This is a follow-up to the portion of my 11-9-07 "Research Bytes" post dealing with the factor structure of the Reynolds Intellectual Assessment Scales.
After suggesting that the Nelson et al. (2007) study would have been more powerful if they had also factor analyzed the correlation matrices in the RIAS manual (along side their factor analysis in an independent referral sample), an email arrived from Dr. Alex Beaujean indicating he had completed the analysis I had suggested---and more (added yet a third sample). Dr. Beaujean currently has the manuscript under journal review, so it would be inappropriate to provide a complete copy here. However, Dr. Beaujean did agree to let me publish the abstract from the current submitted paper.
If you want additional information re: this research, contact Dr. Beaujean.
Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, intelligence, IQ, IQ test, IQ score, RIAS, Reynolds Intellectual Assessment Scales, factor analysis
After suggesting that the Nelson et al. (2007) study would have been more powerful if they had also factor analyzed the correlation matrices in the RIAS manual (along side their factor analysis in an independent referral sample), an email arrived from Dr. Alex Beaujean indicating he had completed the analysis I had suggested---and more (added yet a third sample). Dr. Beaujean currently has the manuscript under journal review, so it would be inappropriate to provide a complete copy here. However, Dr. Beaujean did agree to let me publish the abstract from the current submitted paper.
If you want additional information re: this research, contact Dr. Beaujean.
- Beaujean, A. A., McGlaughlin, S. M. & Margulies, A. S. (submitted). Factorial Validity of the Reynolds Intellectual Assessment Scales for Referred Students.
- The Reynolds Intellectual Assessment Scales (RIAS; Reynolds & Kamphaus, 2003, 2005), is a recently-developed, individually-administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Although it has been in circulation for over four years, there is a paucity of independent research published about its psychometric properties. The purpose of this study was to examine the factor structure of the RIAS across three samples of school-age children: the RIAS norming sample, the data reported in Nelson,Canivez, Lindstrom, and Hatt (2007), and a new, independent sample of students referred for special educational services. Using confirmatory factor analytic techniques, this study found that a two-factor model, positing verbal and nonverbal factors, fit all three data sets better than a one-factor model. Further, the two-factor model appeared invariant across the three samples, except for one subtest's residual variance. Implications of this study for practitioners are then discussed.
- Nelson, J. M., Canivez, G. L., Lindstrom, W., & Hatt, C. V. (2007). Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample. Journal of School Psychology, 45, 439–456.
- Reynolds, C. R., & Kamphaus, R. W. (2003). Reynolds Intellectual Assessment Scales. Lutz, FL: Psychological Assessment Resources.
- Reynolds, C. R., & Kamphaus, R. W. (2005). Introduction to Reynolds Intellectual
Assessment Scales and the Reynolds Intellectual Screening Test. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (2nd ed., pp.461–483). New York: Guilford.
Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, intelligence, IQ, IQ test, IQ score, RIAS, Reynolds Intellectual Assessment Scales, factor analysis
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