Construct Validity of the Wechsler Intelligence Scale for Children-Fourth UK Edition with a Referred Irish Sample: Wechsler and Cattell-Horn-Carroll Model Comparisons with 15 Subtests

Autor/inn/en	Canivez, Gary L.; Watkins, Marley W.; Good, Rebecca; James, Kate; James, Trevor
Titel	Construct Validity of the Wechsler Intelligence Scale for Children-Fourth UK Edition with a Referred Irish Sample: Wechsler and Cattell-Horn-Carroll Model Comparisons with 15 Subtests
Quelle	In: British Journal of Educational Psychology, 87 (2017) 3, S.383-407 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Canivez, Gary L.) ORCID (Watkins, Marley W.) ORCID (James, Trevor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12155
Schlagwörter	Construct Validity; Children; Intelligence Tests; Comparative Analysis; Foreign Countries; Factor Analysis; Learning Problems; School Psychologists; Measures (Individuals); Intelligence Quotient; Ireland; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Intelligence test; Intelligenztest; Ausland; Faktorenanalyse; Lernproblem; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Messdaten; Intelligenzquotient; Irland
Abstract	Background: Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children-Fourth UK Edition (WISC-IV[superscript UK]; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV[superscript UK] standardization sample have not yet been reported. Watkins "et al." (2013, "International Journal of School and Educational Psychology," 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV[superscript UK] core subtests in clinical assessments of learning difficulties and dominance of general intelligence. Because only 10 subtests were available, Cattell-Horn-Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared. Aim, Sample and Method: The present study utilized confirmatory factor analyses to test the latent factor structure of the WISC-IV[superscript UK] with a sample of 245 Irish children administered all 15 WISC-IV[superscript UK] subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA. Results: Meaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subscale coefficients indicated that unit-weighted composites that would be generated by WISC-IV[superscript UK] group factors (Wechsler or CHC) would contain little unique variance and thus be of little value. Conclusion: These results were similar to those from other investigations, further demonstrating the replication of the WISC-IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01