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Direct linkReyes, Roland S.; McDermott, Paul A.; Watkins, Marley W.; Rovine, Michael J.; Chao, Jessica L. – School Psychology Review, 2020
This study compared the relative contribution of earliest assessment of preschool children's context-specific problem behaviors with subsequent observations of those behaviors for the prediction of later academic and sociobehavioral performance in first grade. Using a nationally representative sample of low-income children from the Head Start…
Descriptors: Accuracy, Predictive Validity, Preschool Children, Behavior Problems
McDermott, Paul A.; Watkins, Marley W.; Rovine, Michael J.; Rikoon, Samuel H. – Journal of School Psychology, 2013
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…
Descriptors: Factor Analysis, Test Validity, Disadvantaged Youth, Social Adjustment
Peer reviewedWatkins, 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
