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Direct linkWoods, Isaac L., Jr.; Floyd, Randy G.; Singh, Leah J.; Layton, Haley K.; Norfolk, Philip A.; Farmer, Ryan L. – Journal of Psychoeducational Assessment, 2019
Labels for scores stemming from intelligence tests have been employed since their inception in the United States. The purpose of this study was to systematically identify and document score labels for IQs used during the past 102 years. Using pairs of reviewers, score labels from 40 tests were reviewed, and 61 unique labels were identified.…
Descriptors: Intelligence Tests, Scores, Intelligence Quotient, Labeling (of Persons)
Woods, Isaac L., Jr.; Niileksela, Christopher; Floyd, Randy G. – Contemporary School Psychology, 2021
Racial/ethnic bias in the prediction of students' educational potential was questioned in the Larry P. Vs. Riles case. The construct and predictive validity of the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV; Schrank et al. 2014b) have not been examined for racial/ethnic bias. This study extended Keith's (1999) examination of bias…
Descriptors: Cognitive Ability, Cognitive Tests, Predictor Variables, Reading Achievement
Kranzler, John H.; Floyd, Randy G.; Benson, Nicholas; Zaboski, Brian; Thibodaux, Lia – International Journal of School & Educational Psychology, 2016
The Cross-Battery Assessment (XBA) approach to identifying a specific learning disorder (SLD) is based on the postulate that deficits in cognitive abilities in the presence of otherwise average general intelligence are causally related to academic achievement weaknesses. To examine this postulate, we conducted a classification agreement analysis…
Descriptors: Learning Disabilities, Children, Youth, Cognitive Ability
Floyd, Randy G.; Bergeron, Renee; Hamilton, Gloria; Parra, Gilbert R. – Psychology in the Schools, 2010
This study investigated the relations among executive functions and cognitive abilities through a joint exploratory factor analysis and joint confirmatory factor analysis of 25 test scores from the Delis-Kaplan Executive Function System and the Woodcock-Johnson III Tests of Cognitive Abilities. Participants were 100 children and adolescents…
Descriptors: Cognitive Ability, Theories, Models, Cognitive Processes
Floyd, Randy G.; McCormack, Allison C.; Ingram, Elizabeth L.; Davis, Amy E.; Bergeron, Renee; Hamilton, Gloria – Journal of Psychoeducational Assessment, 2006
This study examined the convergent relations between scores from four clinical clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III) and measures of executive functions using a sample of school-aged children and a sample of adults. The WJ III clinical clusters included the Working Memory, Cognitive Fluency, Broad Attention,…
Descriptors: Cognitive Ability, Cognitive Tests, Cognitive Processes, Scores
