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Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey

Journal of school psychology, 2019-02, Vol.72, p.29-48

2019

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Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data

Journal of school psychology, 2022-06, Vol.92, p.33-48

2022

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Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them?

School psychology review, 2024-01, Vol.53 (1), p.57-68

2024

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Using Estimated Factor Scores From a Bifactor Analysis to Examine the Unique Effects of the Latent Variables Measured by the WAIS-IV on Academic Achievement

Psychological assessment, 2015-12, Vol.27 (4), p.1402-1416

2015

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Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models

Journal of school psychology, 2016-10, Vol.58, p.1-19

2016

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Exploratory and Confirmatory Factor Analysis of the Universal Nonverbal Intelligence Test–Second Edition: Testing Dimensionality and Invariance Across Age, Gender, Race, and Ethnicity

Assessment (Odessa, Fla.), 2020-07, Vol.27 (5), p.996-1006

2020

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Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice

School psychology review, 2022-11, Vol.51 (6), p.771-784

2022

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Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Personality and individual differences, 2008-04, Vol.44 (5), p.1258-1269

2008

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Group exposure and response prevention for college students with social anxiety: A randomized clinical trial

Journal of clinical psychology, 2019-09, Vol.75 (9), p.1489-1507

2019

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Past, Present, and Future of Research in School Psychology: The Biopsychosocial Ecological Model as an Overarching Framework

School psychology, 2020-11, Vol.35 (6), p.419-427

2020

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UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

Psychology in the schools, 2014-05, Vol.51 (5), p.452-465

2014

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Developing local oral reading fluency cut scores for predicting high‐stakes test performance

Psychology in the schools, 2017-11, Vol.54 (9), p.932-946

2017

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Research productivity and scholarly impact of APA-accredited school psychology programs: 2005–2009

Journal of school psychology, 2011-12, Vol.49 (6), p.721-738

2011

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Cross-Battery Assessment pattern of strengths and weaknesses approach to the identification of specific learning disorders: Evidence-based practice or pseudoscience?

International journal of school & educational psychology, 2016-07, Vol.4 (3), p.146-157

2016

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UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

Psychology in the schools, 2014-05, Vol.51 (5), p.452-465

2014

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Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

Psychology in the schools, 2013-01, Vol.50 (1), p.87-101

2013

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Meta-analysis of the relationship between intelligence and inspection time

Intelligence (Norwood), 2001-01, Vol.29 (6), p.523-535

2001

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School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice

School psychology review, 2023-12, p.1-13

2023

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Incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence

Journal of research in personality, 2009-02, Vol.43 (1), p.60-65

2009

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Effect of Instructions on Curriculum-Based Measurement of Reading

Journal of psychoeducational assessment, 2006-12, Vol.24 (4), p.318-328

2006

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Current practices and future directions for the assessment of child and adolescent intelligence in schools around the world

International journal of school & educational psychology, 2016-10, Vol.4 (4), p.213-214

Kranzler, John H.

2016

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Further Examination of a Critical Assumption Underlying the Dual'Discrepancy/Consistency Approach to Specific Learning Disability Identification

School psychology review, 2019-09, Vol.48 (3), p.207

2019

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UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS: Mean-Group Differences in Behavior Ratings

Psychology in the schools, 2014-05, Vol.51 (5), p.452-465

2014

Volltextzugriff (PDF)

What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition)

School psychology review, 2001-03, Vol.30 (1), p.89-119

2001

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Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders

Behavioral disorders, 2024-08, Vol.49 (4), p.222-235

2024

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Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey

Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data

Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them?

Using Estimated Factor Scores From a Bifactor Analysis to Examine the Unique Effects of the Latent Variables Measured by the WAIS-IV on Academic Achievement

Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models

Exploratory and Confirmatory Factor Analysis of the Universal Nonverbal Intelligence Test–Second Edition: Testing Dimensionality and Invariance Across Age, Gender, Race, and Ethnicity

Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice

Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Group exposure and response prevention for college students with social anxiety: A randomized clinical trial

Past, Present, and Future of Research in School Psychology: The Biopsychosocial Ecological Model as an Overarching Framework

UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

Developing local oral reading fluency cut scores for predicting high‐stakes test performance

Research productivity and scholarly impact of APA-accredited school psychology programs: 2005–2009

Cross-Battery Assessment pattern of strengths and weaknesses approach to the identification of specific learning disorders: Evidence-based practice or pseudoscience?

UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

Meta-analysis of the relationship between intelligence and inspection time

School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice

Incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence

Effect of Instructions on Curriculum-Based Measurement of Reading

Current practices and future directions for the assessment of child and adolescent intelligence in schools around the world

Further Examination of a Critical Assumption Underlying the Dual'Discrepancy/Consistency Approach to Specific Learning Disability Identification

UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS: Mean-Group Differences in Behavior Ratings

What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition)

Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders

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