Exploratory Factor Analyses of the French WISC-V (WISC-VFR) for Five Age Groups: Analyses Based on the Standardization Sample

This study investigated the factor structure of the French Wechsler Intelligence Scale for Children–Fifth Edition with five standardization sample age groups (6-7, 8-9, 10-11, 12-13, 14-16 years) using hierarchical exploratory factor analysis followed by Schmid–Leiman procedure. The primary research questions included (a) how many French Wechsler Intelligence Scale for Children–Fifth Edition factors should be extracted and retained in each age subgroup, (b) how are subtests associated with the latent factors, (c) was there evidence for the publisher’s claim of five first-order factors and separate Visual Spatial and Fluid Reasoning factors, (d) what proportion of variance was due to general intelligence versus the first-order group ability factors following a Schmid–Leiman procedure, and (e) do results support the age differentiation hypothesis? Results suggested that four factors might be sufficient for all five age groups and results did not support the distinction between Visual Spatial and Fluid Reasoning factors. While the general factor accounted for the largest portions of variance, the four first-order factors accounted for small unique portions of variance. Results did not support the age differentiation hypothesis because the number of factors remained the same across age groups, and there was no change in the percentage of variance accounted for by the general factor across age groups.

Validity and reliability of the revised Arabic language test for 2–4-year-old children: cross-sectional study

Background Language assessment in children using subjective and objective tests has been an issue to discuss. The aim of this study is to revise and prove the validity and reliability of the Arabic language test (ALT) for the age range from 2 to 4 years old. New design of the test format and test pictures was performed and tested on a pilot study of 30 normal children with no language problems, 15 in each 1 year age group, within the same age range of the standardization sample. The standardization sample on which the test was then applied was 400 normal Egyptian children in the age range from 2 to 4 years old 200 at 2–3 years old and 200 at 3–4 years old. Retesting was done on 30 children (15 in each group) to prove test-retest reliability, with an interval of 2 weeks. Validity of the test was done using, internal consistency validity, contrasted group validity, factorial validity, face validity, and judgment validity. In the contrasted group validity, a sample of 40 children with delayed language was used. Results All validity tests used gave significant scores that proved the high validity of the newly revised test. Also, reliability tests were highly significant. Conclusion The newly revised Arabic language test for 2–4 years old is a reliable and valid test to be used to evaluate language development and to detect language deficits among Egyptian children in the same age range.

Factor Structure of the Differential Ability Scales–Second Edition Core Subtests: Standardization Sample Confirmatory Factor Analyses

The present study examined the factor structure of the Differential Ability Scales–Second Edition (DAS-II) core subtests from the standardization sample via confirmatory factor analysis (CFA) using methods (bifactor modeling and variance partitioning) and procedures (robust model estimation due to nonnormal subtest score distributions) recommended but not included in the DAS-II Introductory and Technical Handbook. CFAs were conducted with the three DAS-II standardization sample age groups (lower early years [age = 2:6–3:5 years], upper early years [age = 3:6–6:11 years], school age [7:0–17:11 years]) using standardization sample raw data provided by NCS Pearson, Inc. Although most DAS-II core subtests were properly associated with the theoretically proposed group factors, both the higher order and bifactor models indicated that the g factor accounted for large portions of total and common variance, whereas the group factors (Verbal, Nonverbal, Spatial) accounted for small portions of total and common variance. The DAS-II core battery provides strong measurement of general intelligence, and clinical interpretation should be primarily, if not exclusively, at that level.

A-31 Trails-X Trail-Level Performance Using the Profile Variability Index

Objective The Trails-X is a new type of trail-making test that emphasizes executive function and does not require either literacy or numeracy. The purpose of this study was to examine performance variability across trails. Method Participants were the Trails-X standardization sample and individuals with traumatic brain injury (TBI), learning disabilities (LD), intellectual disabilities (ID), attention-deficit hyperactivity disorder (ADHD), and dementia. Trail-level performance was assessed via the mean Matrix, Connected Circles, and Time to Discontinue scores across trails. The Profile Variability Index (PVI) was calculated (Plake, Reynolds, & Gutkin, 1981) and clinical groups and standardization samples were compared via a one-way ANOVA. Results Across all trails, the mean Matrix score was 6 (possible range = 1-12) for the standardization sample and as low as 3 for the dementia and ID samples. The mean Connected Circles score was 16 (possible range = 0-22) and as low as 12 for the dementia sample. The mean Time to Discontinue score was 39 seconds (possible range = 1-75) and as high as 55 for the dementia sample. There was a statistically significant difference on the PVI score (F(5,845) = 6.921, p = .000). The dementia (M = 4.77) and ID (M = 5.11) samples had significantly lower (p < .05) PVI scores than the other samples, which were not significantly different from each other. Conclusions The dementia and ID samples were characterized by consistently low performance while the other samples were characterized by moderate amounts of variability, indicating that some variability across trails should be expected within less impaired individuals.

The Unitary Ability of IQ and Indexes in WAIS-IV

Lichtenberger and Kaufman (2009, p. 167) defined unitary ability as “an ability […] that is represented by a cohesive set of scaled scores, each reflecting slightly different or unique aspects of the ability.” Flanagan and Kaufman (2009) and Lichtenberger and Kaufman (2012) , to define unitarity of IQ, use a difference of 23 IQ points between the highest score (Max) and the lowest score (Min) obtained by a subject in the four Indexes of WAIS-IV. A similar method has been used to assess the unitary ability for the four Indexes, with the threshold of 5. Such difference score (of 23 for IQ and 5 for Indexes) are considered high and infrequent and, the authors therefore conclude that the corresponding Full-Scale IQ score or Index score is uninterpretable. In this paper we argue that these thresholds are inappropriate because they are based on the wrong standard deviation. The main aim of this study was to establish variability thresholds for IQ and the WAIS-IV Indexes for the American standardization sample and to compare these thresholds with those for the Italian standardization sample. We also consider an alternative approach to determining whether an IQ score represents a unitary ability based on the maximum difference score for the 10 core subtests that contribute to Full-Scale IQ.