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An independent examination of the equivalence of the standard and digital administration formats of the Wechsler Intelligence Scale for Children-5th Edition

Journal of school psychology, 2021-04, Vol.85, p.113-124

2021

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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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Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data

Journal of school psychology, 2022-06, Vol.92, p.33-48

2022

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Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory

Journal of school psychology, 2018-12, Vol.71, p.42-56

2018

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Independent Examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): What Does the WAIS-IV Measure?

Psychological assessment, 2010-03, Vol.22 (1), p.121-130

2010

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Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them?

School psychology review, 2024-01, Vol.53 (1), p.57-68

2024

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Using Estimated Factor Scores From a Bifactor Analysis to Examine the Unique Effects of the Latent Variables Measured by the WAIS-IV on Academic Achievement

Psychological assessment, 2015-12, Vol.27 (4), p.1402-1416

2015

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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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Exploratory and Confirmatory Factor Analysis of the Universal Nonverbal Intelligence Test–Second Edition: Testing Dimensionality and Invariance Across Age, Gender, Race, and Ethnicity

Assessment (Odessa, Fla.), 2020-07, Vol.27 (5), p.996-1006

2020

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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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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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Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Personality and individual differences, 2008-04, Vol.44 (5), p.1258-1269

2008

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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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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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Group exposure and response prevention for college students with social anxiety: A randomized clinical trial

Journal of clinical psychology, 2019-09, Vol.75 (9), p.1489-1507

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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Past, Present, and Future of Research in School Psychology: The Biopsychosocial Ecological Model as an Overarching Framework

School psychology, 2020-11, Vol.35 (6), p.419-427

2020

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UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

Psychology in the schools, 2014-05, Vol.51 (5), p.452-465

2014

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Intelligence and academic achievement in inpatient adolescents with comorbid anxiety and depression

Bulletin of the Menninger Clinic, 2021-12, Vol.85 (1), p.23

2021

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Evaluating cultural and linguistic load of IQ scores for English language learners

International journal of school & educational psychology, 2022-01, Vol.10 (1), p.46-62

2022

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Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?

California school psychologist, 2020-03, Vol.24 (1), p.80-88

2020

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Are the General Factors From Different Child And Adolescent Intelligence Tests the Same? Results From a Five-Sample, Six-Test Analysis

School psychology review, 2013-12, Vol.42 (4), p.383-401

2013

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Developing local oral reading fluency cut scores for predicting high‐stakes test performance

Psychology in the schools, 2017-11, Vol.54 (9), p.932-946

2017

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Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?

School psychology review, 2006-01, Vol.35 (1), p.108

2006

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Research productivity and scholarly impact of APA-accredited school psychology programs: 2005–2009

Journal of school psychology, 2011-12, Vol.49 (6), p.721-738

2011

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An independent examination of the equivalence of the standard and digital administration formats of the Wechsler Intelligence Scale for Children-5th Edition

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

Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data

Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory

Independent Examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): What Does the WAIS-IV Measure?

Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them?

Using Estimated Factor Scores From a Bifactor Analysis to Examine the Unique Effects of the Latent Variables Measured by the WAIS-IV on Academic Achievement

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

Exploratory and Confirmatory Factor Analysis of the Universal Nonverbal Intelligence Test–Second Edition: Testing Dimensionality and Invariance Across Age, Gender, Race, and Ethnicity

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

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

Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

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

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

Group exposure and response prevention for college students with social anxiety: A randomized clinical trial

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

Past, Present, and Future of Research in School Psychology: The Biopsychosocial Ecological Model as an Overarching Framework

UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

Intelligence and academic achievement in inpatient adolescents with comorbid anxiety and depression

Evaluating cultural and linguistic load of IQ scores for English language learners

Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?

Are the General Factors From Different Child And Adolescent Intelligence Tests the Same? Results From a Five-Sample, Six-Test Analysis

Developing local oral reading fluency cut scores for predicting high‐stakes test performance

Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?

Research productivity and scholarly impact of APA-accredited school psychology programs: 2005–2009

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