Journal of Psychoeducational Assessment RSS feed -- OnlineFirst Articles

Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised in an African American Community Sample

Lyon, A. — Sun, 22 Nov 2009 23:20:18 PST

The current study used confirmatory factor analysis techniques to investigate the construct validity of the child version of the School Refusal Assessment Scale–Revised (SRAS-R) in a community sample of low socioeconomic status (SES), urban, African American, fifth and sixth graders (n = 174). The SRAS-R is the best-researched measure of school refusal behavior in youth and typically yields four functional dimensions. Results of the investigation suggested that a modified version of the four-factor model, in which three items from the tangible reinforcement dimension are removed, may have construct validity in the current sample of youth. In addition, youth endorsement of the dimension measuring avoidance of social and/or evaluative situations was positively associated with unexcused absences. Implications for further psychometric research and early identification and prevention of problematic absenteeism in low SES, ethnic minority, community samples are highlighted.

Adjustment Scales for Children and Adolescents: Factorial Validity Generalization with Hispanic/Latino Youths

Canivez, G., Sprouls, K. — Sun, 22 Nov 2009 23:20:17 PST

Replication of the Adjustment Scales for Children and Adolescents (ASCA) core syndrome factor structure with a sample of 124 randomly selected Hispanic/Latino youths is reported. The six ASCA core syndromes produced the identical two-factor solution observed in other samples. Principal-axis exploratory factor analysis using multiple factor extraction criteria and varimax, direct oblimin, and promax rotations produced nearly identical factor structure coefficients. Consistent with earlier studies, the ASCA was observed to measure two independent dimensions of youth psychopathology (Overactivity and Underactivity) that are similar to the conduct problems/ externalizing and withdrawal/internalizing dimensions typically found in the child psychopathology assessment literature.

Comparison of the Bender Gestalt-II and VMI-V in Samples of Typical Children and Children With High-Functioning Autism Spectrum Disorders

Thu, 19 Nov 2009 00:48:26 PST

The visual-motor skills of 60 children with high-functioning autism spectrum disorders (HFASDs) and 46 typically developing children were assessed using the Bender Visual-Motor Gestalt Test– Second Edition (BG-II) and Beery-Buktenica Developmental Test of Visual-Motor Integration, Fifth Edition (VMI-V). Within-group comparisons yielded substantive mean differences between the BG-II Copy score and VMI-V composite, Visual Perception and Motor Coordination sections of the VMI-V, and Copy and Recall sections of the BG-II, in both samples. Between-groups differences were assessed in a subsample of 27 participants from each group matched on age, gender, ethnicity, and parent education. After statistically controlling for IQ, the HFASD group scored significantly lower than the typically developing group on the two scores from each test with greater motor involvement. Intratest and intertest correlations were similar across the two samples. Correlations between the BG-II Copy score and VMI-V composite were .55 for the HFASD and .48 for the typically developing sample.

A Typology of Behavioral Adjustment in Ethnically Diverse Middle School Students

Kim, S., Orpinas, P., Martin, R., Horne, A. M., Sullivan, T. N., Hall, D. B. — Wed, 11 Nov 2009 00:08:49 PST

This study examined a typology of adaptive and maladaptive behaviors of 2,552 ethnically diverse early adolescents who attended sixth grade in public schools and lived in disadvantaged communities. Behavioral adjustment of adolescents was measured by teacher ratings using the Behavior Assessment System for Children (BASC). Although typologies of children based on the BASC have been available in the literature for the past decade, little research exists on typologies of adolescents using the same instrument. The present study extended into early adolescence previous classification works focusing on childhood. A series of cluster analyses supported a seven-cluster solution: well-adapted, average, adaptive skills deficits, internalizing problems, mildly disruptive, disruptive behavior problems, and severe problems. Results appear similar to prior investigations with unique features reflecting the high-risk characteristics of the current sample. Implications of this research are discussed with regard to prevention and intervention efforts implemented within the schools.

Greek EPQ-J: Further Support for a Three-Factor Model of Personality in Children and Adolescents

Wed, 28 Oct 2009 22:32:55 PDT

This study aimed to investigate the validity of the Eysenckian personality dimensions in 1,368 children and adolescents who completed the Greek Eysenck Personality Questionnaire-Junior (EPQ-J). Exploratory and confirmatory factor analyses were employed. Controversial issues regarding the Lie and Psychoticism scales were also investigated. Finally, the predictive validity of the EPQ-J was assessed using Goodman’s Strengths and Difficulties Questionnaire. Confirmatory factor analytic results supported the four-factor structure of the scale. Results provide support for the appropriateness of the EPQ-J with Greek speaking samples and add to the international literature regarding the three-factor model of personality in children and adolescents.

Rating Performance Assessments of Students With Disabilities: A Study of Reliability and Bias

Mastergeorge, A. M., Martinez, J. F. — Wed, 28 Oct 2009 22:32:54 PDT

Inclusion of students with disabilities in district-wide and state assessments is mandated by federal regulations, and teachers sometimes play an important role in rating these students’ work. In this study, trained teachers rated student proficiency in performance assessments in language arts and mathematics in third, fifth, and ninth grades. The scores assigned by teacher raters to students with and without disabilities in an initial blind rating were compared with the ratings assigned in a second occasion when raters were aware of each student’s disability status. A series of generalizability studies was used to determine if there are differences in the patterns of variability across groups and whether rater bias may play a role in these differences. Although knowledge of a student’s disability status did not increase or decrease the scores assigned by raters on average, the findings point to differences in the sources of variability across groups and specifically to greater inconsistency when rating papers from students with disabilities. The findings suggest that individual teachers may behave differently when scoring students with disabilities. A survey was also used to investigate rater perceptions of one’s own and other teacher’s bias when grading papers of students with disabilities. Implications for decision making in rating assessments are discussed.

Multigroup Confirmatory Factor Analysis for the Teacher Form, Ages 5 to 21, of the Adaptive Behavior Assessment System-II

Aricak, O. T., Oakland, T. — Thu, 22 Oct 2009 02:47:22 PDT

The American Association on Intellectual and Developmental Disabilities has promulgated various models of adaptive behavior, including its 1992 model that highlighted 10 adaptive skills and its 2002 model that highlighted three conceptual domains. The Adaptive Behavior Assessment System–II (ABAS-II) was designed to be consistent with these models. Previous studies using ABAS-II data have provided stronger support for a one-factor model of adaptive behavior and weaker support for a three-factor model. This study extends this review by examining the factor structure of the construct of adaptive behavior as measured by the ABAS-II Teacher Form, ages 5 to 21, for males and females from two age groups by addressing the following four issues for males and females: whether (a) the skill areas in the ABAS-II Teacher Form, ages 5 to 21, display the same pattern of factor loadings, (b) the skill areas display the same factor loadings, (c) the intercepts of the observed skill areas are equal, and (d) the skill areas measure the corresponding factors with the same accuracy. The finding of invariance across males and females helps ensure the scale’s factor structure is similar for the two groups. The ABAS-II Teacher Form was found to display a similar one-factor structure for males and females ages 5 to 12, 13 to 21, and 5 to 21.

Discrepancy Score Reliabilities in the WAIS-IV Standardization Sample

Glass, L. A., Ryan, J. J., Charter, R. A. — Wed, 23 Sep 2009 00:42:59 PDT

In the present investigation, the authors provide internal consistency reliabilities for Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) subtest and Index discrepancy scores using the standardization sample as the data source. Reliabilities ranged from .55 to .88 for subtest discrepancy scores and .80 to .91for Index discrepancy scores. Thus, the reliabilities of the WAIS-IV subtest discrepancy scores did not reach the ≥ .90 criterion recommended for clinical decision-making, whereas four Index score coefficients reached this reliability standard. If the purpose is to generate hypotheses based on discrepancy scores, 23 of the 66 subtests and all of the Index reliabilities are ≥ .80.

Psychometric Properties of the Teachers' Sense of Efficacy Scale Within the Greek Educational Context

Tsigilis, N., Koustelios, A., Grammatikopoulos, V. — Wed, 23 Sep 2009 00:42:58 PDT

Many concerns have been raised about the validity of the existing instruments measuring teachers’ efficacy. Recently, a new instrument to measure teachers’ perceived efficacy has been presented, namely, the Teachers’ Sense of Efficacy Scale (TSES). The purpose of the present study is to examine the psychometric properties of the TSES in the Greek educational context. A total of 405 Greek secondary school teachers voluntarily participated in the study. A within-construct and betweenconstruct approach was used to examine the validity and reliability of the Greek version of the TSES (factorial validity, internal consistency, temporal stability, and correlation with external criteria). Results are encouraging and seem to support the suitability of the TSES to assess teachers’ efficacy within the Greek educational context.

The Reliability and Validity of a Chinese-Translated Version of the Gifted Rating Scales-Preschool/Kindergarten Form

Siu, A. F. Y. — Tue, 01 Sep 2009 21:36:14 PDT

This study examines the reliability and validity of a Chinese-translated version of the Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) and explores the effect of gender and age on each of the subscales. Data were collected from 250 kindergarten children, with age ranging from 4 years, 0 months to 6 years, 11 months. Results indicated that the reliability for the subscales of GRS-P was high.There were also significant correlations between GRS-P subscale scores and children’s school performance in language, number concept, and music. Results from the confirmatory factor analysis corroborated the five-factor model of the original GRS-P. No significant difference was identified across all age groups and in gender. The study, however, provided some initial findings for the use of GRS-P as a screening tool for identifying gifted young children in a Chinese population. Suggestions for further research on exploring the use of GRS-P for preschoolers are discussed.

Effects of Parental Education Level on Fluid Intelligence of Philippine Public School Students

Vista, A. D., Grantham, T. C. — Tue, 01 Sep 2009 21:36:13 PDT

This study examines the effect of parental education levels (PELs) on the fluid intelligence of Filipino public school students. The data were drawn from a normative study of a nonverbal intelligence test involving more than 2,700 students sampled across the country. As expected, PELs have a significant impact on fluid intelligence as measured through a nonverbal intelligence test.The results indicate that PELs account for an increase of roughly three IQ points for every increment in PEL. Students with college-graduate parents scored significantly higher (d ratio = .66) compared to those with parents who never graduated from elementary. However, a comparison of mean scores between PELs that are adjacent (i.e.,high school graduate vs.college graduate) shows relatively small differences (d ratio = .23 to .25).

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

Balboni, G., Naglieri, J. A., Cubelli, R. — Tue, 25 Aug 2009 04:20:28 PDT

The concurrent and predictive validities of the Naglieri Nonverbal Ability Test (NNAT) and Raven’s Colored Progressive Matrices (CPM) were investigated in a large group of Italian third- and fifth-grade students with different sociocultural levels evaluated at the beginning and end of the school year. CPM and NNAT scores were related to math and reading comprehension tests.The CPM and NNAT concurrent and predictive validity coefficients were moderate,and there were no differences between concurrent and predictive validities with reading scores.The mutual incremental concurrent validity of the NNAT with the math test was significantly higher than the corresponding CPM validity. Finally, via step-down hierarchical regression analysis, the authors found that the predictive validity of both nonverbal tests is independent from the participants’ sociocultural level.These two relatively simple nonverbal tests are commonly used to assess general ability;however,the present study shows that they can also provide useful information for predicting the academic performance of students with different sociocultural levels.

Teachers' Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias across Gender

Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., Stoel, R. D., van der Leij, A. — Tue, 25 Aug 2009 04:20:28 PDT

A confirmatory factor analytic study was conducted to obtain evidence for physical aggression as a distinct construct of nonaggressive antisocial behavior in young children. Second, the authors investigated factorial invariance across gender. Teachers completed the Preschool Behavior Questionnaire (PBQ) for two independent samples of kindergartners (N = 487; N = 1,557). Behavior items were selected representing physically aggressive versus nonaggressive antisocial behavior. To obtain support for the two-factor model, the authors also examined associations with subtypes of internalizing behavior. Confirmatory factor analyses confirmed that physical aggression constitutes a distinct construct from nonaggressive antisocial behavior for young children. In support of the model, differential associations with internalizing behavior and different outcomes with respect to gender differences were found. Factorial noninvariance across gender was found for physical aggression, and explanations for those gender differences are discussed.

Is the Structure of Affect Similar for Younger and Older Children? Cross-Sectional Differences in Negative and Positive Affectivity

Bushman, B. B., Crowley, S. L. — Tue, 25 Aug 2009 04:20:28 PDT

Although studies investigating the validity of positive affectivity and negative affectivity in children have been supportive, investigations of changes in the structure of affect across childhood have demonstrated mixed results. The current study used confirmatory factor analytic techniques to test one-factor, two-factor correlated, and two-factor uncorrelated models of positive affectivity and negative affectivity in two developmentally distinct populations of children (third and sixth grade). Both two-factor models provided an acceptable fit to the data from older and younger children. Based on these results and previous research, the structure of affect appears to be similar across age groups. However, evidence for increased differentiation remains. Limitations of the study include the cross-sectional design and a predominantly rural, White sample.

Measuring early literacy skills: A latent variable investigation of the Phonological Awareness Literacy Screening for Preschool

Konold, T. R., Townsend, M. — Tue, 18 Aug 2009 23:23:23 PDT

Psychometric properties of the Phonological awareness Literacy Screening for Preschool (PaLS-PreK) instrument were investigated in a sample of 4,518 children. PaLS-PreK figures prominently in state and federal early literacy programs as an assessment of emergent literacy skills in preschool-aged children. exploratory Factor analysis, Confirmatory Factor analysis (CFa), and multigroup CFa were employed to evaluate the underlying factor structure and determine whether the identified structure was invariant across boys and girls. Results suggest that PaLS-PreK effectively measures the most important precursors to successful literacy acquisition: alphabet knowledge, phonological awareness, and print concepts, with generally the same degree of accuracy for boys and girls. These results, combined with the instructional transparency of the instrument, support the educational utility of PaLS-PreK as a tool for guiding instruction in preschool literacy.

Using Generalized Mantel-Haenszel Statistics to Assess DIF Among Multiple Groups

Fidalgo, A. M., Scalon, J. D. — Mon, 10 Aug 2009 23:20:15 PDT

In spite of the growing interest in cross-cultural research and assessment, there is little research on statistical procedures that can be used to simultaneously assess the differential item functioning (DIF) across multiple groups. The chief objective of this work is to show a unified framework for the analysis of DIF in multiple groups using one of the most popular methodologies for DIF assessment: the Mantel-Haenszel (MH) methods. The MH statistics proposed to date with this purpose only permitted analysis of the DIF for dichotomous items. In contrast, the statistics presented here permit, through a single significance test, simultaneous evaluation of the DIF in several groups, being applicable to both dichotomous and polytomous items. Specific software to detect DIF using this methodology is available free of charge.

Exploring the Diagnosis of "Gifted/LD": Characterizing Postsecondary Students With Learning Disability Diagnoses at Different IQ Levels

Lovett, B. J., Sparks, R. L. — Mon, 13 Jul 2009 22:59:32 PDT

Increasing numbers of students are being diagnosed as simultaneously gifted and having a learning disability, although the identification procedures and characteristics of these students are matters of continuing debate. In the present study, postsecondary students with learning disability diagnoses (N = 357) were grouped according to their IQ scores, and the groups’ cognitive and achievement characteristics were explored, with special attention to the proportions of each group that would meet various objective criteria for learning disability diagnosis. Many students in each group failed to meet any of the criteria, although higher IQ students were more likely to meet most of the criteria. In addition, the higher IQ group exhibited higher achievement scores than did the lower IQ group, although the achievement gaps were much smaller than the IQ differences. Implications for the validity of the gifted/LD category as well as future research directions are discussed.

Age, Race, and Gender Differences in Depressive Symptoms: A Lifespan Developmental Investigation

Bracken, B. A., Reintjes, C. — Thu, 09 Jul 2009 00:30:21 PDT

This study considered depressive symptoms among a normative sample of 1,900 children, adolescents, and adults (950 males and 950 females) divided across four age-levels to investigate the developmental progression of depressive symptoms by age, race/ethnicity, and gender. The national normative sample of the Clinical Assessment of Depression (CAD) was used in this study, which provided a large, reliably assessed, representative sample for group comparisons. CAD age, gender, race/ethnicity analyses revealed that depressive symptoms appear to be experienced at fairly uniform levels across the age-span, by both genders, and among Whites, Blacks, and Hispanics. Specific differences within age, race, and gender groups and interactions are discussed.

Identifying Students With Learning Disabilities: Composite Profile Analysis Using the Cognitive Assessment System

Huang, L. V., D'Amato, R. C., Bardos, A. — Mon, 13 Apr 2009 09:39:36 PDT

The detection of cognitive patterns in children with learning disabilities (LD) has been a priority in the identification process. Subtest profile analysis from traditional cognitive assessment has drawn sharp criticism for inaccurate identification and weak connections to educational planning. Therefore, the purpose of this study is to use a new generation of cognitive tests with megacluster analysis to augment diagnosis and the instructional process. The Cognitive Assessment System uses a contemporary theoretical model in which composite scores, instead of subtest scores, are used for profile analysis. Ten core profiles from a regular education sample (N = 1,692) and 12 profiles from a sample of students with LD (N = 367) were found. The majority of the LD profiles were unique compared with profiles obtained from the general education sample. The implications of this study substantiate the usefulness of profile analysis on composite scores as a critical element in LD determination.

Frequencies of T-Score Differences Between Achenbach Child Behavior Checklist and Teacher's Report Form Summary Scales

Harris, M., Tiedemann-Fuller, M. — Tue, 07 Apr 2009 12:53:46 PDT

A table is provided giving observed difference frequencies for caregiver versus teacher ratings of children on the Child Behavior Checklist and Teacher’s Report Form Internalizing, Externalizing, and Total Problems scales per the original normative samples. The table permits accurate evaluation of the empirical rarity of specific cross-informant rating discrepancies. This methodology provides a more direct assessment of interrater summary score differences than does the Q-correlation statistic reported in the Achenbach System of Empirically Based Assessment scoring program.