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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 three diagnostic (attention-deficit/hyperactivity disorder, anxiety, and encephalopathy) groups within a large clinical sample (N = 5359) referred to a children's specialty hospital. Competing models were tested using confirmatory factor analysis (CFA), and a five-factor oblique model corresponding to the publisher's hypothesized first-order measurement model (e.g., verbal comprehension, fluid reasoning, visual-spatial, working memory, and processing speed) was found to have the best model fit. Multigroup CFA was subsequently used to evaluate progressively more restrictive constraints on the measurement model. Results indicated that full metric invariance was attained across the three groups studied. Full scalar invariance was attained for sex and diagnostic groups. Partial scalar invariance was attained for age-group. The results of this study provide support for the first-order scoring structure of the five WISC-V factors in the 10 subtest primary battery with this large clinical sample.

This article addresses conceptual and methodological shortcomings regarding conducting and interpreting intelligence test factor analytic research that appeared in the Decker, S. L., Bridges, R. M., Luedke, J. C., & Eason, M. J. (2020). Dimensional evaluation of cognitive measures: Methodological confounds and theoretical concerns. "Journal of Psychoeducational Assessment." Advance online publication article.

The present study examined the factor structure of the Differential Ability Scales--Second Edition (DAS-II) core subtests from the standardization sample via confirmatory factor analysis (CFA) using methods (bifactor modeling and variance partitioning) and procedures (robust model estimation due to nonnormal subtest score distributions) recommended but not included in the DAS-II "Introductory and Technical Handbook." CFAs were conducted with the three DAS-II standardization sample age groups (lower early years [age = 2:6-3:5 years], upper early years [age = 3:6-6:11 years], school age [7:0-17:11 years]) using standardization sample raw data provided by NCS Pearson, Inc. Although most DAS-II core subtests were properly associated with the theoretically proposed group factors, both the higher order and bifactor models indicated that the g factor accounted for large portions of total and common variance, whereas the group factors (Verbal, Nonverbal, Spatial) accounted for small portions of total and common variance. The DAS-II core battery provides strong measurement of general intelligence, and clinical interpretation should be primarily, if not exclusively, at that level.

When the Differential Ability Scales--Second Edition (DAS-II) was developed, the instrument's content, structure, and theoretical orientation were amended. Despite these changes, the "Technical Handbook" did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using selected subtests across the normative age groups from the total battery. To address these omissions, the present study investigated the theoretical structure of the DAS-II using principal axis factoring followed by the Schmid-Leiman procedure with participants from the 5- to 8-year-old age range to determine the degree to which the DAS-II theoretical structure proposed in the "Technical Handbook" could be replicated. Unlike other age ranges investigated where at most 14 subtests were administered, the entire DAS-II battery was normed on participants aged 5 to 8 years, making it well suited to test the full instrument's alignment with theory. Results suggested a six-factor solution that was essentially consistent with the Cattell-Horn-Carroll (CHC)-based theoretical structure suggested by the test publisher and simple structure was attained. The only exception involved two subtests (Picture Similarities and Early Number Concepts) that did not saliently load on a group factor. Implications for clinical practice are discussed.

As recommended by Carroll, the present study examined the factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition Spanish (WISC-IV Spanish) normative sample using higher order exploratory factor analytic techniques not included in the WISC-IV Spanish Technical Manual. Results indicated that the WISC-IV Spanish subtests were properly aligned with theoretically proposed factors; however, application of the Schmid and Leiman procedure found that the g factor accounted for large portions of total and common variance, whereas the four first-order factors accounted for small portions of total and common variance. Implications for clinical interpretation of the measurement instrument are discussed.

Weiss, Keith, Zhu, and Chen (2013a) and Weiss, Keith, Zhu, and Chen (2013b), this issue, report examinations of the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), respectively; comparing Wechsler Hierarchical Model (W-HM) and Cattell-Horn-Carroll Hierarchical Model (CHC-HM), subtest cross-loadings, and factorial invariance between clinical and normative groups from the respective standardizations. Both studies suffer from a number of theoretical, methodological, and practical problems that significantly limit conclusions and recommendations for practitioner interpretations of these instruments. Additional analyses and research are required to better inform practitioners for WAIS-IV and WISC-IV use. (Contains 2 figures.)

Replication of the Adjustment Scales for Children and Adolescents (ASCA) core syndrome factor structure with a sample of 124 randomly selected Hispanic/Latino youths is reported. The six ASCA core syndromes produced the identical two-factor solution observed in other samples. Principal-axis exploratory factor analysis using multiple factor extraction criteria and varimax, direct oblimin, and promax rotations produced nearly identical factor structure coefficients. Consistent with earlier studies, the ASCA was observed to measure two independent dimensions of youth psychopathology (Overactivity and Underactivity) that are similar to the conduct problems/externalizing and withdrawal/internalizing dimensions typically found in the child psychopathology assessment literature. (Contains 1 figure, 3 tables and 2 notes.)

This study reports on the replication of the four-factor structure and the internal consistency of the Learning Behaviors Scale (LBS) with an independent sample of 241 students in Grades 1 through 7. Internal consistency estimates were as high or higher than those obtained with the standardization sample. Substantial replication of the four LBS factors (Competence Motivation, Attitude Toward Learning, Attention/Persistence, and Strategy/Flexibility) was found. Most items in the study were associated with the identical factor found with the standardization sample. Coefficients of congruence tested the factorial invariance and resulted in "good" to "excellent" matches to the exploratory factor analysis results based on the LBS standardization sample. Furthermore, three of the five LBS items that cross-loaded in this study were also items that cross-loaded in the standardization sample and did so on the same factors. Substantial evidence was found for the internal consistency and construct (factorial) validity of the LBS. (Contains 5 tables.)

Although often applied in practice, clinically based cognitive subtest profile analysis has failed to achieve empirical support. Nonlinear multivariate subtest profile analysis may have benefits over clinically based techniques, but the psychometric properties of these methods must be studied prior to their implementation and interpretation. The current study posed the following question: Is Wechsler Intelligence Scale for Children--Third Edition (WISC-III) cluster membership based on nonlinear multivariate subtest profile analysis stable over a 3-year period? Membership stability to a subtest taxonomy, including constancy of displaying an unusual profile, was based on data from 585 students. General (0.39) and partial (0.26 to 0.51) kappa coefficients either failed to reach statistical significance or indicated poor classification stability, with the exception of two profile types. It was concluded that, with these two possible exceptions, profile-type membership to an empirically derived WISC-III subtest taxonomy should not be used in interpretation or educational decision making. (Contains 8 tables.)

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 and discriminant comparisons in a sample of 207 students receiving special education evaluations. Results were as hypothesized, with high and statistically significant correlations between the K-BIT and WISC-III, supporting convergent validity. Moderate and statistically significant correlations were obtained between the two intelligence measures (K-BIT and WISC-III) and measures of academic achievement (WIAT, WIAT-II, WJ-R ACH, or WJ-3 ACH) at levels typical of ability-achievement correlations. Correlations between the two intelligence measures (K-BIT and WISC-III) and the ASCA, a measure of child psychopathology, were low to near zero, supporting discriminant validity. Further discriminant evidence of construct validity was provided by the low to near zero correlations between the ASCA and the measures of academic achievement. (Contains 3 tables and 3 footnotes.)