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Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice
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Dombrowski, Stefan C.; J. McGill, Ryan; Farmer, Ryan L.; Kranzler, John H.; Canivez, Gary L. – School Psychology Review, 2022
Although the field of school psychology has made progress toward the use of tests and assessment practices with empirical support over the past 20 years, many school psychology practitioners still engage in what can be described as low-value value assessment practices that lack compelling scientific support potentially taking time and resources…
Descriptors: School Psychology, School Psychologists, Psychological Evaluation, Psychoeducational Methods
Examination of the Structural, Convergent, and Incremental Validity of the Reynolds Intellectual Assessment Scales (RIAS) with a Clinical Sample
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Nelson, Jason M.; Canivez, Gary L. – Psychological Assessment, 2012
Empirical examination of the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 2003a) has produced mixed results regarding its internal structure and convergent validity. Various aspects of validity of RIAS scores with a sample (N = 521) of adolescents and adults seeking psychological evaluations at a university-based…
Descriptors: Factor Analysis, Intelligence, Validity, Factor Structure
Higher-Order Exploratory Factor Analysis of the Reynolds Intellectual Assessment Scales with a Referred Sample
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Nelson, Jason M.; Canivez, Gary L.; Lindstrom, Will; Hatt, Clifford V. – Journal of School Psychology, 2007
The factor structure of the Reynolds Intellectual Assessment Scales (RIAS; [Reynolds, C.R., & Kamphaus, R.W. (2003). "Reynolds Intellectual Assessment Scales". Lutz, FL: Psychological Assessment Resources, Inc.]) was investigated with a large (N=1163) independent sample of referred students (ages 6-18). More rigorous factor extraction criteria…
Descriptors: Psychological Evaluation, Intelligence, Factor Structure, Factor Analysis
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.
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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 Kaufman Brief Intelligence Test, Wechsler Intelligence Scale for Children-Third Edition, and Adjustment Scales for Children and Adolescents
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Canivez, Gary L.; Neitzel, Ryan; Martin, Blake E. – Journal of Psychoeducational Assessment, 2005
The present study reports data supporting the construct validity of the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990), the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991), and the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) through convergent…
Descriptors: Intelligence, Academic Achievement, Construct Validity, Validity