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The effect of measurement error on the positive predictive value of PSW methods for SLD identification: How buffer zones dispel the illusion of inaccuracy

Journal of school psychology, 2024-04, Vol.103, p.101280-101280, Article 101280

2024

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WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives

1, 2016

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Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification

Journal of applied school psychology, 2022-10, Vol.38 (4), p.316-351

2022

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A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy

Journal of school psychology, 2013-08, Vol.51 (4), p.535-555

2013

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PROFESSIONAL PRACTICE ISSUES IN THE ASSESSMENT OF COGNITIVE FUNCTIONING FOR EDUCATIONAL APPLICATIONS

Psychology in the schools, 2013-03, Vol.50 (3), p.300-313

2013

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Essentials of specific learning disability identification

2011

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Cross-Battery Assessment? XBA PSW? A case of mistaken identity: A commentary on Kranzler and colleagues' "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.137-145

2016

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Enhancing practice through application of Cattell-Horn-Carroll theory and research: A "third method" approach to specific learning disability identification

Psychology in the schools, 2010-08, Vol.47 (7), p.739-760

2010

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ENGLISH LANGUAGE PROFICIENCY AND TEST PERFORMANCE: AN EVALUATION OF BILINGUAL STUDENTS WITH THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES

Psychology in the schools, 2013-09, Vol.50 (8), p.781-797

2013

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Utility of KTEA-3 Error Analysis for the Diagnosis of Specific Learning Disabilities

Journal of psychoeducational assessment, 2017-02, Vol.35 (1-2), p.226-241

2017

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WJ III Clinical Use and Interpretation: Scientist-Practitioner Perspectives

1, 2003

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Broad and Narrow CHC Abilities Measured and Not Measured by the Wechsler Scales: Moving Beyond Within-Battery Factor Analysis

Journal of psychoeducational assessment, 2013-04, Vol.31 (2), p.202-223

2013

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The Achievement Test Desk Reference (ATDR): Comprehensive assessment and learning disabilities

2002

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Identifying Specific Reading Disability Subtypes for Effective Educational Remediation

Learning disabilities (Pittsburgh, Pa.), 2014, Vol.20 (1), p.18

2014

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Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the Tower of Babel

Psychology in the schools, 2006-09, Vol.43 (7), p.807-825

2006

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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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The contribution of general and specific cognitive abilities to reading achievement

Learning and individual differences, 2002, Vol.13 (2), p.159-188

2002

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Interpreting Intelligence Tests from Contemporary Gf-Gc Theory : Joint Confirmatory Factor Analysis of the WJ-R and KAIT in a Non-White Sample

Journal of school psychology, 1998, Vol.36 (2), p.151-182

1998

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The Achievement Test Desk Reference: (ATDR). A guide to learning disability identification. 2. ed

2006

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PROFESSIONAL PRACTICE ISSUES IN THE ASSESSMENT OF COGNITIVE FUNCTIONING FOR EDUCATIONAL APPLICATIONS: Preparing the Next Generation of School Psychologists: Emerging Challenges and Opportunities

Psychology in the schools, 2013, Vol.50 (3), p.300-313

2013

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An Integrative Theoretical Framework for Cognitive Test Interpretation in School Neuropsychological Evaluations

Best Practices in School Neuropsychology, 2022, p.87-119

2022

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Convergent validity of the BASC and SSRS: Implications for social skills assessment

Psychology in the schools, 1996-01, Vol.33 (1), p.13-23

1996

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Diagnosis of learning disability in adulthood

2003

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Test Review: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

Journal of Psychoeducational Assessment, 2006-09, Vol.24 (3), p.278-295

2006

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The Utility of the Pattern of the Strengths and Weaknesses Approach

Learning disabilities (Pittsburgh, Pa.), 2014, Vol.20 (1), p.55

2014

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The effect of measurement error on the positive predictive value of PSW methods for SLD identification: How buffer zones dispel the illusion of inaccuracy

WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives

Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification

A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy

PROFESSIONAL PRACTICE ISSUES IN THE ASSESSMENT OF COGNITIVE FUNCTIONING FOR EDUCATIONAL APPLICATIONS

Essentials of specific learning disability identification

Cross-Battery Assessment? XBA PSW? A case of mistaken identity: A commentary on Kranzler and colleagues' "Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth"

Enhancing practice through application of Cattell-Horn-Carroll theory and research: A "third method" approach to specific learning disability identification

ENGLISH LANGUAGE PROFICIENCY AND TEST PERFORMANCE: AN EVALUATION OF BILINGUAL STUDENTS WITH THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES

Utility of KTEA-3 Error Analysis for the Diagnosis of Specific Learning Disabilities

WJ III Clinical Use and Interpretation: Scientist-Practitioner Perspectives

Broad and Narrow CHC Abilities Measured and Not Measured by the Wechsler Scales: Moving Beyond Within-Battery Factor Analysis

The Achievement Test Desk Reference (ATDR): Comprehensive assessment and learning disabilities

Identifying Specific Reading Disability Subtypes for Effective Educational Remediation

Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the Tower of Babel

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)

The contribution of general and specific cognitive abilities to reading achievement

Interpreting Intelligence Tests from Contemporary Gf-Gc Theory : Joint Confirmatory Factor Analysis of the WJ-R and KAIT in a Non-White Sample

The Achievement Test Desk Reference: (ATDR). A guide to learning disability identification. 2. ed

PROFESSIONAL PRACTICE ISSUES IN THE ASSESSMENT OF COGNITIVE FUNCTIONING FOR EDUCATIONAL APPLICATIONS: Preparing the Next Generation of School Psychologists: Emerging Challenges and Opportunities

An Integrative Theoretical Framework for Cognitive Test Interpretation in School Neuropsychological Evaluations

Convergent validity of the BASC and SSRS: Implications for social skills assessment

Diagnosis of learning disability in adulthood

Test Review: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

The Utility of the Pattern of the Strengths and Weaknesses Approach

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