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Romantic Duration, Relationship Quality, and Attachment Insecurity among Dating Couples

International journal of environmental research and public health, 2023-01, Vol.20 (1), p.856

2023

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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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A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

Journal of intelligence, 2018-08, Vol.6 (3), p.36

2018

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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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Teleassessment With Children and Adolescents During the Coronavirus (COVID-19) Pandemic and Beyond: Practice and Policy Implications

Professional psychology, research and practice, 2020-10, Vol.51 (5), p.477-487

2020

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Revisiting Carroll's Survey of Factor-Analytic Studies: Implications for the Clinical Assessment of Intelligence

Psychological assessment, 2018-08, Vol.30 (8), p.1028-1038

2018

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What Does the Digital Administration Format of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) Measure?

California school psychologist, 2023-12, Vol.27 (4), p.623-633

2023

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The One and the Many: Enduring Legacies of Spearman and Thurstone on Intelligence Test Score Interpretation

Applied measurement in education, 2019-07, Vol.32 (3), p.198-215

2019

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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.207-221

2019

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Burnout and Substance Use in Collegiate Athletic Trainers

Journal of athletic training, 2020-07, Vol.55 (7), p.744-751

2020

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Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms

Journal of psychoeducational assessment, 2018-12, Vol.36 (8), p.782-797

2018

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Using Exploratory Bifactor Analysis to Understand the Latent Structure of Multidimensional Psychological Measures: An Example Featuring the WISC-V

Structural equation modeling, 2019-11, Vol.26 (6), p.847-860

2019

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A National Survey of School Psychologists' Practices in Identifying Specific Learning Disabilities

School psychology, 2020-03, Vol.35 (2), p.146-157

2020

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W Scores: Background and Derivation

Journal of psychoeducational assessment, 2018-06, Vol.36 (3), p.273-277

2018

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Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation

California school psychologist, 2019-06, Vol.23 (2), p.126-137

2019

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The Woodcock-Johnson IV Tests of Achievement Provides Too Many Scores for Clinical Interpretation

Journal of psychoeducational assessment, 2019-10, Vol.37 (7), p.819-836

2019

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Assessment in the Every Student Succeeds Act: Considerations for School Psychologists

California school psychologist, 2019-09, Vol.23 (3), p.211-219

2019

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Challenges for Behavioral Assessment in Brazilian Schools

Estudos de Psicologia (Campinas), 2019, Vol.36

2019

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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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Assessment of Teacher Candidate Dispositions: Evidence of Reliability and Validity

Teacher education quarterly (Claremont, Calif.), 2016-06, Vol.43 (3), p.71-89

2016

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Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions

California school psychologist, 2021-03, Vol.25 (1), p.27-32

2021

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Introduction to a Special Issue on Simulation Studies as a Means of Informing Psychoeducational Testing and Assessment

Journal of psychoeducational assessment, 2018-02, Vol.36 (1), p.3-6

Benson, Nicholas F.

2018

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Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes

Journal of school psychology, 2024-12, Vol.107, Article 101384

2024

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A Four-Factor Social Support Model to Mediate Stressors Experienced by Children Raised by Grandparents

Journal of applied school psychology, 2010-01, Vol.26 (1), p.54-69

2010

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A Systematic Review of the PSW Diagnostic Accuracy Evidence for SLD Identification: Is It Time to Abandon PSW?

School psychology review, 2024-07, p.1-19

2024

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Romantic Duration, Relationship Quality, and Attachment Insecurity among Dating Couples

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

A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

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

Teleassessment With Children and Adolescents During the Coronavirus (COVID-19) Pandemic and Beyond: Practice and Policy Implications

Revisiting Carroll's Survey of Factor-Analytic Studies: Implications for the Clinical Assessment of Intelligence

What Does the Digital Administration Format of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) Measure?

The One and the Many: Enduring Legacies of Spearman and Thurstone on Intelligence Test Score Interpretation

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

Burnout and Substance Use in Collegiate Athletic Trainers

Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms

Using Exploratory Bifactor Analysis to Understand the Latent Structure of Multidimensional Psychological Measures: An Example Featuring the WISC-V

A National Survey of School Psychologists' Practices in Identifying Specific Learning Disabilities

W Scores: Background and Derivation

Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation

The Woodcock-Johnson IV Tests of Achievement Provides Too Many Scores for Clinical Interpretation

Assessment in the Every Student Succeeds Act: Considerations for School Psychologists

Challenges for Behavioral Assessment in Brazilian Schools

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

Assessment of Teacher Candidate Dispositions: Evidence of Reliability and Validity

Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions

Introduction to a Special Issue on Simulation Studies as a Means of Informing Psychoeducational Testing and Assessment

Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes

A Four-Factor Social Support Model to Mediate Stressors Experienced by Children Raised by Grandparents

A Systematic Review of the PSW Diagnostic Accuracy Evidence for SLD Identification: Is It Time to Abandon PSW?

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