Cool Things Mentioned in the discussion:
- The End of Average – Buy on Amazon
- Conversations in Critical Psychiatry – Buy on Amazon
- Psychological Testing That Matters – Buy on Amazon
- The Upside of Your Dark Side – Buy on Amazon
- Psychiatry in the Margins (Substack by Awais Aftab) – Read here
- My Primals (UPenn’s Primal Beliefs Test) – Take the test
- High-Top Systems (Transdiagnostic Psychological Measures) – Explore here
References:
Beaujean, A. A. (2018). Simulating data for clinical research: A tutorial. Journal of Psychoeducational Assessment, 36(1), 7–20. https://doi.org/[DOI
Benson, N. F., Maki, K. E., Floyd, R. G., Eckert, T. L., Kranzler, J. H., & Fefer, S. A. (2020). A national survey of school psychologists’ practices in identifying specific learning disabilities. School psychology, 35(2), 146
Canivez, G. L., Dombrowski, S. C., & Watkins, M. W. (2018). Factor structure of the WISC-V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests. Psychology in the Schools, 55(7), 741–769. https://doi.org/10.1002/pits.22138
Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2016). Factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests. Psychological assessment, 28(8), 975–986. https://doi.org/10.1037/pas0000238
Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2017). Structural validity of the Wechsler Intelligence Scale for Children-Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological assessment, 29(4), 458–472. https://doi.org/10.1037/pas0000358
Canivez, G. L., & Youngstrom, E. A. (2019). Challenges to the Cattell-Horn-Carroll Theory: Empirical, Clinical, and Policy Implications. Applied Measurement in Education, 32(3), 232–248. https://doi.org/10.1080/08957347.2019.1619562
Dombrowski, S. C., Beaujean, A. A., McGill, R. J., Benson, N. F., & Schneider, W. J. (2019). Using Exploratory Bifactor Analysis to Understand the Latent Structure of Multidimensional Psychological Measures: An Example Featuring the WISC-V. Structural Equation Modeling: A Multidisciplinary Journal, 26(6), 847–860. https://doi.org/10.1080/10705511.2019.1622421
Dombrowski, S. C., Canivez, G. L., & Watkins, M. W. (2018). Factor structure of the 10 WISC-V primary subtests across four standardization age groups. Contemporary School Psychology, 22(1), 90–104. https://doi.org/10.1007/s40688-017-0125-2
Dombrowski, S. C., McGill, R. J., & Morgan, G. B. (2021). Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory. Assessment, 28(3), 977–993. https://doi.org/10.1177/1073191119869828
Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2022). Will the Real theoretical structure of the WISC-V please stand up? Implications for clinical interpretation. Contemporary School Psychology, 26(4), 492–503. https://doi.org/10.1007/s40688-021-00365-6
Farmer, R. L., McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2020). Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles. Canadian Journal of School Psychology, 36(2), 98-114. https://doi.org/10.1177/0829573520978111
Fletcher, J. M., & Miciak, J. (2017). Comprehensive Cognitive Assessments are not Necessary for the Identification and Treatment of Learning Disabilities. Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists, 32(1), 2–7. https://doi.org/10.1093/arclin/acw103
Kranzler, J. H., Maki, K. E., Benson, N. F., Eckert, T. L., Floyd, R. G., & Fefer, S. A. (2020). How do school psychologists interpret intelligence tests for the identification of specific learning disabilities? Contemporary School Psychology, 24(4), 445–456. https://doi.org/10.1007/s40688-020-00274-0
Lecerf, T., & Canivez, G. L. (2018). Complementary exploratory and confirmatory factor analyses of the French WISC–V: Analyses based on the standardization sample. Psychological Assessment, 30(6), 793–808. https://doi.org/10.1037/pas0000526
Toffalini, E., Giofrè, D., & Cornoldi, C. (2017). Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder: A Study on 1,049 Diagnosed Children. Clinical Psychological Science, 5(2), 402-409. https://doi.org/10.1177/2167702616672038
van der Maas, H. L. J., Savi, A. O., Hofman, A., Kan, K.-J., & Marsman, M. (2019). The network approach to general intelligence. In D. J. McFarland (Ed.), General and specific mental abilities (pp. 108–131). Cambridge Scholars Publishing.
van Iterson, L., de Jong, P. F., & Zijlstra, B. J. (2015). Pediatric epilepsy and comorbid reading disorders, math disorders, or autism spectrum disorders: Impact of epilepsy on cognitive patterns. Epilepsy & behavior : E&B, 44, 159–168. https://doi.org/10.1016/j.yebeh.2015.02.007
Watkins, M. W., & Canivez, G. L. (2022). Assessing the psychometric utility of IQ Scores: A tutorial using the Wechsler Intelligence Scale for Children–Fifth Edition. School Psychology Review, 51(5), 619–633. https://doi.org/10.1080/2372966X.2020.1816804
Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children-fifth edition scores in a clinical sample. Applied neuropsychology. Child, 11(3), 422–428. https://doi.org/10.1080/21622965.2021.1875827
Wechsler, D. (2014). Wechsler Intelligence Scale for Children-Fifth Edition Technical and Interpretive Manual. NCS Pearson.
Wechsler, D. (2018). Wechsler Intelligence Scale for Children-Fifth Edition Technical and Interpretive Manual Dutch Version. NCS Pearson.