Is the WISC-V a Fair Test for Black Children: Factor Structure in an Urban Public School Sample

Graves, Scott L.; Smith, Leanne V.; Nichols, Kayla

doi:10.1007/s40688-020-00306-9

Cited by 20 publications

(24 citation statements)

References 49 publications

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“…Inspection of modification indices suggested that the fluid reasoning subtest intercepts were problematic causing the lack of full scalar invariance. This was similarly found in a study that investigated invariance of the WISC-V in referred Black/White sample (Graves et al, 2020). Partial scalar invariance was subsequently achieved by freeing the figure weights intercept which significantly improved overall model fit (see Table 5).…”

Section: Resultssupporting

confidence: 73%

“…This conclusion is particularly important for the clinical comparison group. There have been recent calls for structural validity and invariance analyses within clinical groups (Chen et al, 2020; Graves et al, 2020), but rarely are data sets such as the one in the present study available. In this case, although three distinctly different clinical groups were available—an externalizing disorder (i.e., ADHD), an internalizing disorder (i.e., anxiety), and a neurologically based disorder (i.e., encephalopathy)—the scoring structure was either fully or partially invariant and functions the same way regardless of sex, age, or clinical group.…”

Section: Conclusion and Implications For Practicementioning

confidence: 98%

“…However, only one invariance study has been conducted on the 10-primary subtest battery. Specifically, Graves, Smith, and Nichols (2020) investigated the invariance of the 10-primary subtest battery in a predominantly African American sample and found that the structure failed to attain full metric invariance. The lack of analyses on the 10-primary subtest battery is noteworthy considering that it contains the most frequently administered group of subtests by practitioners (Benson et al, 2019).…”

mentioning

confidence: 99%

“…Additionally, analyses on referred clinical samples (e.g., attention-deficit/hyperactivity disorder (ADHD), anxiety, and brain injury) are important but rarely investigated (Chen et al, 2020). Children referred for the evaluation of suspected disability are the ones most frequently administered tests of cognitive ability, and there are frequent calls for analyses with clinical samples (Chen et al, 2020; Graves et al, 2020). However, such analyses are less available in the literature.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?

Dombrowski

Watkins

McGill

et al. 2020

Journal of Psychoeducational Assessment

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Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10 subtest primary battery was evaluated across sex, age (6–8, 9–11, 12–14, and 15–16 year-olds), and three diagnostic (attention-deficit/hyperactivity disorder, anxiety, and encephalopathy) groups within a large clinical sample ( N = 5359) referred to a children’s specialty hospital. Competing models were tested using confirmatory factor analysis (CFA), and a five-factor oblique model corresponding to the publisher’s hypothesized first-order measurement model (e.g., verbal comprehension, fluid reasoning, visual-spatial, working memory, and processing speed) was found to have the best model fit. Multigroup CFA was subsequently used to evaluate progressively more restrictive constraints on the measurement model. Results indicated that full metric invariance was attained across the three groups studied. Full scalar invariance was attained for sex and diagnostic groups. Partial scalar invariance was attained for age-group. The results of this study provide support for the first-order scoring structure of the five WISC-V factors in the 10 subtest primary battery with this large clinical sample.

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Section: Resultssupporting

confidence: 73%

Section: Conclusion and Implications For Practicementioning

confidence: 98%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?

Dombrowski

Watkins

McGill

et al. 2020

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

show abstract

“…By the first decade of the 21st century, a newer cohort of Black scholars entered academia and began contributing to the school psychology research. For instance, Jamilia Blake's interdisciplinary scholarship regarding the impact of adultification on Black girls (e.g., Epstein et al, 2017); Scott Graves’ research regarding assessment of Black children (e.g., Graves et al, 2020); Sherrie Proctor's investigations into the attrition, recruitment, and retention of Black school psychology students (e.g., Proctor et al, 2018); Amanda Sullivan's research related to disproportionality in special education (e.g., Sullivan, 2017); Markeda Newell's work focused on multicultural consultation (e.g., Newell et al, 2013); and Stacy Williams’ research related to promoting race pedagogy in higher education (e.g., Williams et al, 2020). All of these Black scholars established a national presence through their research, teaching, and/ or significant service to the profession.…”

Section: Influence Of Black Thought Into 21st Century School Psychologymentioning

confidence: 99%

From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology

Proctor

2022

School Psychology International

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This article reflects on key ideas in Graves (2009) that are relevant to recruitment, retention, and inclusion of Black people in school psychology. The article begins with a critique of the field's lack of engagement with the ideas Albert Beckham introduced in the 20th century. Then, the article discusses issues that Black school psychologists are engaging today through their research and practice to illustrate the critical need for inclusion of Black thought and Black people in school psychology. Next, the article offers a brief review of extant research related to the recruitment and retention of Black people in school psychology. The article concludes with implications for the recruitment, retention, and inclusion of Black people in school psychology.

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Measuring intelligence in Autism andADHD: Measurement invariance of the‐Binet 5th editionand impact of subtest scatter on abbreviatedIQaccuracy

Stephenson,

Levine,

Russell

et al. 2023

Autism Research

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Scatter and heterogeneity in cognitive profiles is thought to be common in autism spectrum disorder (ASD), which may indicate differences in the construct of IQ. However, less research has investigated IQ scatter in attention‐deficit/hyperactivity disorder (ADHD). Scatter is also thought to negatively impact the predictive validity of IQ summary scores, although there is research refuting this notion. Abbreviated IQ tests, such as the Stanford‐Binet fifth edition (SB‐5) abbreviated battery IQ (ABIQ), may be especially susceptible to the influence of scatter. We tested the measurement invariance of the SB‐5 as well as the predictive validity of the ABIQ in predicting FSIQ in 1679 youth (21% female) ages 2–16 years with a clinical diagnosis of ASD or ADHD. Results indicated the SB‐5 is measuring IQ the same way in ASD and ADHD. There were no differences between diagnostic groups in scatter between ABIQ (i.e., routing) subtests. Additionally, scatter was not related to dimensional autistic traits. Higher degree of scatter was associated with poorer predictive validity of the ABIQ and a higher likelihood of overestimating FSIQ, regardless of diagnosis. Overall, we found more similarities than differences between the ASD and ADHD groups. Our results show that the SB‐5 ABIQ is generally a strong predictor of FSIQ in youth with neurodevelopmental disorders. However, the use of the SB‐5 ABIQ in research and clinical applications, without consideration of scatter on routing subtests, is potentially problematic.

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Is the WISC-V a Fair Test for Black Children: Factor Structure in an Urban Public School Sample

Cited by 20 publications

References 49 publications

Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?

Measurement Invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-Subtest Primary Battery: Can Index Scores be Compared across Age, Sex, and Diagnostic Groups?

From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology

Measuring intelligence in Autism andADHD: Measurement invariance of the‐Binet 5th editionand impact of subtest scatter on abbreviatedIQaccuracy

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