Does the Factor Structure of IQ Differ Between the Differential Ability Scales (DAS‐II) Normative Sample and Autistic Children?

2020 ◽  
Vol 13 (7) ◽  
pp. 1184-1194 ◽  
Author(s):  
Caitlin C. Clements ◽  
Marley W. Watkins ◽  
Robert T. Schultz ◽  
Benjamin E. Yerys
Keyword(s):  
Factor Structure ◽  
Autistic Children ◽  
Differential Ability Scales ◽  
Normative Sample ◽  
Differential Ability

Higher-order factor structure of the Differential Ability Scales-II: Consistency across ages 4 to 17

2010 ◽  
Vol 47 (7) ◽  
pp. 676-697 ◽  
Author(s):  
Timothy Z. Keith ◽  
Justin A. Low ◽  
Matthew R. Reynolds ◽  
Puja G. Patel ◽  
Kristen P. Ridley
Keyword(s):  
Factor Structure ◽  
Higher Order ◽  
Differential Ability Scales ◽  
Order Factor ◽  
Differential Ability

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

2020 ◽  
Vol 38 (7) ◽  
pp. 791-815
Author(s):  
Gary L. Canivez ◽  
Ryan J. McGill ◽  
Stefan C. Dombrowski
Keyword(s):  
Factor Structure ◽  
Age Groups ◽  
Variance Partitioning ◽  
Early Years ◽  
Differential Ability Scales ◽  
Common Variance ◽  
Confirmatory Factor Analyses ◽  
Standardization Sample ◽  
Confirmatory Factor ◽  
Differential Ability

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.

An overview and review of the differential ability scales: Initial and current research findings

1991 ◽  
Vol 29 (3) ◽  
pp. 271-277 ◽  
Author(s):  
Leslie Oliver Platt ◽  
Randy W. Kamphaus ◽  
Joan Keltgen ◽  
Fran Gilliland
Keyword(s):  
Differential Ability Scales ◽  
Research Findings ◽  
Differential Ability

K–ABC Simultaneous Processing, Das Nonverbal Reasoning, and Horn's Expanded Fluid-Crystallized Theory

1999 ◽  
Vol 84 (2) ◽  
pp. 563-574 ◽  
Author(s):  
David V. Daleo ◽  
Brian R. Lopez ◽  
Jason C. Cole ◽  
Alan S. Kaufman ◽  
Nadeen L. Kaufman ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Fluid Intelligence ◽  
Principal Factor ◽  
Considerable Extent ◽  
Differential Ability Scales ◽  
Assessment Battery ◽  
Clear Cut ◽  
Simultaneous Processing ◽  
Differential Ability ◽  
Nonverbal Reasoning

Horn's distinction between fluid intelligence (Gf) and visualization (Gv) was investigated with two Nonverbal Reasoning subtests from the Differential Ability Scales and three Simultaneous Processing subtests from the Kaufman Assessment Battery for Children. The sample comprised a predominantly Euro-American group of 57 normal boys and girls between the ages of 6 and 12 years. Principal factor analysis yielded clear-cut Gf and Gv dimensions. The Gf factor was composed both of Differential Ability Scales and Kaufman–ABC subtests, suggesting that the construct of simultaneous processing is not merely a measure of Gv, as some researchers have hypothesized, but also measures Horn's Gf fluid intelligence to a considerable extent.

Differential Ability Scales (DAS and DAS-II)

2018 ◽  
pp. 1145-1148
Author(s):  
Rebecca M. Cain ◽  
Kelly Coulehan ◽  
Ida Sue Baron
Keyword(s):  
Differential Ability Scales ◽  
Differential Ability

scholarly journals The role of language ability and self-regulation in the development of inattentive–hyperactive behavior problems

2014 ◽  
Vol 27 (1) ◽  
pp. 221-237 ◽  
Author(s):  
Isaac T. Petersen ◽  
John E. Bates ◽  
Angela D. Staples
Keyword(s):  
Behavior Problems ◽  
Expressive Language ◽  
Self Regulation ◽  
Language Ability ◽  
Differential Ability Scales ◽  
Panel Models ◽  
Hyperactive Behavior ◽  
Longitudinal Effects ◽  
Differential Ability

AbstractPrevious research has found associations but not established mechanisms of developmental linkage between language ability and inattentive–hyperactive (I-H) behavior problems. The present study examined whether self-regulation mediates the effect of language ability on later I-H behavior problems among young children (N = 120) assessed at 30, 36, and 42 months of age. Cross-lagged panel models tested the direction of effect between language ability and self-regulation and longitudinal effects of language ability on later I-H problems mediated by self-regulation. Language ability was measured by children's scores on the receptive and expressive language subtests of the Differential Ability Scales. Self-regulation was measured by three behavioral tasks requiring inhibitory control. I-H problems were reported by parents and secondary caregivers. Language ability predicted later self-regulation as measured by all three tasks. There was no association, however, between self-regulation and later language ability, suggesting that the direction of effect was stronger from language ability to later self-regulation. Moreover, the effect of language ability on later I-H behavior problems was mediated by children's self-regulation in one of the tasks (for secondary caregivers' but not parents' ratings). Findings suggest that language deficits may explain later I-H behavior problems via their prediction of poorer self-regulatory skills.

scholarly journals Factor Structure of the Social Communication Questionnaire in Preschool Aged Autistic Children

2019 ◽  
Vol 28 (12) ◽  
pp. 3385-3391
Author(s):  
Rachel Grove ◽  
Jessica Paynter ◽  
Annette Joosten ◽  
Giacomo Vivanti ◽  
Cheryl Dissanayake ◽  
...  
Keyword(s):  
Factor Structure ◽  
Social Communication ◽  
Autistic Children ◽  
Social Communication Questionnaire ◽  
The Social
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