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Construct Validity of the WISC-IV with a Referred Sample: Direct versus Indirect Hierarchical Structures
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Canivez, Gary L. – School Psychology Quarterly, 2014
The Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV) is one of the most frequently used intelligence tests in clinical assessments of children with learning difficulties. Construct validity studies of the WISC-IV have generally supported the higher order structure with four correlated first-order factors and one higher-order…
Descriptors: Intelligence Tests, Construct Validity, Children, Learning Problems
Hierarchical and Cross-Age Confirmatory Factor Analysis of the WISC-III: What Does It Measure?
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Witta, Eleanor L.; Keith, Timothy Z. – School Psychology Quarterly, 1997
Analyzes whether the latest version of the Wechsler Intelligence Scale for Children (WISC-III) measures the same constructs across its 11 age spans and what constructs are measured by the WISC-III. Findings indicate that WISC-III does measure the same constructs across ages but does not measure Freedom from Distractibility. (RJM)
Descriptors: Children, Construct Validity, Elementary Education, Factor Analysis
Wechsler-based CHC Cross-Battery Assessment and Reading Achievement: Strengthening the Validity of Interpretations Drawn from Wechsler Test Scores.
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Flanagan, Dawn P. – School Psychology Quarterly, 2000
Investigates the validity of the Cattell-Horn-Carroll (CHC) cross battery approach using elementary schools children (N=166) who were administered the Wechsler Scale Intelligence Scale for Children-Revised and the Woodcock-Johnson Psycho-Educational Battery-Revised. Results suggest that a Wechsler-based CHC cross-battery approach is an effective…
Descriptors: Elementary Education, Measures (Individuals), Predictive Validity, Reading Achievement
WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample?
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Naglieri, Jack A.; De Lauder, Brianna Y.; Goldstein, Sam; Schwebech, Adam – School Psychology Quarterly, 2006
The relationships between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Cognitive Assessment System (CAS) with the Woodcock-Johnson Tests of Achievement (WJ-III) were examined for a sample of 119 children (87 males and 32 females) ages 6 to 16. The sample was comprised of children who were referred to a specialty clinic…
Descriptors: Measures (Individuals), Intelligence Tests, Comparative Analysis, Correlation
A Reply to Macmann and Barnett: Lessons from the Blind Men and the Elephant.
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Kaufman, Alan S. – School Psychology Quarterly, 1994
Explores alternative empirical foundations of verbal and performance dichotomous constructs of Wechsler Intelligence Scales. Argues that Macmann and Barnett's position on the value of these constructs are based upon narrow interpretations of investigative results. Supports contention with IQ data from investigations of diverse populations. (CRR)
Descriptors: Construct Validity, Counseling, Evaluation, Intelligence Tests
Myth of the Master Detective: Reliability of Interpretations for Kaufman's "Intelligent Testing" Approach to the WISC-III.
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Macmann, Gregg M.; Barnett, David W. – School Psychology Quarterly, 1997
Used computer simulation to examine the reliability of interpretations for Kaufman's "intelligent testing" approach to the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III). Findings indicate that factor index-score differences and other measures could not be interpreted with confidence. Argues that limitations of IQ testing…
Descriptors: Elementary Secondary Education, Evaluation Problems, Intelligence, Intelligence Quotient
WISC-III Predictors of Academic Achievement for Children with Learning Disabilities: Are Global and Factor Scores Comparable?
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Hale, James B.; Fiorello, Catherine A.; Kavanagh, Jack A.; Hoeppner, Jo-Ann B.; Gaither, Rebecca A. – School Psychology Quarterly, 2001
This study of 174 children meeting criteria for learning disabilities revealed that the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) factors accounted for a large portion of the achievement variance during hierarchical regression analyses. Proposes that the practitioner should refrain from focusing on global scores and…
Descriptors: Academic Achievement, Elementary Secondary Education, Learning Disabilities, Measures (Individuals)