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Li, Yaoran; Sheldon, Kennon M.; Rouder, Jeffrey N.; Bergin, David A.; Geary, David C. – Journal of Psychoeducational Assessment, 2019
Self-referent performance beliefs can influence people's decision making related to long-term goals. Current measures of such beliefs, however, do not explicitly focus on the long-term aspects of goal achievement. We introduce a new concept, Long-Term Prospects (LTP), which is defined as the self-perception that one can maintain the continuous…
Descriptors: College Students, Academic Achievement, Student Attitudes, Beliefs
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Cormier, Damien C.; Bulut, Okan; Singh, Deepak; Kennedy, Kathleen E.; Wang, Kun; Heudes, Alethea; Lekwa, Adam J. – Journal of Psychoeducational Assessment, 2018
The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is…
Descriptors: Intelligence Tests, Cognitive Ability, High Stakes Tests, Children
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Trundt, Katherine M.; Keith, Timothy Z.; Caemmerer, Jacqueline M.; Smith, Leann V. – Journal of Psychoeducational Assessment, 2018
Individually administered intelligence measures are commonly used in diagnostic work, but there is a continuing need for research investigating possible test bias among these measures. One current intelligence measure, the Differential Ability Scales, Second Edition (DAS-II), is a test with growing popularity. The issue of test bias, however, has…
Descriptors: Test Bias, Intelligence Tests, Children, African American Children
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Cook, Carolyn; Buelow, Melissa T.; Lee, Esther; Howell, Ashley; Morgan, Brittni; Patel, Kruti; Bryant, Andrew M.; Menatti, Andrew; Suhr, Julie – Journal of Psychoeducational Assessment, 2018
Malingering is a significant assessment concern in adults undergoing evaluations for attention deficit/hyperactivity disorder (ADHD) and may occur for a number of reasons, including access to medication and/or accommodations. Therefore, it is important to investigate ways to determine accuracy of self-reported ADHD symptoms. The present study used…
Descriptors: Adults, Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Drug Therapy
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Krach, S. Kathleen; McCreery, Michael P.; Wang, Ye; Mohammadiamin, Houra; Cirks, Christen K. – Journal of Psychoeducational Assessment, 2017
Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to…
Descriptors: Interpersonal Competence, Predictive Validity, Comparative Analysis, Psychometrics
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Jewsbury, Paul A.; Bowden, Stephen C.; Duff, Kevin – Journal of Psychoeducational Assessment, 2017
The Cattell-Horn-Carroll (CHC) model is a comprehensive model of the major dimensions of individual differences that underlie performance on cognitive tests. Studies evaluating the generality of the CHC model across test batteries, age, gender, and culture were reviewed and found to be overwhelmingly supportive. However, less research is available…
Descriptors: Intelligence Tests, Individual Differences, Executive Function, Neuropsychology
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Pagirsky, Matthew S.; Koriakin, Taylor A.; Avitia, Maria; Costa, Michael; Marchis, Lavinia; Maykel, Cheryl; Sassu, Kari; Bray, Melissa A.; Pan, Xingyu – Journal of Psychoeducational Assessment, 2017
A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement…
Descriptors: Attention Deficit Hyperactivity Disorder, Reading Ability, Reading Difficulties, Error Patterns
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Root, Melissa M.; Marchis, Lavinia; White, Erica; Courville, Troy; Choi, Dowon; Bray, Melissa A.; Pan, Xingyu; Wayte, Jessica – Journal of Psychoeducational Assessment, 2017
This study investigated the differences in error factor scores on the Kaufman Test of Educational Achievement-Third Edition between individuals with mild intellectual disabilities (Mild IDs), those with low achievement scores but average intelligence, and those with low intelligence but without a Mild ID diagnosis. The two control groups were…
Descriptors: Scores, Achievement Tests, Mild Intellectual Disability, Low Achievement
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Avitia, Maria; DeBiase, Emily; Pagirsky, Matthew; Root, Melissa M.; Howell, Meiko; Pan, Xingyu; Knupp, Tawnya; Liu, Xiaochen – Journal of Psychoeducational Assessment, 2017
The purpose of this study was to understand and compare the types of errors students with a specific learning disability in reading and/or writing (SLD-R/W) and those with a specific learning disability in math (SLD-M) made in the areas of reading, writing, language, and mathematics. Clinical samples were selected from the norming population of…
Descriptors: Achievement Tests, Learning Disabilities, Error Patterns, Comparative Analysis
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Breaux, Kristina C.; Avitia, Maria; Koriakin, Taylor; Bray, Melissa A.; DeBiase, Emily; Courville, Troy; Pan, Xingyu; Witholt, Thomas; Grossman, Sandy – Journal of Psychoeducational Assessment, 2017
This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence…
Descriptors: Children, Intelligence Tests, Achievement Tests, Error Patterns
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Koriakin, Taylor; White, Erica; Breaux, Kristina C.; DeBiase, Emily; O'Brien, Rebecca; Howell, Meiko; Costa, Michael; Liu, Xiaochen; Pan, Xingyu; Courville, Troy – Journal of Psychoeducational Assessment, 2017
This study investigated cognitive patterns of strengths and weaknesses (PSW) and their relationship to patterns of math errors on the Kaufman Test of Educational Achievement (KTEA-3). Participants, ages 5 to 18, were selected from the KTEA-3 standardization sample if they met one of two PSW profiles: high crystallized ability (Gc) paired with low…
Descriptors: Achievement Tests, Error Patterns, Cognitive Ability, Mathematics Tests
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Ottone-Cross, Karen L.; Dulong-Langley, Susan; Root, Melissa M.; Gelbar, Nicholas; Bray, Melissa A.; Luria, Sarah R.; Choi, Dowon; Kaufman, James C.; Courville, Troy; Pan, Xingyu – Journal of Psychoeducational Assessment, 2017
An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement--Third Edition (KTEA-3) for strength and weakness patterns of…
Descriptors: Achievement Tests, Error Patterns, Gifted Disabled, Learning Disabilities
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Mather, Nancy; Wendling, Barbara J. – Journal of Psychoeducational Assessment, 2017
We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement-Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful…
Descriptors: Achievement Tests, Educational Research, Evaluation Research, Error Patterns
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Montgomery, Alyssa; Dumont, Ron; Willis, John O. – Journal of Psychoeducational Assessment, 2017
The articles presented in this Special Issue provide evidence for many statistically significant relationships among error scores obtained from the Kaufman Test of Educational Achievement, Third Edition (KTEA)-3 between various groups of students with and without disabilities. The data reinforce the importance of examiners looking beyond the…
Descriptors: Evidence, Validity, Predictive Validity, Error Patterns
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McCloskey, George – Journal of Psychoeducational Assessment, 2017
This commentary will take an historical perspective on the Kaufman Test of Educational Achievement (KTEA) error analysis, discussing where it started, where it is today, and where it may be headed in the future. In addition, the commentary will compare and contrast the KTEA error analysis procedures that are rooted in psychometric methodology and…
Descriptors: Achievement Tests, Error Patterns, Comparative Analysis, Psychometrics
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