This study is based on the dissertation of the first author. The contributions of Dr. Linda Caterino and Dr. Sylvia Cohen are gratefully acknowledged.
FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN–FOURTH EDITION AMONG REFERRED NATIVE AMERICAN STUDENTS
Article first published online: 15 OCT 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 50, Issue 10, pages 957–968, December 2013
How to Cite
Nakano, S. and Watkins, M. W. (2013), FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN–FOURTH EDITION AMONG REFERRED NATIVE AMERICAN STUDENTS. Psychol. Schs., 50: 957–968. doi: 10.1002/pits.21724
- Issue published online: 26 OCT 2013
- Article first published online: 15 OCT 2013
The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at increased risk for psychoeducational evaluation. The structural validity of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) was investigated with a sample of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. Confirmatory factor analysis procedures replicated the normative first-order factor structure and a higher-order general ability factor that accounted for the greatest amount of common (69%) and total (33%) variance. These results support the structural validity of the WISC-IV with a referred Native American sample and suggest that interpretation of the WISC-IV scores should not neglect the strong general ability factor.