Publications

Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Maryellen Brunson McClain, Bryn Harris, Adam B. Lockwood, Steven L. Powell, Christina Pynn, Stephanie Smith-Kellen, Emily Loethen, Nicholas F. Benson, Terry A. Stinnett (2020). Teleassessment with children and adolescents during the coronavirus (COVID-19) pandemic and beyond: Practice and policy implications.. Professional Psychology: Research and Practice.

Kristin N. Johnson, Kenneth L. Thompson, Ryan L. Farmer (2020). Determining Growth Sensitivity of Star Math With a Latent Growth Curve Model. Canadian Journal of School Psychology.

Ryan L. Farmer, Randy G. Floyd, Patrick J. McNicholas (2020). Is the Vineland-3 Comprehensive Interview Form a Multidimensional or Unidimensional Scale?: Structural Analysis of Subdomain Scores Across Early Childhood to Adulthood. Assessment.

Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Nicholas F. Benson, Stephanie Smith-Kellen, Adam B. Lockwood, Steven Powell, Christina Pynn, Terry A. Stinnett (2020). Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions. Contemp School Psychol.

Ryan L. Farmer, Randy G. Floyd, Matthew R. Reynolds, Kristoffer S. Berlin (2020). How Can General Intelligence Composites Most Accurately Index Psychometric g and What Might Be Good Enough?. Contemp School Psychol.

Adam B. Lockwood, Ryan L. Farmer (2020). The cognitive assessment course: Two decades later. Psychology in the Schools.

Ryan L. Farmer, Samuel Y. Kim (2020). Difference score reliabilities within the RIAS-2 and WISC-V. Psychology in the Schools.

Thomas J. Gross, Ryan L. Farmer, Sarah E. Ochs (2019). Evidence-Based Assessment: Best Practices, Customary Practices, and Recommendations for Field-Based Assessment. Contemp School Psychol.

Isaac L. Woods, Randy G. Floyd, Leah J. Singh, Haley K. Layton, P. A. Norfolk, Ryan L. Farmer (2019). What Is in a Name? A Historical Review of Intelligence Test Score Labels.

Adam B. Lockwood, Thomas J. Gross, Ryan L. Farmer, Stephen W. Loke (2019). Huber Inventory of Trainee Self-efficacy: Assessment of measurement models. Psychology in the Schools.

Ryan L. Farmer, Randy G. Floyd (2018). Use of intelligence tests in the identification of children and adolescents with intellectual disability. Contemporary intellectual assessment: Theories, tests, and issues, 4th ed.

Ryan L. Farmer, Randy G. Floyd (2016). An Evidence-Driven, Solution-Focused Approach to Functional Behavior Assessment Report Writing. Psychology in the Schools.

Philip A. Norfolk, Ryan L. Farmer, Randy G. Floyd, Isaac L. Woods, Haley K. Hawkins, Sarah M. Irby (2015). Norm Block Sample Sizes: A Review of 17 Individually Administered Intelligence Tests. Journal of Psychoeducational Assessment.

Ryan L. Farmer, Randy G. Floyd, Matthew R. Reynolds, John H. Kranzler (2014). IQs are very strong but imperfect indicators of psychometric g: Results from joint confirmatory factor analysis. Psychology in the Schools.

Randy G. Floyd, Matthew R. Reynolds, Ryan L. Farmer, John H. Kranzler (2013). Are the General Factors From Different Child And Adolescent Intelligence Tests the Same? Results From a Five-Sample, Six-Test Analysis. School Psychology Review.