the need for additional factor analytic exploration. Accordingly, the present study used principal axis factoring (PAF) followed by the Schmid and Leiman (SL; Schmid & Leiman, 1957) procedure with the 2 school-aged correlation matrices from the normative sample to determine the degree to which the WJ IV total battery structure could be replicated. Although 7 factors emerged across the 9 to 19 age range, the pattern of subtests loadings did not fully cohere with the structure presented in the Technical Manual, most notably for the academic fluency subtests. Also, the Fluid Reasoning (Gf) and Quantitative Reasoning (Gq) subtests coalesced to form a combined factor rather than 2 separate factors and the Long Term Retrieval (Gltr) subtests aligned with a variety of different factors. The results of this study indicated that the general intelligence factor variance far exceeded the variance attributed to the lower-order CHC factors. The combination of subtest migration and nominal total/common variance of the CHC lower-order factors suggests caution when interpreting the myriad CHC-related indices when making high stakes decisions. Implications for clinical practice are discussed. (PsycINFO Database Record

What Does the WRAML2 Core Battery Measure? Utilizing Exploratory and Confirmatory Techniques to Disclose Higher Order Structure

The present study examined the factor structure of the Wide Range Assessment of Memory and Learning-Second Edition (WRAML2) core battery with participants from the normative sample aged 9 to 90 years ( n = 880) using higher order exploratory and confirmatory factor analytic techniques that were not reported in the in the WRAML2 Administration and Technical Manual. Exploratory factor analysis results suggested only one factor, whereas confirmatory factor analysis results favored the three factors posited by the test authors. Although model fit statistics were equivalent for the oblique, indirect hierarchical, and direct hierarchical measurement models, it was determined that the bifactor model best disclosed the influence of latent dimensions on WRAML2 manifest variables. In the three-factor bifactor model, the general factor accounted for 31% of the total variance and 69% of the common variance, whereas the three first-order factors combined accounted for 41% of the total variance and 31% of the common variance. Latent factor reliability coefficients (as estimated by ω_h) indicated that only the general factor was measured with enough precision to warrant confident clinical interpretation. Implications for clinical interpretation of WRAML2 scores and the procedures utilized in the development of related measures are discussed.

Investigating the Theoretical Structure of the Stanford-Binet-Fifth Edition

The fifth edition of the Stanford-Binet test went through significant reformulation of its item content, administration format, standardization procedures, and theoretical structure. Additionally, the test was revised to measure five factors important to intelligence across both verbal and nonverbal domains. To better understand these substantial revisions, the underlying factor structure of the instrument was investigated using both exploratory and confirmatory factor analysis procedures across five age groups tested by the publishers. Analyses were conducted using 4,800 cases included in the instrument standardization. Results suggested that the verbal/nonverbal domains were identifiable with subjects younger than 10 years of age whereas a single factor was readily identified with older age groups.

Survival analysis of critically ill dogs with hypotension with or without hyperlactatemia: 67 cases (2006-2011)

OBJECTIVE

To determine whether critically ill hypotensive dogs without hyperlactatemia have the same prognosis as critically ill hypotensive dogs with hyperlactatemia.

DESIGN

Retrospective case series.

ANIMALS

67 critically ill dogs with hypotension.

PROCEDURES

Medical records were searched from January 2006 through December 2011 for dogs that were hospitalized in the intensive care unit and that had hypotension and measurement of blood lactate concentration. Blood lactate concentration, systolic blood pressure, and survival rate were compared between hypotensive dogs with and without hyperlactatemia.

RESULTS

19 of 67 (28%) dogs survived and were discharged from the hospital. Hypotensive dogs without hyperlactatemia had a significantly higher systolic blood pressure and were 3.23 (95% confidence interval, 1.04 to 9.43) times as likely to survive, compared with hypotensive dogs with hyperlactatemia. Age, weight, severity of clinical illness, and duration of hospitalization did not differ significantly between hypotensive dogs with and without hyperlactatemia.

CONCLUSIONS AND CLINICAL RELEVANCE

Results suggested that hypotensive dogs without hyperlactatemia had a better prognosis and chance of surviving to hospital discharge than did hypotensive dogs with hyperlactatemia. Because blood lactate concentration was negatively associated with systolic blood pressure and survival probability, it may be a useful metric for determining the prognosis of hypotensive dogs.

Exploratory Bifactor Analysis of the WJ-III Achievement at School Age via the Schmid–Leiman Orthogonalization Procedure

The structure of academic achievement measures has been rarely investigated in the literature apart from that which appears in the instruments’ technical manuals. This is concerning, given the widespread use of academic achievement instruments when making educational decisions about children. The Woodcock–Johnson III (WJ-III) Achievement for school-aged children (age 9-19) was investigated using exploratory bifactor analysis via the Schmid–Leiman (SL) orthogonalization procedure. This is the first time the SL has been applied to an academic achievement measure. The results revealed a unidimensional model of academic achievement across the standard 11 subtest battery, a two- or three-factor model at age 9 to 13 in the extended battery, and a two-factor model at age 14 to 19 across the extended battery. Forcing the four-factor fit in the standard battery required extracting eigenvalues as low as 0.67 and yielded areas of both convergence with and divergence from the structure posited in the Technical Manual. Forcing the six-factor fit across the extended battery yielded Heywood Cases, a lack of convergence of the factor solution, and the need to truncate iterations at 2 to force the fit. The results of this study indicate that the WJ-III Achievement is a solid model of general achievement across the 9 to 19 age range. Examination of omega coefficients, the divergent factor structure, and the small amount of variance accounted for by the lower order factors suggest caution when interpreting beyond this level (i.e., the academic clusters). Implications for interpretation of the WJ-III Achievement at age 9 to 19 are discussed.

Investigating the Structure of the WJ-III Cognitive in Early School Age Through Two Exploratory Bifactor Analysis Procedures

Two exploratory bifactor methods (e.g., Schmid–Leiman [SL] and exploratory bifactor analysis [EBFA]) were used to investigate the structure of the Woodcock–Johnson III (WJ-III) Cognitive in early school age (age 6-8). The SL procedure is recognized by factor analysts as a preferred method for EBFA. Jennrich and Bentler recently developed an alternative EBFA procedure. They claim that EBFA more readily produces independent cluster structure and overcomes the proportionality constraint experienced by the SL. The results of both analyses support the preeminence of the g factor at age 6 to 8. Examination of omega coefficients, the divergent factor structure, and the small amount of variance accounted for by the lower order factors suggests caution when interpreting beyond the higher order factor. Implications for interpretation of the WJ-III Cognitive at age 6 to 8 are discussed.

Exploratory Bifactor Analysis of the WJ-III Cognitive in Adulthood via the Schmid–Leiman Procedure

The Woodcock–Johnson-III cognitive in the adult time period (age 20 to 90 plus) was analyzed using exploratory bifactor analysis via the Schmid–Leiman orthogonalization procedure. The results of this study suggested possible overfactoring, a different factor structure from that posited in the Technical Manual and a lack of invariance across both age ranges under study. Even when forcing the seven-factor fit, the structure was problematic. The results from the 20 to 39 age group displayed patterns of convergence with and divergence from the Technical Manual’s structure. The results from the 40 and above age group were generally consistent with the Technical Manual’s structure except for retrieval fluency. This study is consistent with the body of exploratory factor analysis structural validity evidence suggesting that contemporary tests of cognitive ability, particularly those based on Cattell–Horn–Carroll theory, are overfactored and lack alignment with their respective Technical Manual’s presented structure.

Administration and Scoring Errors of Graduate Students Learning the WISC-IV

A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511 errors on 94% of protocols with a mean of 4.48 errors per protocol. The most common errors were identified on the Vocabulary, Similarities, and Comprehension subtests, which comprised 80% of all errors. A repeated-measures ANOVA (analysis of variance) was not significant across six administrations, F(5, 90) = 1.609, p = .166, eta2 = .082, although there was a trend in the data for a reduced number of errors with successive administrations. Results were consistent with other studies that have determined graduate student administration and scoring errors do not improve with repeated administrations. Implications and recommendations to reduce administration and scoring errors among graduate students were discussed.

An Exploratory Investigation of the Factor Structure of the Reynolds Intellectual Assessment Scales (RIAS)

This study investigated the factor structure of the Reynolds Intellectual Assessment Scales (RIAS) using rigorous exploratory factor analytic and factor extraction procedures. The results of this study indicate that the RIAS is a single factor test. Despite these results, higher order factor analysis using the Schmid—Leiman procedure indicates that all subtests are aligned with their theoretically consistent factors. All analyses in this study, including the minimum average partial test, parallel analysis, the Schmid—Leiman procedure, as well as principal factors with orthogonal and oblique rotation, support interpretation at the composite intelligence index level and suggest caution when moving to interpretation at the verbal and nonverbal index levels. The memory subtests should continue to be separated from the main IQ battery because of poor g-loadings and contribution to cross loadings of the intelligence subtests. Interpretation at the subtest level should be eschewed.

Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire - Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.

Smoking during pregnancy: association with childhood temperament, behavior, and academic performance

OBJECTIVE

This study investigated the association between maternal smoking during pregnancy and ratings of offspring's temperament, behavior, and academic performance at various developmental periods in childhood.

METHODS

Multivariate analyses of a birth cohort examined the outcomes for children on measures of temperament, behavior, and academic performance in infancy (6 months), at age 5, and at age 12.

RESULTS

When controlling for maternal psychiatric hospitalization, psychological distress during pregnancy, hospitalization for accidents, socioeconomic status, age, and symptoms of upper respiratory infection and nausea, a range of associations between maternal smoking and child outcomes were observed at different ages studied.

CONCLUSION

Despite widespread warning regarding smoking cessation during pregnancy, the literature base on the longer-term effects beyond the neonatal and infant period is less available. This is one of the first studies to investigate the association between maternal smoking during pregnancy and child outcomes at several stages of development. The results provide evidence for the lasting effects of smoking during pregnancy on the development of the child.

Gestational exposure to cigarette smoke imperils the long-term physical and mental health of offspring

BACKGROUND

In this study, we sought to understand whether prenatal exposure to cigarette smoke would be associated with increased offspring hospitalization through age 22 years for various physical and mental health diagnoses.

METHODS

We used multivariate logistic regression to investigate the relationship between gestational exposure to cigarette smoke and offspring hospitalization for physical and mental health conditions based on International Classification of Diseases (ICD; World Health Organization) diagnoses.

RESULTS

When controlling for parental psychiatric status, maternal somatic health, socioeconomic status, parity, and maternal age, youth born to mothers who smoked six or more cigarettes per day were more likely to have experienced hospitalization for neuroses (OR, 1.97), diseases of the nervous system (i.e., neurological disorders) (OR, 1.47), respiratory infections (OR, 1.28), accidents (OR, 1.44), infections (OR, 1.54), undiagnosed symptoms (OR, 1.65), and total admissions (OR, 1.48). Female offspring prenatally exposed were more likely to have experienced hospitalization for obstetric complications (OR, 2.94). No association was found for the remaining categories analyzed: blood disorders, skin diseases, psychoses, metabolic/endocrine disease, circulatory disease, digestive disease, disease of the skeletal/muscular system, physical anomalies, neoplasms, and genital/urinary disease.

CONCLUSIONS

This is the first study to investigate the impact of gestational exposure to cigarette smoke on global measures of somatic and physical health in offspring. This study adds to the literature by demonstrating that smoking during pregnancy increases offspring risk for additional health outcomes not previously recognized in the literature, and that the effect of smoking during pregnancy persists throughout the developmental period. The possibility that these findings are related to lifestyle markers or smoke exposure during childhood should also be considered.

Association between maternal fever and psychological/behavior outcomes: A hypothesis

BACKGROUND

This study is one of the first to investigate the association between maternal report of fever during middle to late pregnancy and psychological, behavioral, and educational outcomes in offspring. The hypothesis guiding this research was that maternal fever during the second trimester of pregnancy has an adverse effect on the development of the central nervous system (CNS) of the fetus, resulting in abnormalities of psychological development and behavior that can be observed in childhood.

METHODS

Multivariate analyses of a birth cohort compared outcomes for children whose mothers never reported fever during pregnancy and those who reported fever in the second and third trimesters. Children were compared on measures of temperament, behavior, and academic performance in infancy and at five and 12 years of age.

RESULTS

Associations were obtained for second-trimester fever and distress to novelty (p < 0.05) in infancy. Significant associations were also obtained for inhibition (p < 0.01), negative emotionality (p < 0.05), and lack of task persistence (p < 0.01) at age five. Furthermore, school achievement (p < 0.05) and task orientation (p < 0.01) at age 12 were associated with maternal reports of second-trimester fever exposure.

CONCLUSIONS

Much of the gestation/hyperthermia research has focused on the relationship between hyperthermia exposure and profoundly teratogenic outcomes. In this study we investigated subtler psychological/behavioral associations that may not be observable until later in development. Although the current study was hampered by technical limitations, the results support the need for more rigorously controlled research into a possible association between gestational fever and psychological/behavioral outcomes.