Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample.

Nelson, Jason M.; Canivez, Gary L.

doi:10.1037/a0024878

Cited by 49 publications

(74 citation statements)

References 52 publications

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“…The g factor accounted for more total and common variance than that accounted for by the four first-order factors combined. These results are also consistent with those obtained from investigations of other intelligence tests, including studies of the Reynolds Intellectual Assessment Scales (Dombrowski, Watkins, & Brogan, 2009;Nelson & Canivez, 2012;Nelson, Canivez, Lindstrom, & Hatt, 2007), Stanford-Binet Intelligence Scales-Fifth Edition (Canivez, 2008;DiStefano & Dombrowski, 2006), Cognitive Assessment System (Canivez, 2011), WlSC-rV (Bodin et al, 2009;M. W. Watkins, 2006M.…”

Section: Discussionsupporting

confidence: 89%

Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.

Nelson

Canivez

Watkins

2013

Psychological Assessment

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Structural and incremental validity of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV; Wechsler, 2008a) was examined with a sample of 300 individuals referred for evaluation at a university-based clinic. Confirmatory factor analysis indicated that the WAIS-IV structure was best represented by 4 first-order factors as well as a general intelligence factor in a direct hierarchical model. The general intelligence factor accounted for the most common and total variance among the subtests. Incremental validity analyses indicated that the Full Scale IQ (FSIQ) generally accounted for medium to large portions of academic achievement variance. For all measures of academic achievement, the first-order factors combined accounted for significant achievement variance beyond that accounted for by the FSIQ, but individual factor index scores contributed trivial amounts of achievement variance. Implications for interpreting WAIS-IV results are discussed.

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Section: Discussionsupporting

confidence: 89%

Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.

Nelson

Canivez

Watkins

2013

Psychological Assessment

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“…Tbis study's results lends support to tbese criticisms and reaffirms the position against moving much beyond this level of interpretation because of stmctural validity concems (Canivez & Watkins, 2010;DiStefano & Dombrowski, 2006;Dombrowski et al, 2009;Nelson & Canivez, 2012;Watkins, 2010).…”

Section: Conclusion and Implications For Practitionerssupporting

confidence: 76%

Investigating the structure of the WJ-III Cognitive at school age.

Dombrowski¹

2013

School Psychology Quarterly

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During its development, the Woodcock-Johnson, Third Edition Cognitive (WJ-III Cognitive; McGrew & Woodcock, 2001) was never subjected to structural analysis using exploratory and higher order factor analyses. Instead, confirmatory factor analyses were conducted on separate sets of WJ-III correlation matrices, yielding a seven-factor model across all age ranges. To see whether the structure holds for the WJ-III Cognitive, currently recognized best practice exploratory factor analysis (EFA) procedures were applied to two school-aged correlation matrices (ages 9-13; 14-19) from the normative sample. Using EFA and higher order factor analysis, four factors emerged at age 9 to 13 and three factors emerged at age 14 to 19. The results of this analysis indicated a robust manifestation of general intelligence (g) that exceeded the variance attributed to the lower order factors. An additional analysis was conducted that disregarded factor extraction rules and forced the seven-factor fit. The resulting solution was only partially aligned (i.e., Gc, Ga, and Gsm) with the theoretical structure posited in the WJ-III Technical Manual. Surprisingly, this study represents the first time to my knowledge that the WJ-III Cognitive has been subjected to EFA analyses given the instrument's significant use by practitioners and that it has served as the initial evidentiary base for Cattell-Horn-Carroll theory.

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“…This has been observed in the WISC-IV (Bodin et al, 2009;Watkins, 2006;Watkins et al, in press;Watkins et al, 2006), French WISC-IV (Golay et al. 2012), SB-5 (Canivez, 2008), WASI and WRIT (Canivez et al, 2009), RIAS (Dombrowski et al, 2009;Nelson & Canivez, 2012;Nelson et al,, 2007), CAS (Canivez, 2011), French WAIS-III (Golay & Lecerf, 2011), WAIS-IV (Canivez & Watkins, 2010a, 2010bNiileksela et al, 2012), and the WJ-III (Dombrowski & Watkins, 2013), These consistent findings imply that the overall omnibus FSIQ should retain primary interpretive weight rather than the specific factor-based index scores. The particularly low variance estimates of PR on Picture Concepts and Matrix Reasoning and of WM on Digit Span and Letter-Number Sequencing (see Ta-ble 3) were also quite low in the WISC-IV standardization sample (Watkins, 2006) and another referred sample .…”

Section: Resultssupporting

confidence: 56%

Construct validity of the WISC-IV with a referred sample: Direct versus indirect hierarchical structures.

Canivez¹

2014

School Psychology Quarterly

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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-IV(UK) 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.

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Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample.

Cited by 49 publications

References 52 publications

Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.

Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.

Investigating the structure of the WJ-III Cognitive at school age.

Construct validity of the WISC-IV with a referred sample: Direct versus indirect hierarchical structures.

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