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Articles

Informing Stylistic Learning Behavior, Disposition, and Achievement Through Ability Subtests — Or, More Illusions of Meaning?

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Pages 163-175 | Published online: 22 Dec 2019

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MirandaE. Freberg, BeverlyJ. Vandiver, MarleyW. Watkins & GaryL. Canivez. (2008) Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement. Applied Neuropsychology 15:2, pages 131-139.
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MarleyW. Watkins, JosephJ. Glutting & Pui-Wa Lei. (2007) Validity of the Full-Scale IQ When There Is Significant Variability Among WISC-III and WISC-IV Factor Scores. Applied Neuropsychology 14:1, pages 13-20.
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Brian E. Wilhoit & R. Steve McCallum. (2002) Profile Analysis of the Universal Nonverbal Intelligence Test Standardization Sample. School Psychology Review 31:2, pages 263-281.
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Elyse R. Drossman, Susan J. Maller & Paul A. McDermott. (2001) Core Profiles of School-aged Examinees from the National Standardization Sample of the Comprehensive Test of Nonverbal Intelligence. School Psychology Review 30:4, pages 586-598.
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Paul A. McDermott. (1999) National Scales of Differential Learning Behaviors Among American Children and Adolescents. School Psychology Review 28:2, pages 280-291.
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Gary L. Canivez, Ryan J. McGill & Stefan C. Dombrowski. (2020) Factor Structure of the Differential Ability Scales–Second Edition Core Subtests: Standardization Sample Confirmatory Factor Analyses. Journal of Psychoeducational Assessment 38:7, pages 791-815.
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Stefan C. Dombrowski. 2020. Psychoeducational Assessment and Report Writing. Psychoeducational Assessment and Report Writing 159 172 .
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Stefan C. DombrowskiStefan C. Dombrowski. 2015. Psychoeducational Assessment and Report Writing. Psychoeducational Assessment and Report Writing 89 98 .
Richard L. Sparks & Benjamin J. Lovett. (2013) Learning Disability Documentation in Higher Education. Learning Disability Quarterly 37:1, pages 54-62.
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Se-Kang Kim. (2010) Comparing longitudinal profile patterns of Mathematics and Reading in early child longitudinal study, kindergarten: The Profile Analysis via Multidimensional Scaling (PAMS) approach. Asia Pacific Education Review 11:2, pages 189-198.
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James B. Hale, Catherine A. Fiorello, Ron Dumont, John O. Willis, Christopher Rackley & Colin Elliott. (2008) Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities . Psychology in the Schools 45:9, pages 838-858.
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Park, Hee-Suk. (2008) The development of a learning-related skills rating scale for young children. Korean Journal of Early Childhood Education 28:4, pages 243-263.
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Alberto F. Restori, Frank M. Gresham & Clayton R. Cook. (2014) “Old Habits Die Hard:” Past and Current Issues Pertaining to Response-to-Intervention. The California School Psychologist 13:1, pages 67-78.
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Joseph J. Glutting, Marley W. Watkins, Timothy R. Konold & Paul A. McDermott. (2016) Distinctions Without a Difference. The Journal of Special Education 40:2, pages 103-114.
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Benjamin J. Lovett & Michael Gordon. (2005) Discrepancies as a Basis for the Assessment of Learning Disabilities and ADHD. The ADHD Report 13:3, pages 1-4.
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Laura S. DeThorne & Barbara A. Schaefer. (2004) A Guide to Child Nonverbal IQ Measures. American Journal of Speech-Language Pathology 13:4, pages 275-290.
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Se-Kang Kim, Craig L. Frisby & Mark L. Davison. (2004) Estimating Cognitive Profiles Using Profile Analysis via Multidimensional Scaling (PAMS). Multivariate Behavioral Research 39:4, pages 595-624.
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Eliot Brenner. (2003) Consumer-focused psychological assessment.. Professional Psychology: Research and Practice 34:3, pages 240-247.
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Betty E. Gridley, Kimberly A. Norman, Mary G. Rizza & Scott L. Decker. 2003. WJ III Clinical Use and Interpretation. WJ III Clinical Use and Interpretation 285 317 .
R. Steve McCallum. 2003. Handbook of Nonverbal Assessment. Handbook of Nonverbal Assessment 87 111 .
Barbara A. Schaefer. (2016) Book Review: Essentials of WISC-III and WPPSI-R Assessment. Journal of Psychoeducational Assessment 20:4, pages 391-396.
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Fiore Sicoly. (2005) What Do School‐Level Scores From Large‐Scale Assessments Really Measure?. Educational Measurement: Issues and Practice 21:4, pages 17-26.
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Gerolf Renner. (2002) Kritische Werte und Konfidenz- intervalle zur Interpretation von HAWIK-III IQ-Skalen, Index-Werten und Subtests. Zeitschrift für Differentielle und Diagnostische Psychologie 23:3, pages 353-358.
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Paul A. McDermott, Nanette M. Leigh & Marlo A. Perry. (2002) Development and validation of the preschool learning behaviors scale. Psychology in the Schools 39:4, pages 353-365.
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Shoshana Y. KahanaEric A. Youngstrom & Joseph J. Glutting. (2016) Factor and Subtest Discrepancies on the Differential Ability Scales. Assessment 9:1, pages 82-93.
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Marley W. WatkinsJoseph C. Kush & Barbara A. Schaefer. (2016) Diagnostic Utility of the Learning Disability Index. Journal of Learning Disabilities 35:2, pages 98-103.
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Michael L Vanderwood, Kevin S McGrew, Dawn P Flanagan & Timothy Z Keith. (2002) The contribution of general and specific cognitive abilities to reading achievement. Learning and Individual Differences 13:2, pages 159-188.
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Frank C. Worrell, Beverly J. Vandiver & Marley W. Watkins. (2001) Construct validity of the learning behavior scale with an independent sample of students. Psychology in the Schools 38:3, pages 207-215.
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James B. Hale, Catherine A. Fiorello, Jack A. Kavanagh, Jo-Ann B. Hoeppner & Rebecca A. Gaither. (2001) WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable?. School Psychology Quarterly 16:1, pages 31-55.
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BRUCE GORDON & COLIN D. ELLIOTT. 2001. Handbook of Psychoeducational Assessment. Handbook of Psychoeducational Assessment 65 101 .
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Eric H. Durbrow, Barbara A. Schaefer & Shane R. Jimerson. (2016) Learning Behaviours, Attention and Anxiety in Caribbean Children. School Psychology International 21:3, pages 242-251.
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Michelle R. Haney & J. Gary Evans. (1999) National survey of school psychologists regarding use of dynamic assessment and other nontraditional assessment techniques. Psychology in the Schools 36:4, pages 295-304.
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