Incremental validity of WISC – IV UK factor index scores with a referred I rish sample: Predicting performance on the WIAT – II UK
Abstract
Background Subtest and factor scores have typically provided little incremental predictive validity beyond the omnibus IQ score. Aims This study examined the incremental validity of Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV(UK) ; Wechsler, 2004a, Wechsler Intelligence Scale for Children - Fourth UK Edition, Harcourt Assessment, London, UK) and factor index scores in predicting academic achievement on the Wechsler Individual Achievement Test - Second UK Edition (WIAT-II(UK) ; Wechsler, 2005a, Wechsler Individual Achievement Test-Second UK Edition, Pearson, London, UK), beyond that predicted by the WISC-IV(UK) FSIQ. Sample The sample included 1,014 Irish children (ages 6-0 to 16-9) who were referred for evaluation of learning difficulties. Method Hierarchical multiple regression analyses were used with the WISC-IV(UK) FSIQ (Block 1) and factor index scores (Block 2) as predictors and WIAT-II(UK) subtest and composite scores as dependent variables. Results The WISC-IV(UK) FSIQ accounted for statistically significant and generally large portions of WIAT-II(UK) subtest and composite score variance. WISC-IV(UK) factor index scores combined to provide statistically significant increments in prediction of most WIAT-II(UK) subtest and composite scores over and above the FSIQ; however, the effect sizes were mostly small as previously observed (i.e., Canivez, 2013a, Psychol. Assess., 25, 484; Glutting et al., 2006, J. Spec. Educ., 40, 103; Nelson et al., 2013…
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Studies involving non-ADHD samples have reported that the index scores provide only slightly additional variance in the prediction of academic achievement scores, including reading and arithmetic.
“Using multiple regression analysis of observed scores for WISC-IV FSIQ, VCI, PRI, WMI, and PSI, studies involving non-ADHD samples have reported that the index scores provide only slightly additional variance in the prediction of academic achievement scores, including reading and arithmetic (Glutting et al., 2006; Canivez et al., 2014).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Canivez et al., 2014
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“Further, these factor index scores seem to add little value beyond the FSIQ score for interpretation or prediction of meaningful outcomes (Canivez et al., 2014, 2020; Canivez & Watkins, 2016; Dombrowski et al., 2018, 2019; Freeman & Chen, 2019; McDermott et al., 1992; Watkins & Canivez, in press;…”
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Inteligencia emocional y desempeño académico en estudiantes universitarios
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- Authors
- Canivez, G. L., Watkins, M. W., James, T., Good, R., & James, K.
- Affiliations
- Eastern Illinois University (US)
- Baylor University (US)
- Éirim: The National Assessment Agency, Ltd. Dublin Ireland
- Corresponding author
- Canivez, Gary L.
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2014-09-04
- Volume
- 84
- Issue
- 4
- Pages
- 667-684
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W1981388011
- Cited by
- 38
- References
- 106
- Citations by year
- 2026: 2 · 2024: 2 · 2023: 1 · 2021: 4 · 2020: 4 · 2019: 1 · 2018: 5 · 2017: 8 · 2016: 7 · 2015: 3 · 2013: 1
- FWCI
- 8.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- The Keep (Eastern Illinois University) (submittedVersion)
- Funders
- Eastern Illinois University
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Keywords
- incremental validity, student performance prediction, learning difficulties, referred children, Irish children
- MeSH terms
- Achievement, Adolescent, Child, Educational Status, Female, Humans, Ireland, Learning Disabilities, Male, Psychometrics, Reference Values, Referral and Consultation, Wechsler Scales, Reproducibility of Results
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