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Scoring and Modeling Psychological Measures in the Presence of Multidimensionality

Journal of personality assessment, 2013-03, Vol.95 (2), p.129-140

2013

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Parsimonious asymmetric item response theory modeling with the complementary log-log link

Behavior research methods, 2023-01, Vol.55 (1), p.200-219

2023

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When Are Multidimensional Data Unidimensional Enough for Structural Equation Modeling? An Evaluation of the DETECT Multidimensionality Index

Structural equation modeling, 2015-10, Vol.22 (4), p.504-516

2015

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Better Accuracy for Better Science . . . Through Random Conclusions

Perspectives on psychological science, 2024-01, Vol.19 (1), p.223-243

2024

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Increasing generalizability via the principle of minimum description length

The Behavioral and brain sciences, 2022-02, Vol.45, p.e5-e5, Article e5

Bonifay, Wes

2022

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On the Complexity of Item Response Theory Models

Multivariate behavioral research, 2017-07, Vol.52 (4), p.465-484

2017

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Development and validation of the Intervention Skills Profile–Skills: A brief measure of student social-emotional and academic enabling skills

Journal of school psychology, 2020-12, Vol.83, p.66-88

2020

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Abstract: On the Complexity of IRT Models

Multivariate behavioral research, 2015-01, Vol.50 (1), p.128-128

Bonifay, Wes E.

2015

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Evidence for the interpretation of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation

Journal of school psychology, 2018-06, Vol.68, p.129-141

2018

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Model Evaluation in the Presence of Categorical Data: Bayesian Model Checking as an Alternative to Traditional Methods

Prevention science, 2023-04, Vol.24 (3), p.467-479

2023

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Three Concerns With Applying a Bifactor Model as a Structure of Psychopathology

Clinical psychological science, 2017-01, Vol.5 (1), p.184-186

2017

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Parsimonious item response theory modeling with the negative log-log link: The role of inflection point shift

Behavior research methods, 2023-08

2023

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Advanced Categorical Data Analysis in Prevention Science

Prevention science, 2023-04, Vol.24 (3), p.393-397

2023

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Establishing the measurement precision of the patient health questionnaire in an adolescent sample

Journal of affective disorders, 2023-12, Vol.342, p.76-84

2023

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Valid Outcomes for Screening and Progress Monitoring: Fluency Is Superior to Accuracy in Curriculum-Based Measurement

School psychology, 2023-05, Vol.38 (3), p.160-172

2023

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Implications of Bias in Automated Writing Quality Scores for Fair and Equitable Assessment Decisions

School psychology, 2023-05, Vol.38 (3), p.173-181

2023

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Examining Utility and Impact of Social, Emotional, and Behavioral Screening to Identify and Address Needs

School psychology, 2023-05, Vol.38 (3), p.137-147

2023

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Assessment in Action: Toward a More Complete and Justice-Oriented Understanding of the Social Consequences of Educational Measures

School psychology, 2023-05, Vol.38 (3), p.192-198

2023

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Usability and Social Consequences of the Early Identification System as a Universal Screener for Social, Emotional, and Behavioral Risks

School psychology, 2023-05, Vol.38 (3), p.148-159

2023

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Best Practices for Examining and Reporting the Social Consequences of Educational Measures

School psychology, 2023-05, Vol.38 (3), p.129-136

2023

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Social Consequences of Educational Measures: A Commentary

School psychology, 2023-05, Vol.38 (3), p.182-191

2023

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Measuring Perceived Corporate Hypocrisy: Scale Development in the Context of U.S. Retail Employees

Sustainability, 2018-12, Vol.10 (12), p.4756

2018

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Building Theories on Top of, and Not Independent of, Statistical Models: The Case of the p-factor

Psychological inquiry, 2020-10, Vol.31 (4), p.310-320

2020

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Measuring Belongingness in Higher Education: Assessing the Relevance of the University Belongingness Questionnaire (UBQ) in Community College Settings

Community college journal of research and practice, 2023-09, p.1-18

2023

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Good Fit Is Weak Evidence of Replication: Increasing Rigor Through Prior Predictive Similarity Checking

Assessment (Odessa, Fla.), 2024-03, p.10731911241234118-10731911241234118

2024

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Scoring and Modeling Psychological Measures in the Presence of Multidimensionality

Parsimonious asymmetric item response theory modeling with the complementary log-log link

When Are Multidimensional Data Unidimensional Enough for Structural Equation Modeling? An Evaluation of the DETECT Multidimensionality Index

Better Accuracy for Better Science . . . Through Random Conclusions

Increasing generalizability via the principle of minimum description length

On the Complexity of Item Response Theory Models

Development and validation of the Intervention Skills Profile–Skills: A brief measure of student social-emotional and academic enabling skills

Abstract: On the Complexity of IRT Models

Evidence for the interpretation of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation

Model Evaluation in the Presence of Categorical Data: Bayesian Model Checking as an Alternative to Traditional Methods

Three Concerns With Applying a Bifactor Model as a Structure of Psychopathology

Parsimonious item response theory modeling with the negative log-log link: The role of inflection point shift

Advanced Categorical Data Analysis in Prevention Science

Establishing the measurement precision of the patient health questionnaire in an adolescent sample

Valid Outcomes for Screening and Progress Monitoring: Fluency Is Superior to Accuracy in Curriculum-Based Measurement

Implications of Bias in Automated Writing Quality Scores for Fair and Equitable Assessment Decisions

Examining Utility and Impact of Social, Emotional, and Behavioral Screening to Identify and Address Needs

Assessment in Action: Toward a More Complete and Justice-Oriented Understanding of the Social Consequences of Educational Measures

Usability and Social Consequences of the Early Identification System as a Universal Screener for Social, Emotional, and Behavioral Risks

Best Practices for Examining and Reporting the Social Consequences of Educational Measures

Social Consequences of Educational Measures: A Commentary

Measuring Perceived Corporate Hypocrisy: Scale Development in the Context of U.S. Retail Employees

Building Theories on Top of, and Not Independent of, Statistical Models: The Case of the p-factor

Measuring Belongingness in Higher Education: Assessing the Relevance of the University Belongingness Questionnaire (UBQ) in Community College Settings

Good Fit Is Weak Evidence of Replication: Increasing Rigor Through Prior Predictive Similarity Checking

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