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Structural Validity of the Wechsler Intelligence Scale for Children-Fifth Edition: Confirmatory Factor Analyses With the 16 Primary and Secondary Subtests

Psychological assessment, 2017-04, Vol.29 (4), p.458-472

2017

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Factor Structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory Factor Analyses With the 16 Primary and Secondary Subtests

Psychological assessment, 2016-08, Vol.28 (8), p.975-986

2016

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Test Review: Wechsler Individual Achievement Test, Fourth Edition (WIAT-4)

Journal of Psychoeducational Assessment, 2022-12, Vol.40 (8), p.1033-1038

2022

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Cognitive profile analysis in school psychology: History, issues, and continued concerns

Journal of school psychology, 2018-12, Vol.71, p.108-121

2018

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Psychoeducational Assessment and Report Writing

2nd Edition 2020, 2020

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Clinical Assessment in School Psychology: Impervious to Scientific Reform?

Canadian journal of school psychology, 2024-12, Vol.39 (4), p.297-306

2024

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Online Cognitive Assessment in the Era of COVID-19: Examining the Validity of the MEZURE

Psychological assessment, 2023-11, Vol.35 (11), p.901-910

2023

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Exploratory and Hierarchical Factor Analysis of the WJ-IV Cognitive at School Age

Psychological assessment, 2017-04, Vol.29 (4), p.394-407

2017

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Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory

Assessment (Odessa, Fla.), 2021-04, Vol.28 (3), p.977-993

2021

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Investigating the Structure of the WJ-III Cognitive in Early School Age Through Two Exploratory Bifactor Analysis Procedures

Journal of psychoeducational assessment, 2014-09, Vol.32 (6), p.483-494

Dombrowski, Stefan C.

2014

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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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Exploratory Bifactor Analysis of the WJ-III Cognitive in Adulthood via the Schmid–Leiman Procedure

Journal of psychoeducational assessment, 2014-07, Vol.32 (4), p.330-341

Dombrowski, Stefan C.

2014

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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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Financial Conflicts of Interest in School Psychology: A Continuing Problem

California school psychologist, 2024-06, Vol.28 (2), p.109-119

2024

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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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Construct Validity of the WISC-V in Clinical Cases: Exploratory and Confirmatory Factor Analyses of the 10 Primary Subtests

Assessment (Odessa, Fla.), 2020-03, Vol.27 (2), p.274-296

2020

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Exploratory and Higher Order Factor Analysis of the WJ-III Full Test Battery: A School-Aged Analysis

Psychological assessment, 2013-06, Vol.25 (2), p.442-455

2013

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Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests

Psychology in the schools, 2018-08, Vol.55 (7), p.741-769

2018

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Investigating the theoretical structure of the DAS‐II core battery at school age using Bayesian structural equation modeling

Psychology in the schools, 2018-02, Vol.55 (2), p.190-207

2018

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Factor Analysis and Variance Partitioning in Intelligence Test Research: Clarifying Misconceptions

Journal of psychoeducational assessment, 2021-02, Vol.39 (1), p.28-38

2021

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Survival analysis of hypotensive cats admitted to an intensive care unit with or without hyperlactatemia: 39 cases (2005-2011)

Journal of the American Veterinary Medical Association, 2017-04, Vol.250 (8), p.887-893

2017

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Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

Canadian journal of school psychology, 2021-06, Vol.36 (2), p.98-114

2021

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Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model

Applied Measurement in Education, 2019-07, Vol.32 (3), p.216-231

2019

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What Does the WRAML2 Core Battery Measure? Utilizing Exploratory and Confirmatory Techniques to Disclose Higher Order Structure

Assessment (Odessa, Fla.), 2018-09, Vol.25 (6), p.729-743

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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Structural Validity of the Wechsler Intelligence Scale for Children-Fifth Edition: Confirmatory Factor Analyses With the 16 Primary and Secondary Subtests

Factor Structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory Factor Analyses With the 16 Primary and Secondary Subtests

Test Review: Wechsler Individual Achievement Test, Fourth Edition (WIAT-4)

Cognitive profile analysis in school psychology: History, issues, and continued concerns

Psychoeducational Assessment and Report Writing

Clinical Assessment in School Psychology: Impervious to Scientific Reform?

Online Cognitive Assessment in the Era of COVID-19: Examining the Validity of the MEZURE

Exploratory and Hierarchical Factor Analysis of the WJ-IV Cognitive at School Age

Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory

Investigating the Structure of the WJ-III Cognitive in Early School Age Through Two Exploratory Bifactor Analysis Procedures

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

Exploratory Bifactor Analysis of the WJ-III Cognitive in Adulthood via the Schmid–Leiman Procedure

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

Financial Conflicts of Interest in School Psychology: A Continuing Problem

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

Construct Validity of the WISC-V in Clinical Cases: Exploratory and Confirmatory Factor Analyses of the 10 Primary Subtests

Exploratory and Higher Order Factor Analysis of the WJ-III Full Test Battery: A School-Aged Analysis

Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests

Investigating the theoretical structure of the DAS‐II core battery at school age using Bayesian structural equation modeling

Factor Analysis and Variance Partitioning in Intelligence Test Research: Clarifying Misconceptions

Survival analysis of hypotensive cats admitted to an intensive care unit with or without hyperlactatemia: 39 cases (2005-2011)

Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model

What Does the WRAML2 Core Battery Measure? Utilizing Exploratory and Confirmatory Techniques to Disclose Higher Order Structure

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

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