1
|
Lecerf T, Döll S, Bastien M. Investigating the Structure of the French WISC-V (WISC-V FR) for Five Age Groups Using Psychometric Network Modeling. J Intell 2023; 11:160. [PMID: 37623543 PMCID: PMC10455472 DOI: 10.3390/jintelligence11080160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 07/07/2023] [Accepted: 08/03/2023] [Indexed: 08/26/2023] Open
Abstract
Since the seminal work of Spearman, exploratory and confirmatory factor analysis represents the standard method of examining the dimensionality of psychological instruments. Recently, within the network psychometrics approach, a new procedure was proposed to estimate the dimensionality of psychological instruments: exploratory graph analysis (EGA). This study investigated the structure of the French Wechsler Intelligence Scale for Children-Fifth Edition (WISC-VFR) with five standardization sample age groups (6-7, 8-9, 10-11, 12-13, and 14-16 years) using EGA. The primary research questions include (a) how many WISC-VFR dimensions are identified in each age subgroup? (b) how are subtest scores associated within the dimensions? Because the number and the content of the dimensions identified by EGA could vary with samples, the secondary research questions include (c) is there evidence of reproducibility and generalizability of the dimensions identified by EGA? We used another procedure called bootstrap exploratory graph analysis (bootEGA). EGA and bootEGA suggested only three dimensions, which are consistent with processing speed, verbal comprehension, and the "old" perceptual reasoning factor. Results did not support the distinction between visual-spatial and fluid reasoning dimensions. EGA and bootEGA represent new tools to assess the construct validity of psychological instruments, such as the WISC-VFR.
Collapse
Affiliation(s)
- Thierry Lecerf
- Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland; (S.D.); (M.B.)
- Institute of Psychology, Faculty of Social and Political Sciences, University of Lausanne, 1015 Lausanne, Switzerland
| | - Salome Döll
- Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland; (S.D.); (M.B.)
| | - Mathilde Bastien
- Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland; (S.D.); (M.B.)
| |
Collapse
|
2
|
Mather N, Schneider D. The Use of Cognitive Tests in the Assessment of Dyslexia. J Intell 2023; 11:jintelligence11050079. [PMID: 37233328 DOI: 10.3390/jintelligence11050079] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 04/12/2023] [Accepted: 04/18/2023] [Indexed: 05/27/2023] Open
Abstract
In this literature review, we address the use of cognitive tests, including intelligence tests, in the assessment and diagnosis of dyslexia, from both historic and present-day perspectives. We discuss the role of cognitive tests in the operationalization of the concepts of specificity and unexpectedness, two constructs considered essential to the characterization of dyslexia since the publication of early case reports in the late nineteenth century. We review the advantages and disadvantages of several approaches to specific learning disabilities' identification that are used in schools. We also discuss contemporary debates around the use of standardized cognitive testing in dyslexia evaluations, in particular, the arguments of those who favor an approach to diagnosis based on prior history and the results of a comprehensive evaluation and those who favor an approach based on an individual's response to intervention. We attempt to explain both perspectives by examining clinical observations and research findings. We then provide an argument for how cognitive tests can contribute to an accurate and informed diagnosis of dyslexia.
Collapse
Affiliation(s)
- Nancy Mather
- Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ 85701, USA
| | - Deborah Schneider
- Hoeft BrainLENS Laboratory, University of Connecticut, Storrs, CT 06268, USA
| |
Collapse
|
3
|
de Jong PF. The Validity of WISC-V Profiles of Strengths and Weaknesses. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2023. [DOI: 10.1177/07342829221150868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014 ) provides a general intelligence score, representing g, and five index scores, reflecting underlying broad factors. Within person differences between the overall performance across subtests and index scores, denoted as index difference scores, are often used to examine profiles of strengths and weaknesses. In this study, the validity of such profiles was examined for the Dutch WISC-V. In line with previous studies, broad factors explained little variance in index scores. A simulation study showed that variation in index difference scores also reflected little broad factor variance. The simulation study further revealed that, as a consequence, a significant discrepancy between an index score and overall performance was accompanied in only 40%–74% of the cases by a discrepancy on the underlying broad factor. Overall, these results provide little support for the validity and thereby clinical use of WISC-V profiles.
Collapse
Affiliation(s)
- Peter F. de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| |
Collapse
|
4
|
Bergeron R, Floyd RG, McNicholas PJ, Farmer RL. Assessment of Intellectual Disability With the Wechsler Intelligence Scale for Children, Fifth Edition: Analysis of Part Score Profiles and Diagnostic Outcomes. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2094284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
|
5
|
McNulty RJ, Floyd RG. What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Randy G. Floyd
- Department of Psychology University of Memphis Memphis Tennessee USA
| |
Collapse
|
6
|
Lecerf T, Canivez GL. Exploratory Factor Analyses of the French WISC-V (WISC-V FR) for Five Age Groups: Analyses Based on the Standardization Sample. Assessment 2021; 29:1117-1133. [PMID: 33794661 PMCID: PMC9301173 DOI: 10.1177/10731911211005170] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study investigated the factor structure of the French Wechsler
Intelligence Scale for Children–Fifth Edition with five
standardization sample age groups (6-7, 8-9, 10-11, 12-13, 14-16
years) using hierarchical exploratory factor analysis followed by
Schmid–Leiman procedure. The primary research questions included (a)
how many French Wechsler Intelligence Scale for Children–Fifth Edition
factors should be extracted and retained in each age subgroup, (b) how
are subtests associated with the latent factors, (c) was there
evidence for the publisher’s claim of five first-order factors and
separate Visual Spatial and Fluid Reasoning factors, (d) what
proportion of variance was due to general intelligence versus the
first-order group ability factors following a Schmid–Leiman procedure,
and (e) do results support the age differentiation hypothesis? Results
suggested that four factors might be sufficient for all five age
groups and results did not support the distinction between Visual
Spatial and Fluid Reasoning factors. While the general factor
accounted for the largest portions of variance, the four first-order
factors accounted for small unique portions of variance. Results did
not support the age differentiation hypothesis because the number of
factors remained the same across age groups, and there was no change
in the percentage of variance accounted for by the general factor
across age groups.
Collapse
Affiliation(s)
- Thierry Lecerf
- University of Geneva, Geneva, Switzerland.,Swiss Distance Learning University, Brig, Switzerland.,University of Lausanne, Lausanne, Switzerland
| | | |
Collapse
|
7
|
Gilbert K, Kranzler JH, Benson N. An independent examination of the equivalence of the standard and digital administration formats of the Wechsler Intelligence Scale for Children-5th Edition. J Sch Psychol 2021; 85:113-124. [PMID: 33715776 DOI: 10.1016/j.jsp.2021.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 12/18/2020] [Accepted: 01/25/2021] [Indexed: 11/29/2022]
Abstract
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 0.64 for subtests and 0.71 for composites after correction for attenuation, with the lowest rs for processing speed. Split-plot ANOVAs were conducted to examine within-subjects main effects for administration format and order and their interaction. The results of these analyses revealed significant main effects for format for the Full Scale IQ and Processing Speed composite scores, with small to medium effect sizes (ds > 0.40). These format effects largely stemmed from the non-equivalence of the Coding subtest, which is used to derive both composites. For Coding, the main effect for format was statistically significant, with a large effect size (d = 0.69). Statistically significant administration order by format interaction effects were also observed for a number of composites and subtests, with medium to large effect sizes (ƞps2 > 0.20). In each case, higher mean scores were observed when the WISC-V was administered first in digital format. Implications of these results for research and practice are discussed.
Collapse
Affiliation(s)
- Kacey Gilbert
- Eastern Washington University, United States of America.
| | | | | |
Collapse
|
8
|
Lace JW, Merz ZC, Kennedy EE, Seitz DJ, Austin TA, Ferguson BJ, Mohrland MD. Examination of five- and four-subtest short form IQ estimations for the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V) in a mixed clinical sample. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 11:50-61. [PMID: 32297810 DOI: 10.1080/21622965.2020.1747021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Evaluating general cognitive ability (i.e., intelligence) is common in neuropsychological practice, and identifying abbreviated assessments of intelligence is often advantageous. Despite the Wechsler Intelligence Scale for Children, Fifth Edition's (WISC-V) widespread contemporary use, limited research has identified clinically useful short form (SF) full scale IQ (FSIQ) estimations in clinical samples. This study sought to address this gap in the literature. Two hundred sixty-eight pediatric participants (M age = 9.79; 69% male; 88% Caucasian/White) who underwent psychological/neuropsychological evaluation were included. Mean scores for WISC-V scores fell in the low average-to-average ranges, consistent with the clinical nature of this sample (e.g., M FSIQ = 85.3). Ten unique SF combinations with five (pentad) and four (tetrad) subtests, each intentionally selected to represent a breadth of domains subsumed by WISC-V FSIQ, were described by summing subtest age-corrected scaled scores. Regression-based and prorated FSIQ estimates were calculated, and mean differences suggested some prorated estimates should be arithmetically adjusted. Both regression-based and prorated/adjusted methods provided FSIQ estimates that were accurate within five Standard Score points of true FSIQ for approximately 81-92% (pentad) and 65-76% (tetrads) of participants. Prorated/adjusted estimates appeared to provide somewhat better accuracy than regression-based estimates. Relationships between SFs and true FSIQ did not appear to be moderated by participant age, gender, nor how many WISC-V subtests were administered to participants within this archival sample (i.e., 7 vs. 10). Implications of these findings, including benefits, detriments, and other considerations of each SF combination, in addition to limitations of this study, are discussed in detail.
Collapse
Affiliation(s)
- John W Lace
- Department of Psychology, Saint Louis University, Saint Louis, MO, USA.,Department of Health Psychology, Univerisity of Missouri, Columbia, MO, USA
| | - Zachary C Merz
- Department of Physical Medicine and Rehabilitation, University of North Carolina, Chapel Hill, NC, USA
| | - Erin E Kennedy
- Department of Health Psychology, Univerisity of Missouri, Columbia, MO, USA
| | - Dylan J Seitz
- Department of Health Psychology, Univerisity of Missouri, Columbia, MO, USA
| | - Tara A Austin
- Department of Health Psychology, Univerisity of Missouri, Columbia, MO, USA
| | - Bradley J Ferguson
- Department of Health Psychology, Univerisity of Missouri, Columbia, MO, USA.,Department of Radiology, University of Missouri, Columbia, MO, USA.,Thompson Center for Autism & Neurodevelopmental Disorders, Columbia, MO, USA
| | - Michael D Mohrland
- Department of Health Psychology, Univerisity of Missouri, Columbia, MO, USA.,Thompson Center for Autism & Neurodevelopmental Disorders, Columbia, MO, USA
| |
Collapse
|
9
|
McGill RJ, Ward TJ, Canivez GL. Use of translated and adapted versions of the WISC-V: Caveat emptor. SCHOOL PSYCHOLOGY INTERNATIONAL 2020. [DOI: 10.1177/0143034320903790] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The Wechsler Intelligence Scale for Children (WISC) is the most widely used intelligence test in the world. Now in its fifth edition, the WISC-V has been translated and adapted for use in nearly a dozen countries. Despite its popularity, numerous concerns have been raised about some of the procedures used to develop and validate translated and adapted versions of the test around the world. The purpose of this article is to survey the most salient of those methodological and statistical limitations. In particular, empirical data are presented that call into question the equating procedures used to validate the WISC-V Spanish, suggesting cautious use of that instrument. It is believed that the issues raised in the present article will be instructive for school psychologists engaged in the clinical assessment of intelligence with the WISC-V Spanish and with other translated and adapted versions around the world.
Collapse
|
10
|
Dombrowski SC, McGill RJ, Morgan GB. Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory. Assessment 2019; 28:977-993. [PMID: 31431055 DOI: 10.1177/1073191119869828] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell-Horn-Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the most widely used intelligence tests for children and adolescents. The results located the approximate existence of the publisher posited CHC theoretical group factors in the Differential Abilities Scales-Second edition and the Kaufman Assessment Battery for Children-Second edition but not in the Wechsler Intelligence Scale for Children-Fifth edition or the Woodcock-Johnson IV Tests of Cognitive Abilities. Instead, the results supported alternative conceptualizations from independent factor analytic research. Additionally, whereas a bifactor model produced superior fit indices in two instruments (Wechsler Intelligence Scale for Children-Fifth edition and Woodcock-Johnson IV Tests of Cognitive Abilities), a higher order structure was found to be superior in the Kaufman Assessment Battery for Children-Second edition and the Differential Abilities Scales-Second edition. Regardless of the model employed, the general factor captured a significant portion of each instrument's variance. Implications for IQ test assessment, interpretation, and theory are discussed.
Collapse
|
11
|
Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory. J Sch Psychol 2018; 71:42-56. [DOI: 10.1016/j.jsp.2018.10.001] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Revised: 07/26/2018] [Accepted: 10/08/2018] [Indexed: 12/22/2022]
|
12
|
Canivez GL, Watkins MW, McGill RJ. Construct validity of the Wechsler Intelligence Scale For Children - Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 89:195-224. [DOI: 10.1111/bjep.12230] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2017] [Revised: 05/11/2018] [Indexed: 11/30/2022]
|