This study examined the factor structure of the Detroit Tests of Learning Abilities, Fifth Edition (DTLA-5) using principal axis factoring, multiple factor extraction criteria, and the Schmid-Leiman orthogonalization procedures not utilized by test publishers. Results suggest that the publisher's six-factor structure model was over factored.…

This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values…

School-based practitioners are to implement and report functional behavior assessments (FBAs) that are consistent with both the research literature and the law, both federal and state. However, the literature regarding how best to document the FBA process is underdeveloped. A review of applied behavior analytic and school psychology literature as…

It is often assumed that parents completing behavior rating scales during the assessment of attention-deficit/hyperactivity disorder (ADHD) can deliberately manipulate the outcomes of the assessment. To detect these actions, items designed to detect over-reporting or under-reporting of results are sometimes embedded in such rating scales. This…