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Marley W. Watkins - One of the best experts on this subject based on the ideXlab platform.
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Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?
Journal of Psychoeducational Assessment, 2020Co-Authors: Stefan C. Dombrowski, Marley W. Watkins, Gary L. Canivez, Ryan J. Mcgill, Calliope Holingue, Alison E. Pritchard, Lisa A. JacobsonAbstract:Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10 subtest primary battery was evaluated across sex, age (6–8, 9–11, 12–14, and 15–16 year-olds), and ...
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Construct validity of the Wechsler Intelligence Scale For Children - Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests.
British Journal of Educational Psychology, 2018Co-Authors: Gary L. Canivez, Marley W. Watkins, Ryan J. McgillAbstract:BACKGROUND There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children - Fifth UK Edition (WISC-VUK ; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation. AIMS AND METHODS The WISC-VUK was examined using complementary exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for all models proposed by Wechsler (2016b, Wechsler Intelligence Scale for Children-Fifth UK Edition: Administration and scoring manual, Harcourt Assessment, London, UK) as well as rival bifactor models. SAMPLE The WISC-VUK standardization sample (N = 415) correlation matrix was used in analyses due to denial of standardization sample raw data. RESULTS EFA did not support a theoretically posited fifth factor because only one subtest (Matrix Reasoning) had a salient pattern coefficient on the fifth factor. A model with four group factors and a general Intelligence factor resembling the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV; Wechsler, 2003, Wechsler Intelligence Scale for Children-Fourth Edition, Psychological Corporation, San Antonio, TX, USA) was supported by both EFA and CFA. General Intelligence (g) was the dominant source of subtest variance and large omega-hierarchical coefficients supported interpretation of the Full Scale IQ (FSIQ) score. In contrast, the four group factors accounted for small portions of subtest variance and low omega-hierarchical subScale coefficients indicated that the four-factor index scores were of questionable interpretive value independent of g. Present results replicated independent assessments of the Canadian, Spanish, French, and US versions of the WISC-V (Canivez, Watkins, & Dombrowski, 2016, Psychological Assessment, 28, 975; 2017, Psychological Assessment, 29, 458; Fennollar-Cortes & Watkins, 2018, International Journal of School & Educational Psychology; Lecerf & Canivez, 2018, Psychological Assessment; Watkins, Dombrowski, & Canivez, 2018, International Journal of School and Educational Psychology). CONCLUSION Primary interpretation of the WISC-VUK should be of the FSIQ as an estimate of general Intelligence.
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Construct validity of the Spanish Version of the Wechsler Intelligence Scale for Children Fifth Edition (WISC-VSpain)
International journal of school and educational psychology, 2018Co-Authors: Javier Fenollar-cortés, Marley W. WatkinsAbstract:ABSTRACTThe construct validity of the Spanish Version of the Wechsler Intelligence Scale for Children Fifth Edition (WISC-VSpain) was investigated via confirmatory factor analysis. For all 15 subte...
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Reliability and Factorial Validity of the Canadian Wechsler Intelligence Scale for Children--Fifth Edition.
International journal of school and educational psychology, 2017Co-Authors: Marley W. Watkins, Stefan C. Dombrowski, Gary L. CanivezAbstract:ABSTRACTThe reliability and factorial validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Canadian (WISC-VCDN) was investigated. The higher-order model preferred by Wechsler (2014b) contained five group factors but lacked discriminant validity. An alternative bifactor model with four group factors and one general factor, akin to the traditional Wechsler model, exhibited the best global fit. The general factor accounted for 33.8% of the total variance and 67.6% of the common variance, but none of the group factors accounted for substantial portions of variance. All together, the general and group factors accounted for 50% of the total variance. Omega reliability coefficients demonstrated that reliable variance of WISC-VCDN factor index scores was primarily due to the general factor, not the group factors. It was concluded that the cumulative weight of reliability and validity evidence suggests that psychologists should focus their interpretive efforts at the general factor level and exe...
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construct validity of the Wechsler Intelligence Scale for children fourth uk edition with a referred irish sample Wechsler and cattell horn carroll model comparisons with 15 subtests
British Journal of Educational Psychology, 2017Co-Authors: Gary L. Canivez, Marley W. Watkins, Rebecca Good, Kate James, Trevor JamesAbstract:Background Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children – Fourth UK Edition (WISC–IVUK; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC–IVUK standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC–IVUK core subtests in clinical assessments of learning difficulties and dominance of general Intelligence. Because only 10 subtests were available, Cattell–Horn–Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared. Aim, Sample and Method The present study utilized confirmatory factor analyses to test the latent factor structure of the WISC–IVUK with a sample of 245 Irish children administered all 15 WISC–IVUK subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA. Results Meaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general Intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subScale coefficients indicated that unit-weighted composites that would be generated by WISC–IVUK group factors (Wechsler or CHC) would contain little unique variance and thus be of little value. Conclusion These results were similar to those from other investigations, further demonstrating the replication of the WISC–IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ.
Gary L. Canivez - One of the best experts on this subject based on the ideXlab platform.
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Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?
Journal of Psychoeducational Assessment, 2020Co-Authors: Stefan C. Dombrowski, Marley W. Watkins, Gary L. Canivez, Ryan J. Mcgill, Calliope Holingue, Alison E. Pritchard, Lisa A. JacobsonAbstract:Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10 subtest primary battery was evaluated across sex, age (6–8, 9–11, 12–14, and 15–16 year-olds), and ...
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Construct validity of the Wechsler Intelligence Scale For Children - Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests.
British Journal of Educational Psychology, 2018Co-Authors: Gary L. Canivez, Marley W. Watkins, Ryan J. McgillAbstract:BACKGROUND There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children - Fifth UK Edition (WISC-VUK ; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation. AIMS AND METHODS The WISC-VUK was examined using complementary exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for all models proposed by Wechsler (2016b, Wechsler Intelligence Scale for Children-Fifth UK Edition: Administration and scoring manual, Harcourt Assessment, London, UK) as well as rival bifactor models. SAMPLE The WISC-VUK standardization sample (N = 415) correlation matrix was used in analyses due to denial of standardization sample raw data. RESULTS EFA did not support a theoretically posited fifth factor because only one subtest (Matrix Reasoning) had a salient pattern coefficient on the fifth factor. A model with four group factors and a general Intelligence factor resembling the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV; Wechsler, 2003, Wechsler Intelligence Scale for Children-Fourth Edition, Psychological Corporation, San Antonio, TX, USA) was supported by both EFA and CFA. General Intelligence (g) was the dominant source of subtest variance and large omega-hierarchical coefficients supported interpretation of the Full Scale IQ (FSIQ) score. In contrast, the four group factors accounted for small portions of subtest variance and low omega-hierarchical subScale coefficients indicated that the four-factor index scores were of questionable interpretive value independent of g. Present results replicated independent assessments of the Canadian, Spanish, French, and US versions of the WISC-V (Canivez, Watkins, & Dombrowski, 2016, Psychological Assessment, 28, 975; 2017, Psychological Assessment, 29, 458; Fennollar-Cortes & Watkins, 2018, International Journal of School & Educational Psychology; Lecerf & Canivez, 2018, Psychological Assessment; Watkins, Dombrowski, & Canivez, 2018, International Journal of School and Educational Psychology). CONCLUSION Primary interpretation of the WISC-VUK should be of the FSIQ as an estimate of general Intelligence.
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Reliability and Factorial Validity of the Canadian Wechsler Intelligence Scale for Children--Fifth Edition.
International journal of school and educational psychology, 2017Co-Authors: Marley W. Watkins, Stefan C. Dombrowski, Gary L. CanivezAbstract:ABSTRACTThe reliability and factorial validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Canadian (WISC-VCDN) was investigated. The higher-order model preferred by Wechsler (2014b) contained five group factors but lacked discriminant validity. An alternative bifactor model with four group factors and one general factor, akin to the traditional Wechsler model, exhibited the best global fit. The general factor accounted for 33.8% of the total variance and 67.6% of the common variance, but none of the group factors accounted for substantial portions of variance. All together, the general and group factors accounted for 50% of the total variance. Omega reliability coefficients demonstrated that reliable variance of WISC-VCDN factor index scores was primarily due to the general factor, not the group factors. It was concluded that the cumulative weight of reliability and validity evidence suggests that psychologists should focus their interpretive efforts at the general factor level and exe...
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construct validity of the Wechsler Intelligence Scale for children fourth uk edition with a referred irish sample Wechsler and cattell horn carroll model comparisons with 15 subtests
British Journal of Educational Psychology, 2017Co-Authors: Gary L. Canivez, Marley W. Watkins, Rebecca Good, Kate James, Trevor JamesAbstract:Background Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children – Fourth UK Edition (WISC–IVUK; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC–IVUK standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC–IVUK core subtests in clinical assessments of learning difficulties and dominance of general Intelligence. Because only 10 subtests were available, Cattell–Horn–Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared. Aim, Sample and Method The present study utilized confirmatory factor analyses to test the latent factor structure of the WISC–IVUK with a sample of 245 Irish children administered all 15 WISC–IVUK subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA. Results Meaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general Intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subScale coefficients indicated that unit-weighted composites that would be generated by WISC–IVUK group factors (Wechsler or CHC) would contain little unique variance and thus be of little value. Conclusion These results were similar to those from other investigations, further demonstrating the replication of the WISC–IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ.
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factor structure of the Wechsler Intelligence Scale for children fifth edition exploratory factor analyses with the 16 primary and secondary subtests
Psychological Assessment, 2016Co-Authors: Gary L. Canivez, Marley W. Watkins, Stefan C. DombrowskiAbstract:The factor structure of the 16 Primary and Secondary subtests of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014a) standardization sample was examined with exploratory factor analytic methods (EFA) not included in the WISC-V Technical and Interpretive Manual (Wechsler, 2014b). Factor extraction criteria suggested 1 to 4 factors and results favored 4 first-order factors. When this structure was transformed with the Schmid and Leiman (1957) orthogonalization procedure, the hierarchical g-factor accounted for large portions of total and common variance while the 4 first-order factors accounted for small portions of total and common variance; rendering interpretation at the factor index level less appropriate. Although the publisher favored a 5-factor model where the Perceptual Reasoning factor was split into separate Visual Spatial and Fluid Reasoning dimensions, no evidence for 5 factors was found. It was concluded that the WISC-V provides strong measurement of general Intelligence and clinical interpretation should be primarily, if not exclusively, at that level. (PsycINFO Database Record
Stefan C. Dombrowski - One of the best experts on this subject based on the ideXlab platform.
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Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?
Journal of Psychoeducational Assessment, 2020Co-Authors: Stefan C. Dombrowski, Marley W. Watkins, Gary L. Canivez, Ryan J. Mcgill, Calliope Holingue, Alison E. Pritchard, Lisa A. JacobsonAbstract:Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10 subtest primary battery was evaluated across sex, age (6–8, 9–11, 12–14, and 15–16 year-olds), and ...
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Reliability and Factorial Validity of the Canadian Wechsler Intelligence Scale for Children--Fifth Edition.
International journal of school and educational psychology, 2017Co-Authors: Marley W. Watkins, Stefan C. Dombrowski, Gary L. CanivezAbstract:ABSTRACTThe reliability and factorial validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Canadian (WISC-VCDN) was investigated. The higher-order model preferred by Wechsler (2014b) contained five group factors but lacked discriminant validity. An alternative bifactor model with four group factors and one general factor, akin to the traditional Wechsler model, exhibited the best global fit. The general factor accounted for 33.8% of the total variance and 67.6% of the common variance, but none of the group factors accounted for substantial portions of variance. All together, the general and group factors accounted for 50% of the total variance. Omega reliability coefficients demonstrated that reliable variance of WISC-VCDN factor index scores was primarily due to the general factor, not the group factors. It was concluded that the cumulative weight of reliability and validity evidence suggests that psychologists should focus their interpretive efforts at the general factor level and exe...
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factor structure of the Wechsler Intelligence Scale for children fifth edition exploratory factor analyses with the 16 primary and secondary subtests
Psychological Assessment, 2016Co-Authors: Gary L. Canivez, Marley W. Watkins, Stefan C. DombrowskiAbstract:The factor structure of the 16 Primary and Secondary subtests of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014a) standardization sample was examined with exploratory factor analytic methods (EFA) not included in the WISC-V Technical and Interpretive Manual (Wechsler, 2014b). Factor extraction criteria suggested 1 to 4 factors and results favored 4 first-order factors. When this structure was transformed with the Schmid and Leiman (1957) orthogonalization procedure, the hierarchical g-factor accounted for large portions of total and common variance while the 4 first-order factors accounted for small portions of total and common variance; rendering interpretation at the factor index level less appropriate. Although the publisher favored a 5-factor model where the Perceptual Reasoning factor was split into separate Visual Spatial and Fluid Reasoning dimensions, no evidence for 5 factors was found. It was concluded that the WISC-V provides strong measurement of general Intelligence and clinical interpretation should be primarily, if not exclusively, at that level. (PsycINFO Database Record
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exploratory bifactor analysis of the Wechsler Intelligence Scale for children fifth edition with the 16 primary and secondary subtests
Intelligence, 2015Co-Authors: Stefan C. Dombrowski, Marley W. Watkins, Gary L. Canivez, Alexander A BeaujeanAbstract:Abstract Despite substantial revisions involved in creating the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V; Wechsler, 2014a), the test publisher relied exclusively upon confirmatory factor analytic procedures to determine the instrument's structure and failed to apportion the variance among factors and subtests. To fill this lacuna, the factor structure of the 16 primary and secondary subtests of the WISC-V standardization sample was examined with exploratory bifactor analysis (EBFA). EBFA results provided strong support for a general Intelligence (g) factor, but nominal evidence for three group factors (i.e., Processing Speed, Working Memory, and Perceptual Reasoning). There was no evidence for distinct verbal, fluid reasoning or visual–spatial factors. The g factor accounted for large portions of total and common subtest variance while the group factors accounted for negligible portions of total and common variance. These results suggest that clinical interpretation of the WISC-V should reside primarily at the global level (i.e., Full Scale IQ).
Thierry Lecerf - One of the best experts on this subject based on the ideXlab platform.
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Exploratory network analysis of the French Wechsler Intelligence Scale for children-Fourth Edition (WISC-IV)
2017Co-Authors: Thierry Lecerf, Jean-luc Kop, Bruno DauvierAbstract:Evidence of the factorial structure of the Wechsler Intelligence Scale for Children-Fourth Edition was established through Exploratory and Confirmatory Factor Analyses. Recently, network models have been developed as an alternative way of assessing factorial structure. The network approach assumes that cognitive ability results from the causal interplay between processes involved in subtests scores and focuses on these subtests and their complex associations. The WISC-IV network was analyzed through the correlations between 11 subtests scores. Participants included 483 French-speaking Swiss children. Although network model supported a four-factor structure, this four-factor structure did not correspond to the expected saturated partial correlation network, challenging the existence of the general factor of Intelligence. Network approach allows assessing the centrality of each subtest, and indicated that vocabulary and similarities are the two most central subtests in the network, while Coding was the most peripheral one’s.
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structural validity of the Wechsler Intelligence Scale for children wisc iv in a french speaking swiss sample
Learning and Individual Differences, 2014Co-Authors: Isabelle Reverte, Philippe Golay, Nicolas Favez, Jerome Rossier, Thierry LecerfAbstract:The Wechsler Intelligence Scale for Children—fourth edition (i.e. WISC-IV) recognizes a four-factor scoring structure in addition to the Full Scale IQ (FSIQ) score: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI) indices. However, several authors suggested that models based on the Cattell–Horn–Carroll (CHC) theory with 5 or 6 factors provided a better fit to the data than does the current four-factor solution. By comparing the current four-factor structure to CHC-based models, this research aimed to investigate the factorial structure and the constructs underlying the WISC-IV subtest scores with French-speaking Swiss children (N = 249). To deal with this goal, confirmatory factor analyses (CFAs) were conducted. Results showed that a CHC-based model with five factors better fitted the French-Swiss data than did the current WISC-IV scoring structure. All together, these results support the hypothesis of the appropriateness of the CHC model with French-speaking children.
Cassandra N Brown - One of the best experts on this subject based on the ideXlab platform.
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administration time estimates for Wechsler Intelligence Scale for children iv subtests composites and short forms
Journal of Clinical Psychology, 2007Co-Authors: Joseph J Ryan, Laura A Glass, Cassandra N BrownAbstract:The administration times for Wechsler Intelligence Scale for Children-IV (WISC-IV) subtests, indexes, and the Full Scale IQ were recorded for 57 school children. Also determined were administration times for eight short forms and the General Ability Index (GAI). All eight short forms reduced testing time by >50%, but the GAI required approximately 56 minutes. The time to administer the 10 core subtests that yield the Full Scale IQ and index scores averaged 72 minutes (range = 42 to 100), but 31% of the administrations required 80 minutes or longer. These results indicate that administration times are quite variable and that D. Wechsler's (2003) guideline of 65 to 80 minutes can be misleading for certain settings and for specific examinees. The present research found administration time to be positively correlated with examinee age, grade placement, and Full Scale IQ. In addition, the extent of examiner experience is known to be positively related to administration speed. In the present research, as in many settings, the examiners were competent, but not highly experienced. © 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 309–318, 2007.
