Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify …
As the Vineland Scales are among the most relevant, well-developed, and popular measures of adaptive behavior available for use, this study evaluated the factor structure and dimensionality of the Vineland-3 Comprehensive Interview Form. Drawing data …
Decision-makers in school psychology are presently engaged in the process of determining how to, if possible, move forward with conducting mandated psychoeducational evaluations of students in schools during the pandemic. Whereas prominent …
Intelligence tests produce composite scores that are interpreted as indexes of psychometric g. Like all measures, general intelligence composites are not pure representations of their intended construct, so it is important to evaluate the score …
Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional …
The purpose of the current review is to examine three frequently employed types of assessment: (a) standardized tests, (b) screening, and (c) behavioral assessment. The aims are to advocate for best practices with evidence-based assessments (EBAs) …
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self-Efficacy (HITS), a measure of school psychology trainee self-efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant …
Labels for scores stemming from intelligence tests have been employed since their inception in the United States. The purpose of this study was to systematically identify and document score labels for IQs used during the past 102 years. Using pairs …