This article reviews the administrative, scoring, and psychometric properties of the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4, NCS Pearson, 2020 ). The WIAT-4 is one of the more commonly administered broadband measures of academic achievement. The instrument was determined to be well-conceptualized, and generally psychometrically sound. Omissions include factor analyses to determine the instrument’s theoretical and scoring structure, and the lack of presentation of item analysis results. Importantly, the Essay Composition subtest is now much easier to score which should serve to increase interest in the WIAT-4 as a viable option for the assessment of academic achievement. Although there are a number of subtests beyond the core battery to administer, users may find that the time and effort required to administer those subtests are worth the effort given the rich detail furnished that is linked to scientific literature regarding the etiology of learning disabilities.

This study was conducted to test for method bias stemming from mixing positively and negatively worded items in a widely used measure of family functioning, the Systemic Clinical Outcomes in Routine Evaluation (SCORE). Data were collected from a community sample of 377 U.S. adults with children in the household, with 32% reporting greater family difficulties than a clinical pre-therapy average and 66% reporting greater difficulties than a clinical post-therapy average. Confirmatory factor analyses (CFA) were performed to test two models: Model 1, a unidimensional model in which items represented a single theoretical construct and Model 2, a multidimensional model in which items represented a method dimension (i.e., positively worded or negatively worded) as well as an underlying theoretical construct. Fit indices showed that Model 2 fit the data better than Model 1 for all dimensions tested, suggesting that method bias had detrimental effects on the factor structure of dimensions of the SCORE.