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Structural Validity of the WISC-IV for Students with Learning Disabilities
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Styck, Kara M.; Watkins, Marley W. – Journal of Learning Disabilities, 2016
The structural validity of the "Wechsler Intelligence Scale for Children-Fourth Edition" (WISC-IV) was evaluated using confirmatory factor analysis for a clinical sample of 1,537 students diagnosed with specific learning disabilities (SLD) by school psychologists in two large southwestern school districts. Results indicated that a…
Descriptors: Intelligence Tests, Children, Test Validity, Factor Analysis
Diagnostic Utility of the Learning Disability Index.
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Watkins, Marley W.; Kush, Joseph C.; Schaefer, Barbara A. – Journal of Learning Disabilities, 2002
This study compared students diagnosed with learning disabilities (n=2,053) and students without learning disabilities (n=2,200) on the Learning Disability Index (LDI). Subsamples of specific reading and math disabilities permitted further assessment. Analysis indicated the LDI resulted in a correct diagnostic decision only 55 to 64 percent of the…
Descriptors: Decision Making, Diagnostic Tests, Disability Identification, Elementary Secondary Education
Diagnostic Utility of the WISC-III Developmental Index as a Predictor of Learning Disabilities.
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Watkins, Marley W. – Journal of Learning Disabilities, 1996
This study examined the diagnostic utility of the Wechsler Intelligence Scale for Children-Third Edition Developmental Index (WDI), a measure of neuropsychological deficits. It found that the WDI performed at chance levels when distinguishing 611 students diagnosed with learning disabilities from those diagnosed with emotional disturbances (n=80)…
Descriptors: Diagnostic Tests, Elementary Secondary Education, Emotional Disturbances, Learning Disabilities
ADHD and Achievement: Meta-Analysis of the Child, Adolescent, and Adult Literatures and a Concomitant Study with College Students
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Frazier, Thomas W.; Youngstrom, Eric A.; Glutting, Joseph J.; Watkins, Marley W. – Journal of Learning Disabilities, 2007
This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD…
Descriptors: Parent Attitudes, Student Attitudes, College Students, Standardized Tests