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Cited by 40Psychometric Methodologies and TestingDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

Structural Validity of the WISC-IV for Students With Learning Disabilities

Styck, Kara M., Watkins, Marley W.·2016·Journal of Learning Disabilities
DOI 10.1177/0022219414539565
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Abstract

The structural validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was evaluated using confirmatory factor analysis for a clinical sample of 1,537 students diagnosed with specific learning disabilities (SLD) by school psychologists in two large southwestern school districts. Results indicated that a bifactor model consisting of four first-order domain specific factors and a general intelligence breadth factor fit the data best. Consequently, the structural validity of the WISC-IV for students with SLD was supported by the results of the present study. The general intelligence factor contributed the most information, accounting for 48% of the common variance. Given this structure, it was recommended that score interpretation should emphasize the Full-Scale IQ score because of the marginal contributions of the first-order domain-specific factors and their low precision of measurement independent of the general factor.

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61 of 61 references verified0 citation errors · 0 not checkable

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  • The omega hierarchical of the general factor is much higher (ranging from 0.67 to 0.87) than the omega subtest values of the four specific factors (ranging from 0.10 to 0.53).

    “Also, the ωh of the general factor is much higher (ranging from 0.67 to 0.87) than the ωs values of the four specific factors (ranging from 0.10 to 0.53; Watkins, 2010; Devena et al., 2013; Watkins et al., 2013; Canivez, 2014; Styck and Watkins, 2016)”

    From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2016

  • Existing data for the WISC-IV bifactor model show that the ECV of the general factor is between 2 and 3 times more than the combined ECV of the specific factors.

    “Existing data for the WISC-IV bifactor model show that the ECV of the general factor is between 2 and 3 times more than the combined ECV of the specific factors, with virtually all variance in the subtests being explained much more by the general factor than the respective specific factors (Watkins, 2010; Devena et al., 2013; Watkins et al., 2013; Canivez, 2014; Styck and Watkins, 2016).”

    From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2016

  • With the exception of Nakano and Watkins (2013), studies comparing the oblique four-factor, higher order, and bifactor models have reported more support for the bifactor model than the four-factor oblique and higher order factor models.

    “With the exception of the study by Nakano and Watkins (2013), the other studies that have compared the oblique four-factor model, the higher order factor model, and the bifactor model have reported more support for the bifactor model than the four-factor oblique model and the higher order factor model (Watkins, 2010; Devena et al., 2013; Watkins et al., 2013; Canivez, 2014; Styck and Watkins, 2016”

    From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2016

  • Most of the findings for the factor structure of the core WISC-IV subtests in children with ADHD are comparable with existing data involving the general community and clinic-referred children, including those with learning disorders.

    “Overall, therefore, most of the findings for the factor structure of the core WISC-IV subtests in children with ADHD are comparable with existing data involving the general community and clinic-referred children, including those with learning disorders (Watkins et al., 2006, 2013; Watkins, 2010; Devena et al., 2013; Nakano and Watkins, 2013; Canivez, 2014; Styck and Watkins, 2016).”

    From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2016

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Authors
Styck, K. M., & Watkins, M. W.
Affiliations
  • The University of Texas at San Antonio (US)
  • Baylor University (US)
Corresponding author
Styck, Kara M.
ORCID
Venue
Journal of Learning Disabilities
Publisher
SAGE Publications
Published
2014-06-23
Volume
49
Issue
2
Pages
216-224
ISSN
  • 0022-2194 (ISSN-L)
  • 1538-4780
DOI
10.1177/0022219414539565
OpenAlex
W2160973126
Cited by
40
References
62
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2023: 1 · 2022: 2 · 2021: 7 · 2020: 4 · 2019: 5 · 2018: 4 · 2017: 5 · 2016: 4 · 2015: 2 · 2014: 2
FWCI
5.46
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Journal of Learning Disabilities (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords
WISC-IV, structural validity, specific learning disabilities, bifactor model, general intelligence factor, Full Scale IQ, intelligence testing, score interpretation, students with learning disabilities
MeSH terms
Adolescent, Child, Female, Humans, Learning Disabilities, Male, Wechsler Scales, Reproducibility of Results

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