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51. Adjustment Scales for Children and Adolescents: Factorial Validity Generalization with Hispanic/Latino Youths

52. Construct Validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent and Structural Validity

53. Adjustment Scales for Children and Adolescents: Factorial Validity in a Canadian Sample

54. Orthogonal Higher Order Factor Structure of the Stanford-Binet Intelligence Scales--Fifth Edition for Children and Adolescents

55. Higher-Order Exploratory Factor Analysis of the Reynolds Intellectual Assessment Scales with a Referred Sample

56. Psychometric Intelligence and Achievement: A Cross-Lagged Panel Analysis

57. Adjustment Scales for Children and Adolescents and Native American Indians: Factorial Validity Generalization for Ojibwe Youths

58. Replication of the Learning Behaviors Scale Factor Structure with an Independent Sample

59. Long-Term Stability of Membership in a Wechsler Intelligence Scale for Children--Third Edition (WISC-III) Subtest Core Profile Taxonomy

60. Construct Validity of the Kaufman Brief Intelligence Test, Wechsler Intelligence Scale for Children-Third Edition, and Adjustment Scales for Children and Adolescents

61. Temporal Stability of WISC-III Subtest Composite: Strengths and Weaknesses

62. Replication of the Adjustment Scales for Children and Adolescents Core Syndrome Factor Structure

64. The Sexual Communication Scale: A Measure of Frequency of Sexual Communication between Parents and Adolescents.

65. Interrater Agreement for Discriminant Classifications for the Adjustment Scales for Children and Adolescents.

66. Interrater Agreement for Syndromic Profile Classifications on the Adjustment Scales for Children and Adolescents.

67. Construct Validity of the Adjustment Scales for Children and Adolescents and the Preschool and Kindergarten Behavior Scales: Convergent and Divergent Evidence.

68. Longitudinal Factor Structure of the WISC-III among Students with Disabilities.

69. Stability of the Adjustment Scales for Children and Adolescents.

70. 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.

71. Predictive and Construct Validity of the Developing Cognitive Abilities Test: Relations with the Iowa Tests of Basic Skills.

73. Long-Term Stability of the Wechsler Intelligence Scale for Children--Third Edition.

74. Interrater Agreement of the Adjustment Scales for Children and Adolescents.

76. sj-pdf-1-asm-10.1177_10731911211005170 – Supplemental material for Exploratory Factor Analyses of the French WISC-V (WISC-VFR) for Five Age Groups: Analyses Based on the Standardization Sample

79. Exploratory Factor Analyses of the French WISC-V (WISC-V FR) for Five Age Groups: Analyses Based on the Standardization Sample.

84. Online_Supplement_Table – Supplemental material for Construct Validity of the German Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory and Confirmatory Factor Analyses of the 15 Primary and Secondary Subtests

85. Supplemental_Material – Supplemental material for Factor Structure of the Differential Ability Scales–Second Edition Core Subtests: Standardization Sample Confirmatory Factor Analyses

91. Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change

98. Will the RealTheoretical Structure of the WISC-V Please Stand Up? Implications for Clinical Interpretation

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