Journal of Psychoeducational Assessment

Children with autism spectrum disorder (ASD) display variable verbal cognitive profiles despite a historical requirement for a language delay in autistic disorder. This study compared the Verbal Comprehension Index (VCI) to the newly created ancillary index score, the Verbal Expanded Crystallized Index (VECI) of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) in a group of children with ASD. Using the ASD sample from the standardization data of the WISC-V, results indicated the VCI and VECI were significantly different for the ASD group but not for the matched controls. Follow up analysis of the ASD group revealed the VCI and VECI were significantly different for those with language impairment but not for those without language impairment. Psychologists should consider administering all verbal subtests of the WISC-V to children with ASD given the VECI may better capture the language impairment seen in this population.

A review of clinical records was conducted for children with developmental, emotional, and behavioral difficulties who were assessed with both the Wechsler preschool and primary scale of intelligence-third edition (WPPSI-III^CDN; Wechsler, 2004) and the Leiter international performance scale-revised (Leiter-R; Roid & Miller, 1997) within the same psychological evaluation. Forty children, ages 3–7, were included in this study. Pearson correlations showed that the IQ scores of the two instruments are strongly related (r > .70; p < .001). However, paired t-tests showed that overall Leiter-R scores (M = 99.03) were significantly higher than WPPSI-III^CDN scores (PIQ; M = 82.28, FSIQ; M = 75.24) (p < .001). The discrepancies between the instrument’s scores were clinically important as the use of only one of the two instruments could result in misclassification of child intellectual ability. These results should prompt professionals working with this clinical population to be cautious when using results from a single instrument in a child’s intellectual evaluation.

Based on the dichotomous classroom goal structure model and TARGET framework, this study developed and validated a new Dichotomous Classroom Goal Structure Questionnaire (DCGSQ). A total of 339 seventh-grade students in Beijing completed the two-phase survey in Study 1. Exploratory factor analysis and reliability analysis were used to assess the psychometric quality of the questionnaires in Study 1. The revised DCGSQ was further validated in Study 2 among 583 seventh-grade students in Beijing. The results of confirmatory factor analysis indicated that an 8-factor model best fit the data. The criterion validity of the DCGSQ was supported by the relations between its eight instructional dimensions and student self-efficacy.

Executive functions (EFs) refer to a set of cognitive skills used to achieve goals and adapt to novelty and social situations. These cognitive skills strongly impact people’s daily lives. Hence, assessing these skills is important for an early intervention to address their lack if need be. Nevertheless, relevant scientific literature reports difficulties in assessing EFs, as they are a set of processes that involve many dimensions. Further, there are differences between everyday situations wherein EFs are employed and the context of a typical performance-based task, involving the use of EFs. Questionnaires are an excellent way to address these difficulties. The objective of this study is to test SENA’s convergent validity in terms of EFs’ assessment. The SENA is the first Spanish standardized questionnaire based on DSM-5 (2013), it assesses emotional and behavioral problems in children aged 3–18 years. This experiment involved students from regular schools (N = 140; M age = 6.97 SD = 1.02). Statistical analysis was conducted that compared a validated EFs test (BRIEF-2) and the SENA test. The results of this study suggested the presence of convergent validity between SENA and BRIEF-2 vis-a-vis EFs. Thus, SENA is a valid assessment for EFs that are called for in school and family environments for those who speak Spanish. That said SENA is more comprehensive than BRIEF-2, as it not only assesses EFs but also identifies the problems currently associated with the failure in employing EFs, psychological vulnerabilities, and personal resources that are lacking. SENA provides a complete picture of children’s and adolescents' behaviors and emotions.

The aim of the present study was to evaluate the measurement invariance of the School Connectedness Scale for Chinese, Canadian, and Tanzanian adolescents, and to explore the inter association between school connectedness and cyberbullying/cybervictimization. Participants included 3872 adolescents from urban settings in China (N= 2053, M _age =16.36 years, SD = 1.14 years; 44.6% boys), Canada (N = 642, M _age = 12.13 years, SD = 0.77 years; 50.1% boys), and Tanzania (N = 1056, M _age =15.87 years, SD = 2.03 years; 52.8% boys). Adolescents self-reported their cybervictimization and cyberbullying experiences, as well as their perceived school connectedness. Multigroup Confirmatory Factor Analysis revealed an approximate measurement invariance of the scale across the three countries. Chinese students showed the lowest levels of school connectedness while Tanzanian students showed the highest. The findings of the multivariate multigroup regression analyses across the three countries revealed similar relationships between school connectedness and cyberbullying/cybervictimization, thus broadening our understanding of school connectedness and its relationship to cyberbullying/cybervictimization across these three different countries.

The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.

Like all psychoeducational batteries, the Wechsler Individual Achievement Test, fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher reported correlated relatively higher with word reading skills than more basic phonological measures. However, its explanation of word reading skills in the context of other important predictors, like vocabulary, has not been investigated. At the comprehension level, the publisher endorsed an expanded simple view of reading, where oral reading fluency skills mediate the effects of word reading and oral language skills on comprehension. Using structural equation modeling with correlations provided in the technical manual, these analyses investigated multiple hypotheses stemming from publisher-endorsed theories. Results conformed to much of the publisher’s word level theories, but they were more equivocal at the comprehension level. Implications for WIAT-4 interpretation are discussed.

Star Math (SM) is a popular computer adaptive test (CAT) schools use to screen students for academic risk. Despite its popularity, few independent investigations of its diagnostic accuracy have been conducted. We evaluated the diagnostic accuracy of SM based upon vendor provided cut-scores (25^th and 40^th percentiles nationally) in predicting proficiency on an end of year state test in a sample of highly achieving grade three (n = 210), four (n = 217), and five (n = 242) students. Specificity exceeded sensitivity across all grades and cut-scores. Acceptable levels of sensitivity and specificity were achieved in grade three and four but not grade five when using the 40^th percentile.