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Background Subtest and factor scores have typically provided little incremental predictive validity beyond the omnibus IQ score. Aims This study examined the incremental validity of Wechsler Intelligence Scale for Children - Fourth UK Edition ( WISC- IVUK; Wechsler, 2004a, Wechsler Intelligence Scale for Children - Fourth UK Edition, Harcourt Assessment, London, UK) and factor index scores in predicting academic achievement on the Wechsler Individual Achievement Test - Second UK Edition ( WIAT- IIUK; Wechsler, 2005a, Wechsler Individual Achievement Test-Second UK Edition, Pearson, London, UK), beyond that predicted by the WISC- IVUK FSIQ. Sample The sample included 1,014 Irish children (ages 6-0 to 16-9) who were referred for evaluation of learning difficulties. Method Hierarchical multiple regression analyses were used with the WISC- IVUK FSIQ (Block 1) and factor index scores (Block 2) as predictors and WIAT- IIUK subtest and composite scores as dependent variables. Results The WISC- IVUK FSIQ accounted for statistically significant and generally large portions of WIAT- IIUK subtest and composite score variance. WISC- IVUK factor index scores combined to provide statistically significant increments in prediction of most WIAT- IIUK subtest and composite scores over and above the FSIQ; however, the effect sizes were mostly small as previously observed (i.e., Canivez, 2013a, Psychol. Assess., 25, 484; Glutting et al., 2006, J. Spec. Educ., 40, 103; Nelson et al., 2013, Psychol. Assess., 25, 618). Individually, the WISC- IVUK factor index scores provided small unique contributions to predicting WIAT- IIUK scores. Conclusion This, in combination with studies of apportioned variance from bifactor confirmatory factor analysis (Watkins et al., 2013, Int. J. Sch. Educ. Psychol., 1, 102), indicated that the WISC- IVUK FSIQ should retain the greatest weight in WISC- IVUK interpretation. [ABSTRACT FROM AUTHOR]

Background Subtest and factor scores have typically provided little incremental predictive validity beyond the omnibus IQ score. Aims This study examined the incremental validity of Wechsler Intelligence Scale for Children - Fourth UK Edition ( WISC- IVUK; Wechsler, 2004a, Wechsler Intelligence Scale for Children - Fourth UK Edition, Harcourt Assessment, London, UK) and factor index scores in predicting academic achievement on the Wechsler Individual Achievement Test - Second UK Edition ( WIAT- IIUK; Wechsler, 2005a, Wechsler Individual Achievement Test-Second UK Edition, Pearson, London, UK), beyond that predicted by the WISC- IVUK FSIQ. Sample The sample included 1,014 Irish children (ages 6-0 to 16-9) who were referred for evaluation of learning difficulties. Method Hierarchical multiple regression analyses were used with the WISC- IVUK FSIQ (Block 1) and factor index scores (Block 2) as predictors and WIAT- IIUK subtest and composite scores as dependent variables. Results The WISC- IVUK FSIQ accounted for statistically significant and generally large portions of WIAT- IIUK subtest and composite score variance. WISC- IVUK factor index scores combined to provide statistically significant increments in prediction of most WIAT- IIUK subtest and composite scores over and above the FSIQ; however, the effect sizes were mostly small as previously observed (i.e., Canivez, 2013a, Psychol. Assess., 25, 484; Glutting et al., 2006, J. Spec. Educ., 40, 103; Nelson et al., 2013, Psychol. Assess., 25, 618). Individually, the WISC- IVUK factor index scores provided small unique contributions to predicting WIAT- IIUK scores. Conclusion This, in combination with studies of apportioned variance from bifactor confirmatory factor analysis (Watkins et al., 2013, Int. J. Sch. Educ. Psychol., 1, 102), indicated that the WISC- IVUK FSIQ should retain the greatest weight in WISC- IVUK interpretation. [ABSTRACT FROM AUTHOR]

Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire – Teacher Scale (HPQ-T). Participants were 112 teachers of 224 students in six Illinois school districts. Common factor analysis with principal axis extraction and promax rotation was used for data analysis. Results revealed three salient factors: Parent support, student competence and homework completion. Subsequently, convergent validity of HPQ-T subscale scores with subscale scores from the Learning Behaviours Scale was examined. Findings suggest that the HPQ-T may potentially be a useful tool for improving research on homework and identifying strengths and weaknesses in student homework performance. However, modifications are recommended to optimise the utility of the scores. [ABSTRACT FROM AUTHOR]

The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) is one of the most frequently used intelligence tests in clinical assessments of children with learning difficulties. Construct validity studies of the WISC-IV have generally supported the higher order structure with four correlated first-order factors and one higher-order general intelligence factor, but recent studies have supported an alternate model in which general intelligence is conceptualized as a breadth factor rather than a superordinate factor (M. W. Watkins, 2010, Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students, Psychological Assessment, Vol. 22, pp. 782-787; M. W. Watkins, G. L. Canivez, T. James, K. & R. Good, in press, Construct validity of the WISC-IVUK with a large referred Irish sample, International Journal of School and Educational Psychology). WISC-IV core subtest data obtained from evaluations to assess learning difficulties in 345 children (224 boys, 121 girls) were examined. One through four, first order factor models and indirect versus direct hierarchical models were compared using confirmatory factor analyses. The correlated four-factor Wechsler model provided good fit to these data, but the direct hierarchical model showed statistically significant improvement over the indirect hierarchical model and correlated four-factor model. The direct hierarchical model was judged the best explanation of the WISC-IV factor structure, with the general factor accounting for 71.6% of the common variance while the first order factors accounted for 2.4-10.3% of the common variance. Thus, the results with the present sample of referred children were similar to those from other investigations (G. E. Gignac, 2005, Revisiting the factor structure of the WAIS-R: Insights through nested factor modeling, Assessment, Vol. 12, pp. 320-329; G. E. Gignac, 2006, The WAIS-III as a nested factors model: A useful alternative to the more conventional oblique and higher-order models, Journal of Individual Differences, Vol. 27, pp. 73-86; P. Golay, I. Reverte, J. Rossier, N. Favez, & T. Lecerf, 2012, Further insights on the French WISC-IV factor structure through Bayesian structural equation modeling. Psychological Assessment, advance online publication; M. W. Watkins, 2010, Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students, Psychological Assessment, Vol. 22, pp. 782-787; M. W. Watkins, G. L. Canivez, T. James, K. & R. Good, in press, Construct validity of the WISC-IVUK with a large referred Irish sample, International Journal of School and Educational Psychology) supporting primary interpretation of the Full Scale IQ rather than the factor index scores. [ABSTRACT FROM AUTHOR]

Empirical examination of the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 2003a) has produced mixed results regarding its internal structure and convergent validity. Various aspects of validity of RIAS scores with a sample (N = 521) of adolescents and adults seeking psychological evaluations at a university-based clinic were examined. Results from exploratory factor analysis indicated only 1 factor, and confirmatory factor analysis (CFA) indicated that the 1-factor model was a good fit and a better fit than the 2-factor model. Hierarchical factor analysis indicated the higher order, general intelligence factor accounted for the largest amount of variance. Correlations with other measures of verbal/crystallized and nonverbal/fluid intelligence were supportive of the convergent validity of the Verbal Intelligence Index but not the Nonverbal Intelligence Index. Joint CFA with these additional measures resulted in a superior fit of the 2-factor model compared with the 1-factor model, although the Odd-Item-Out subtest was found to be a poor measure of nonverbal/fluid intelligence. Incremental validity analyses indicated that the Composite Intelligence Index explained a medium to large portion of academic achievement variance; the NIX and VIX explained a small amount of remaining variance. Implications regarding interpretation of the RIAS when assessing similar individuals are discussed. [ABSTRACT FROM AUTHOR]