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Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation.
Peer reviewed Peer reviewed
Kush, Joseph C.; Watkins, Marley W.; Ward, Thomas J.; Ward, Sandra B.; Canivez, Gary L.; Worrell, Frank C. – School Psychology Review, 2001
Uses both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the…
Descriptors: Black Students, Construct Validity, Factor Analysis, Factor Structure
Construct Validity of the Learning Behavior Scale with an Independent Sample of Students.
Peer reviewed Peer reviewed
Worrell, Frank C.; Vandiver, Beverly J.; Watkins, Marley W. – Psychology in the Schools, 2001
Examines the factor structure of the Learning Behavior Scale (LBS) in a sample of 257 elementary school students. Results indicate that the internal consistency of the total LBS scores were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were…
Descriptors: Behavior Rating Scales, Cognitive Measurement, Construct Validity, Elementary Education
Longitudinal Factor Structure of the WISC-III among Students with Disabilities.
Peer reviewed Peer reviewed
Watkins, Marley W.; Canivez, Gary L. – Psychology in the Schools, 2001
Analyzes the longitudinal factor structure of the WISC-III for both configural and metric invariance with a group of 177 students with disabilities. Concludes that the WISC-III measures the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent…
Descriptors: Construct Validity, Disabilities, Elementary Education, Factor Structure