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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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Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?

Journal of psychoeducational assessment, 2023-07, Vol.41 (4), p.461-468

McGill, Ryan J.

2023

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Bootstrap Exploratory Graph Analysis of the WISC-V with a Clinical Sample

Journal of intelligence, 2023-07, Vol.11 (7), p.137

2023

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An instrument in search of a theory: Structural validity of the Kaufman assessment battery for children‐second edition normative update at school‐age

Psychology in the schools, 2020-02, Vol.57 (2), p.247-264

McGill, Ryan J.

2020

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Single-case design and evaluation in R: An introduction and tutorial for school psychologists

International journal of school & educational psychology, 2017-01, Vol.5 (1), p.39-51

McGill, Ryan J.

2017

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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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Interpretation of KABC-II Scores: An Evaluation of the Incremental Validity of Cattell-Horn-Carroll (CHC) Factor Scores in Predicting Achievement

Psychological assessment, 2015-12, Vol.27 (4), p.1417-1426

2015

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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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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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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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Exploring the latent structure of the Luria model for the KABC‐II at school age: Further insights from confirmatory factor analysis

Psychology in the schools, 2017-11, Vol.54 (9), p.1004-1018

McGill, Ryan J.

2017

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Construct validity of the Wechsler Intelligence Scale For Children – Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests

British journal of educational psychology, 2019-06, Vol.89 (2), p.195-224

2019

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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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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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Factor Structure of the Differential Ability Scales-Second Edition: Exploratory and Hierarchical Factor Analyses With the Core Subtests

Psychological assessment, 2016-11, Vol.28 (11), p.1475-1488

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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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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Use of translated and adapted versions of the WISC-V: Caveat emptor

School psychology international, 2020-06, Vol.41 (3), p.276-294

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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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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Investigation of the Factor Structure of the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2) Using Exploratory Factor Analysis

Journal of psychoeducational assessment, 2016-07, Vol.34 (4), p.339-350

McGill, Ryan J.

2016

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Evidence-Based Assessment in School Psychology: an Introduction

California school psychologist, 2019-06, Vol.23 (2), p.113-114

McGill, Ryan J.

2019

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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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On the validation of ability measures in school psychology: Do established psychometric standards matter?

School psychology international, 2021-04, Vol.42 (2), p.210-216

2021

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ASSESSING THE INCREMENTAL VALUE OF KABC-II LURIA MODEL SCORES IN PREDICTING ACHIEVEMENT: WHAT DO THEY TELL US BEYOND THE MPI?

Psychology in the schools, 2016-08, Vol.53 (7), p.677-689

2016

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

Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?

Bootstrap Exploratory Graph Analysis of the WISC-V with a Clinical Sample

An instrument in search of a theory: Structural validity of the Kaufman assessment battery for children‐second edition normative update at school‐age

Single-case design and evaluation in R: An introduction and tutorial for school psychologists

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

Interpretation of KABC-II Scores: An Evaluation of the Incremental Validity of Cattell-Horn-Carroll (CHC) Factor Scores in Predicting Achievement

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

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

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

Exploring the latent structure of the Luria model for the KABC‐II at school age: Further insights from confirmatory factor analysis

Construct validity of the Wechsler Intelligence Scale For Children – Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests

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

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

Factor Structure of the Differential Ability Scales-Second Edition: Exploratory and Hierarchical Factor Analyses With the Core Subtests

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

Use of translated and adapted versions of the WISC-V: Caveat emptor

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

Investigation of the Factor Structure of the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2) Using Exploratory Factor Analysis

Evidence-Based Assessment in School Psychology: an Introduction

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

On the validation of ability measures in school psychology: Do established psychometric standards matter?

ASSESSING THE INCREMENTAL VALUE OF KABC-II LURIA MODEL SCORES IN PREDICTING ACHIEVEMENT: WHAT DO THEY TELL US BEYOND THE MPI?

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