Is the WISC-V a Fair Test for Black Children: Factor Structure in an Urban Public School Sample

Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?

“…Inspection of modification indices suggested that the fluid reasoning subtest intercepts were problematic causing the lack of full scalar invariance. This was similarly found in a study that investigated invariance of the WISC-V in referred Black/White sample (Graves et al, 2020). Partial scalar invariance was subsequently achieved by freeing the figure weights intercept which significantly improved overall model fit (see Table 5).…”

“…This conclusion is particularly important for the clinical comparison group. There have been recent calls for structural validity and invariance analyses within clinical groups (Chen et al, 2020; Graves et al, 2020), but rarely are data sets such as the one in the present study available. In this case, although three distinctly different clinical groups were available—an externalizing disorder (i.e., ADHD), an internalizing disorder (i.e., anxiety), and a neurologically based disorder (i.e., encephalopathy)—the scoring structure was either fully or partially invariant and functions the same way regardless of sex, age, or clinical group.…”

“…However, only one invariance study has been conducted on the 10-primary subtest battery. Specifically, Graves, Smith, and Nichols (2020) investigated the invariance of the 10-primary subtest battery in a predominantly African American sample and found that the structure failed to attain full metric invariance. The lack of analyses on the 10-primary subtest battery is noteworthy considering that it contains the most frequently administered group of subtests by practitioners (Benson et al, 2019).…”

“…Additionally, analyses on referred clinical samples (e.g., attention-deficit/hyperactivity disorder (ADHD), anxiety, and brain injury) are important but rarely investigated (Chen et al, 2020). Children referred for the evaluation of suspected disability are the ones most frequently administered tests of cognitive ability, and there are frequent calls for analyses with clinical samples (Chen et al, 2020; Graves et al, 2020). However, such analyses are less available in the literature.…”

From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology

“…By the first decade of the 21st century, a newer cohort of Black scholars entered academia and began contributing to the school psychology research. For instance, Jamilia Blake's interdisciplinary scholarship regarding the impact of adultification on Black girls (e.g., Epstein et al, 2017); Scott Graves’ research regarding assessment of Black children (e.g., Graves et al, 2020); Sherrie Proctor's investigations into the attrition, recruitment, and retention of Black school psychology students (e.g., Proctor et al, 2018); Amanda Sullivan's research related to disproportionality in special education (e.g., Sullivan, 2017); Markeda Newell's work focused on multicultural consultation (e.g., Newell et al, 2013); and Stacy Williams’ research related to promoting race pedagogy in higher education (e.g., Williams et al, 2020). All of these Black scholars established a national presence through their research, teaching, and/ or significant service to the profession.…”