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Independent Examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): What Does the WAIS-IV Measure?

Psychological assessment, 2010-03, Vol.22 (1), p.121-130

2010

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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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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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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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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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Intelligence and academic achievement in inpatient adolescents with comorbid anxiety and depression

Bulletin of the Menninger Clinic, 2021-12, Vol.85 (1), p.23

2021

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Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?

California school psychologist, 2020-03, Vol.24 (1), p.80-88

2020

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Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

International journal of school & educational psychology, 2016-07, Vol.4 (3), p.124-136

2016

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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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Intellectual assessment of children and youth in the United States of America: Past, present, and future

International journal of school & educational psychology, 2016-10, Vol.4 (4), p.276-282

2016

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How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?

California school psychologist, 2020-12, Vol.24 (4), p.445-456

2020

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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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Validity of the Mayer—Salovey— Caruso Emotional Intelligence Test: Youth Version—Research Edition

Canadian journal of school psychology, 2009-03, Vol.24 (1), p.76-81

2009

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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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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

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Inspection time and intelligence: A meta-analysis

Intelligence (Norwood), 1989-10, Vol.13 (4), p.329-347

1989

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IQs ARE VERY STRONG BUT IMPERFECT INDICATORS OF PSYCHOMETRIC g : RESULTS FROM JOINT CONFIRMATORY FACTOR ANALYSIS: IQs and Psychometric g

Psychology in the schools, 2014-09, Vol.51 (8), p.801-813

2014

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The nature of psychometric g: Unitary process or a number of independent processes?

Intelligence (Norwood), 1991-10, Vol.15 (4), p.397-422

1991

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Confidence and competence in mathematics: The role of self-efficacy, self-concept, and general mental ability

1994

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Anatomical Risk Factors for Phonological Dyslexia

Cerebral cortex (New York, N.Y. 1991), 2001-02, Vol.11 (2), p.148-157

2001

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Normal Intelligence In Growth Hormone Receptor Deficiency—Authors’ Responseb

The journal of clinical endocrinology and metabolism, 1998-12, Vol.83 (12), p.4528-a-4530

1998

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Is short stature a handicap? A comparison of the psychosocial functioning of referred and nonreferred children with normal short stature and children with normal stature

The Journal of pediatrics, 2000, Vol.136 (1), p.96-102

2000

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Independent Examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): What Does the WAIS-IV Measure?

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

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

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

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

Intelligence and academic achievement in inpatient adolescents with comorbid anxiety and depression

Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?

Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

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

Intellectual assessment of children and youth in the United States of America: Past, present, and future

How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?

Meta-analysis of the relationship between intelligence and inspection time

Validity of the Mayer—Salovey— Caruso Emotional Intelligence Test: Youth Version—Research Edition

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

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

Inspection time and intelligence: A meta-analysis

IQs ARE VERY STRONG BUT IMPERFECT INDICATORS OF PSYCHOMETRIC g : RESULTS FROM JOINT CONFIRMATORY FACTOR ANALYSIS: IQs and Psychometric g

The nature of psychometric g: Unitary process or a number of independent processes?

Confidence and competence in mathematics: The role of self-efficacy, self-concept, and general mental ability

Anatomical Risk Factors for Phonological Dyslexia

Normal Intelligence In Growth Hormone Receptor Deficiency—Authors’ Responseb

Is short stature a handicap? A comparison of the psychosocial functioning of referred and nonreferred children with normal short stature and children with normal stature

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