421 results on '"Canivez, Gary L."'
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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
63. Warning signs for hype in school-based assessment: Implications for training and pedagogy
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.
72. CFA of the Korean WISC-V: Structural validity limitations
73. Long-Term Stability of the Wechsler Intelligence Scale for Children--Third Edition.
74. Interrater Agreement of the Adjustment Scales for Children and Adolescents.
75. Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice
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
77. Incremental validity of WISC–IVUK factor index scores with a referred Irish sample: Predicting performance on the WIAT–IIUK
78. Are There Cognitive Profiles Unique to Students With Learning Disabilities? A Latent Profile Analysis of Wechsler Intelligence Scale for Children–Fourth Edition Scores
79. Exploratory Factor Analyses of the French WISC-V (WISC-V FR) for Five Age Groups: Analyses Based on the Standardization Sample.
80. Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample.
81. Correction to: Will the Real Theoretical Structure of the WISC-V Please Stand Up? Implications for Clinical Interpretation
82. Will the Real Theoretical Structure of the WISC-V Please Stand Up? Implications for Clinical Interpretation
83. Exploratory Factor Analyses of the French WISC-V (WISC-VFR) 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
86. Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries
87. Structural Validity of the Bullying Participant Behavior Questionnaire with an Elementary School Sample
88. Assessing the Psychometric Utility of IQ Scores: A Tutorial Using the Wechsler Intelligence Scale for Children–Fifth Edition
89. Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample
90. On the validation of ability measures in school psychology: Do established psychometric standards matter?
91. Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change
92. WISC-V Canadian construct validity with a referred first nations sample: CFA evidence
93. Exploring pseudo-interpretive structures for the WISC-V: Risky post-hoc redundancy?
94. Assessing the incremental validity of WJ cognitive CHC scores
95. WISC-V Canadian Construct validity with a referred first nations sample: Hierarchical EFA evidence
96. Structural and Incremental Validity of the Wechsler Adult Intelligence Scale–Fourth Edition With a Clinical Sample
97. Incremental Criterion Validity of WAIS–IV Factor Index Scores: Relationships With WIAT–II and WIAT–III Subtest and Composite Scores
98. Will the RealTheoretical Structure of the WISC-V Please Stand Up? Implications for Clinical Interpretation
99. Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles
100. Factor Analysis and Variance Partitioning in Intelligence Test Research: Clarifying Misconceptions
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