Journal of Psychoeducational Assessment current issue

Concordance of the Children's Executive Functions Scale With Established Tests and Parent Rating Scales

Goulden, L. G., Silver, C. H. — Wed, 18 Nov 2009 23:37:35 PST

An increase can be seen in the number of tests designed to assess executive dysfunction in children, but few address ecological validity by attempting to measure functioning in the natural environment. This study examined the utility of the Children’s Executive Functions Scale (CEFS), a 99-item parent-report measure. The CEFS was designed to measure a variety of behaviors related to executive functioning, including social appropriateness, inhibition, problem solving, initiative, and motor planning. A sample of 59 children was evaluated with the CEFS, established tests of executive functioning, Child Behavior Checklist, and Conners’ Rating Scale. Correlations between the CEFS and the test variables were modest and produced a pattern slightly different from correlations obtained for the other parent report measures. The CEFS was significantly correlated with the other parent report measures; however, the magnitude of the coefficients suggests that the CEFS is providing unique information.

Relationship Between Parenting Stress and Ratings of Executive Functioning in Children With ADHD

Joyner, K. B., Silver, C. H., Stavinoha, P. L. — Wed, 18 Nov 2009 23:37:35 PST

Executive functioning is important to assess in children with attention deficit/hyperactivity disorder (ADHD). Parent report is used to obtain information about a child’s executive functioning; however, parent report can be influenced by many factors. This study’s hypothesis was that higher ratings of children’s executive dysfunction are associated with parenting stress. Parents of 32 children (ages 8-12 years) with ADHD completed the Parenting Stress Index and two executive function rating scales, the BRIEF and CEFS. Stress produced by child and family system characteristics was significantly correlated with composite scores and subscales from the executive function rating scales. Findings suggest that parent ratings of their children’s executive functioning appear related to the stress they experience being parents, particularly with regard to their children’s challenging behaviors.

Psychometric Assessment and Reporting Practices: Incongruence Between Theory and Practice

Slaney, K. L., Tkatchouk, M., Gabriel, S. M., Maraun, M. D. — Wed, 18 Nov 2009 23:37:35 PST

The aim of the current study is twofold: (a) to investigate the rates at which researchers assess and report on the psychometric properties of the measures they use in their research and (b) to examine whether or not researchers appear to be generally employing sound/unsound rationales when it comes to how they conduct test evaluations. Based on a sample of 368 articles published in four journals in the year 2004, the findings suggest that, although evidence bearing on score precision/reliability and the internal structure of item responses remains under-reported, researchers appear to be assessing the relationships between test scores and external variables relatively more frequently than in the past. However, findings also indicate that, all told, very few researchers are assessing and reporting on internal score validity, and score precision/reliability, and external score validity, and in that sequence, suggesting that applied researchers may not always be adopting sound test-evaluative rationales in their psychometric assessments.

Self-Perceptions, Discrepancies Between Self- and Other-Perceptions, and Children's Self-Reported Emotions

Nuijens, K. L., Teglasi, H., Hancock, G. R. — Wed, 18 Nov 2009 23:37:35 PST

Self and others’ perceptions of victimization, bullying, and academic competence were examined in relation to self-reported anxiety, depression, anger, and global self-worth in a non-clinical sample of second- and third-grade children. Previous studies document links between negative emotions and self-perceptions that are less favorable than others’ perceptions. However, the current study suggests that the impact of discrepant self—other-perceptions (in bullying, victimization, and academic competence) on emotions is complex, sometimes involving interactions between perceptions of self and other informants.

An Exploratory Investigation of the Factor Structure of the Reynolds Intellectual Assessment Scales (RIAS)

Dombrowski, S. C., Watkins, M. W., Brogan, M. J. — Wed, 18 Nov 2009 23:37:35 PST

This study investigated the factor structure of the Reynolds Intellectual Assessment Scales (RIAS) using rigorous exploratory factor analytic and factor extraction procedures. The results of this study indicate that the RIAS is a single factor test. Despite these results, higher order factor analysis using the Schmid—Leiman procedure indicates that all subtests are aligned with their theoretically consistent factors. All analyses in this study, including the minimum average partial test, parallel analysis, the Schmid—Leiman procedure, as well as principal factors with orthogonal and oblique rotation, support interpretation at the composite intelligence index level and suggest caution when moving to interpretation at the verbal and nonverbal index levels. The memory subtests should continue to be separated from the main IQ battery because of poor g-loadings and contribution to cross loadings of the intelligence subtests. Interpretation at the subtest level should be eschewed.

Book Review: Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th ed.). San Diego: Author. Sattler, J. M. (2008). Resource guide to accompany Assessment of Children: Cognitive Foundations (5th ed.). San Diego: Author

Floyd, R. G. — Wed, 18 Nov 2009 23:37:35 PST