Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes.

There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility.

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

The Dual Discrepancy/Consistency (DD/C) pattern of strengths and weaknesses (PSW) method is the most prominent "other alternative research-based procedure" used to identify a specific learning disability (SLD). The DD/C method is intended to be used with multiple data sources, but no research has examined identification decision making using the DD/C PSW analysis of cognitive and academic achievement test scores with other assessment data (e.g.

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

Few studies have investigated the relationship between comorbid depression and anxiety and cognitive and academic functioning. To understand this relationship, this study used a retrospective chart review from an inpatient facility for 42 adolescents diagnosed with a comorbid anxiety and depressive disorder. Multiple regression was used to determine whether anxiety and depression predicted academic achievement, as well as whether intelligence predicted current levels of anxiety and depression.

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

A new administration format for the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014) was introduced in 2016 on Q-interactive, Pearson's digital platform for test administration and scoring. The current study examined the measurement unit equivalence of the WISC-V standard and digital administration formats using counter-balanced administration of the 10 primary subtests to measure intellectual ability. The results indicated that correlations (r) between standard scores on subtests and composites administered in each format were generally moderate, with mean rs of 0.

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school- and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology.

A national survey of school psychologists' practices in identifying specific learning disabilities.

This study examined the identification frameworks, specific models, and assessment practices used by school psychologists to identify students with specific learning disabilities (SLD) in public schools in the United States. We surveyed school psychologist practitioners using an online survey, conducted a review of state regulations addressing SLD, and evaluated the effects of state-level policies and school psychologists' characteristics on identification practices. Responses from more than 1,300 school psychologists revealed that multiple SLD identification frameworks are utilized and that state regulations generally have stronger effects on identification practices than do characteristics such as school psychologists' age, highest degree obtained, and years of experience.

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

Objective: Social anxiety increases college student drop-out risk and stifles employment opportunities. Group cognitive-behavioral therapy with exposure (CBT ERP) has the potential to alleviate campus resource strain but remains under-researched with college students. The present study investigated the efficacy of group CBT ERP in a randomized clinical trial on a college campus.

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

Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States.

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

Interpretation of intelligence tests has changed over time, from a focus on the elevation of general ability in the early 1900s, to the shape and/or scatter of subtest and index scores in the mid-1900s to the early 2000s, and back to elevation today. The primary emphasis of interpretation now, however, is widely recommended to be on normative strengths and weaknesses of scores reflecting broad and narrow abilities in the Cattell-Horn-Carroll (CHC) theory (Schneider & McGrew, 2012). Decisions about which abilities are important to assess for the diagnosis of learning difficulties are based largely on literature reviews by Flanagan, Ortiz, Alfonso, and Mascolo (2006) and McGrew and Wendling (2010).

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

This study examined key assumptions underlying the interpretation of one of the most widely used multidimensional nonverbal tests of intelligence, the Universal Nonverbal Intelligence Test-Second Edition (UNIT2). Specifically, we examined the dimensionality of the UNIT2 and the interpretive relevance of its factors. We also examined the invariance of constructs measured by the UNIT2 across age groups, gender, race, and ethnicity.

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

Prior research examining cognitive ability and academic achievement relations have been based on different theoretical models, have employed both latent variables as well as observed variables, and have used a variety of analytic methods. Not surprisingly, results have been inconsistent across studies. The aims of this study were to (a) examine how relations between psychometric g, Cattell-Horn-Carroll (CHC) broad abilities, and academic achievement differ across higher-order and bifactor models; (b) examine how well various types of observed scores corresponded with latent variables; and (c) compare two types of observed scores (i.

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.

This study used estimated factor scores from a bifactor analysis of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) to examine the unique effects of its latent variables on academic achievement. In doing so, we addressed the potential limitation of multicollinearity in previous studies of the incremental validity of the WAIS-IV. First, factor scores representing psychometric g and 4 group factors representing the WAIS-IV index scales were computed from a bifactor model.

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

This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of school psychology program faculties and the major themes of research during this time period.

Independent examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): what does the WAIS-IV measure?

Published empirical evidence for the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) does not address some essential questions pertaining to the applied practice of intellectual assessment. In this study, the structure and cross-age invariance of the latest WAIS-IV revision were examined to (a) elucidate the nature of the constructs measured and (b) determine whether the same constructs are measured across ages. Results suggest that a Cattell-Horn-Carroll (CHC)-inspired structure provides a better description of test performance than the published scoring structure does.