After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria
- Stefan C. Dombrowski, R. Kamphaus, C. Reynolds
- Psychology
- 1 August 2004
Pending legislation and positions taken by the U.S. Department of Education may radically alter current learning disabilities (LD) definitions and diagnostic approaches. Proposals include eliminating…
Investigating the structure of the WJ-III Cognitive at school age.
- Stefan C. Dombrowski
- PsychologySchool psychology quarterly
- 11 February 2013
This study represents the first time to my knowledge that the WJ-III Cognitive has been subjected to EFA analyses given the instrument's significant use by practitioners and that it has served as the initial evidentiary base for Cattell-Horn-Carroll theory.
An Exploratory Investigation of the Factor Structure of the Reynolds Intellectual Assessment Scales (RIAS)
- Stefan C. Dombrowski, M. Watkins, Michael J. Brogan
- Psychology
- 7 April 2009
This study investigated the factor structure of the Reynolds Intellectual Assessment Scales (RIAS) using rigorous exploratory factor analytic and factor extraction procedures. The results of this…
Factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.
- Gary L. Canivez, M. Watkins, Stefan C. Dombrowski
- PsychologyPsychological Assessment
- 1 August 2016
The factor structure of the 16 Primary and Secondary subtests of the Wechsler Intelligence Scale for Children-Fifth Edition was examined and it was concluded that the WISC-V provides strong measurement of general intelligence and clinical interpretation should be primarily at that level.
Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales.
- T. Power, Stefan C. Dombrowski, M. Watkins, Jennifer A. Mautone, John W. Eagle
- Education, PsychologyJournal of School Psychology
- 1 June 2007
Structural Validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Confirmatory Factor Analyses With the 16 Primary and Secondary Subtests
- Gary L. Canivez, M. Watkins, Stefan C. Dombrowski
- PsychologyPsychological Assessment
- 1 April 2017
The factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition standardization sample was examined using confirmatory factor analyses (CFA) with maximum likelihood estimation for all reported models from the WISC-V Technical and Interpretation Manual.
Exploratory and higher order factor analysis of the WJ-III full test battery: a school-aged analysis.
- Stefan C. Dombrowski, M. Watkins
- PsychologyPsychological Assessment
- 28 January 2013
This study represents the first time the WJ-III full battery was subjected to EFA analyses given the instrument's significant use by practitioners and that it served as the initial evidentiary basis for Cattell-Horn-Carroll (CHC) theory.
Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions
- Ryan L. Farmer, Ryan J. McGill, T. Stinnett
- PsychologyContemporary School Psychology
- 2 June 2020
Some provisional limitations associated with the use of telehealth to conduct psychological assessments that will have to be considered as use of these platforms is debated are raised.
A positive behavioural intervention for toddlers: parent–child attunement therapy
- Stefan C. Dombrowski, S. Timmer, D. Blacker, A. Urquiza
- Psychology
- 1 March 2005
Parent–child attunement therapy (PCAT) is a promising intervention for toddlers (aged 12–30 months) who have experienced maltreatment. PCAT has two overall purposes: (1) to strengthen caregivers'…
The Solomon Effect in Learning Disabilities Diagnosis: Can We Learn from History?
- Stefan C. Dombrowski, R. Kamphaus, Sarah F. Vess
- Medicine
- 2006
Five key recommendations for the diagnostic definition of learning disabilities are highlighted: the definition needs to be unambiguous, it must be universally accepted across professions, researchers, and governmental entities, and it must incorporate clearly defined subtypes ofLearning disabilities.
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