Publications

Jimerson, S. R., Allen, J., Arora, P., Blake, J. J., Canivez, G. L., Chambers, C., Chan, M., Espelage, D., Gonzalez, J. E., Gormley, M., Graves, S. L., Holland, S., Huang, F. L., January, S-A, A., Kaur, L., Kim, E., LaSalle, T., Mittelstet, A., Phelps, C., Reinke, A., Renshaw, T. L., Song, S. Y., Sullivan, A. L., Wang, C. & Worrell, F. C., & Yang, C. (2024, August). Advancing diversity, equity, and inclusion in school psychology science and scholarship: Changing training and practice in the field of school psychology. Canadian Journal of School Psychology, 0(0). Advance online publication https://doi.org/10.1177/08295735241266746

McGill, R. J., Beaujean, A. A., Benson, N. F., Dombrowski, S. C., & Canivez, G. L. (2024). Exploratory factor analysis of the NEPSY–II Conceptual Template: Acting on evidence. Journal of Pediatric Neuropsychology, 10(2), 107-119. https://doi.org/10.1007/s40817-024-00158-8

Watkins, M. W., Dombrowski, S. C., McGill, R. J., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2023). Bootstrap Exploratory Graph Analysis of the WISC–V with a clinical sample. Journal of Intelligence, 11(137), 1-12. https://doi.org/10.3390/ jintelligence1107013

Dombrowski, S. C., McGill, R. J., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2022). Beyond the rhetoric of evidence-based assessment: A framework for critical thinking in clinical practice. School Psychology Review, 51(6), 771-784. https://doi.org/10.1080/2372966X.2021.1960126

Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Jacobson, L., & Pritchard, A. (2022). Will the real theoretical structure of the WISC–V please stand up? An exploratory factor analytic replication study. Contemporary School Psychology, 26, 492–503. https://doi.org/10.1007/s40688-021-00365-6

Watkins, M. W., & Canivez, G. L. (2022). Are there cognitive profiles unique to students with learning disabilities? A latent profile analysis of Wechsler Intelligence Scale for Children–Fourth Edition scores. School Psychology Review, 51(5), 643-646. https://doi.org/10.1080/2372966X.2021.1919923

Watkins, M. W., & Canivez, G. L. (2022). Assessing the psychometric utility of IQ scores: A tutorial using the Wechsler Intelligence Scale for Children–Fifth Edition. School Psychology Review, 51(5), 619-633. https://doi.org/10.1080/2372966X.2020.1816804

Lecerf, T., & Canivez, G. L. (2022). Exploratory factor analyses of the French WISC–V for five age groups. Assessment, 29(6), 1117-1133. https://doi.org/10.1177/10731911211005170

Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children–Fifth Edition scores in a clinical sample. Applied Neuropsychology: Child, 11(3), 422-428. https://doi.org/10.1080/21622965.2021.1875827

Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L, & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology Training and Pedagogy, 39(1), 11-24. https://doi.org/10.1007/s42380-021-00091-w

Jenkins, L. M., Canivez, G. L., & Braun, M. (2022). Structural validity of the Bullying Participant Behavior Questionnaire with an elementary school sample. International Journal of Bullying Prevention, 4(2), 115-129. https://doi.org/10.1007/s42380-021-00091-w

Canivez, G. L., von der Embse, N. P., & McGill, R. J. (2021). Construct validity of the BASC-3 Teacher Rating Scales: Independent hierarchical exploratory factor analyses with the standardization sample. School Psychology, 36(4), 235–254. https://doi.org/10.1037/spq0000444

Canivez, G. L., Ding, Y., & McDermott, P. A. (2021). Development and psychometric examinations of a simplified Mandarin translation of the Adjustment Scales for Children and Adolescents. Archives of Assessment Psychology, 11(1), 51-75. https://www.assessmentpsychologyboard.org/journal/index.php/AAP/ article/view/157

Farmer, R. L., McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2021). Why questionable assessment practices remain popular in school psychology: Instructional materials as pedagogic vehicles. Canadian Journal of School Psychology, 36(2), 98–114. https://doi.org/10.1177/0829573520978111

McGill, R. J., Ward, T. J., & Canivez, G. L. (2021). On the validation of ability measures in school psychology: Do established psychometric standards matter? School Psychology International, 42(2), 210–216. https://doi.org/10.1177/0143034320985209

Kush, J. C., & Canivez, G. L. (2021). Construct validity of the WISC–IV Italian Edition: A bifactor examination of the standardization sample: Chi niente sa, di niente dubita. International Journal of School and Educational Psychology, 9(1), 73-87. https://doi.org/10.1080/21683603.2019.1638854

Jenkins, L. M., & Canivez, G. L. (2021). Hierarchical factor structure of the Bullying Participant Behavior Questionnaire with a middle school sample. International Journal of School and Educational Psychology, 9(1), 55-72. https://doi.org/10.1080/21683603.2019.1636734

Canivez, G. L. (2021). Test review of the Peabody Picture Vocabulary Test–Fifth Edition. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twenty-first mental measurements yearbook (pp. 523-526). Lincoln, NE: Buros Center for Testing. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L., Grieder, S., & Büenger, A. (2021). Construct validity of the German Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory and confirmatory factor analyses of the 15 primary and secondary subtests. Assessment, 28(2), 327–352. https://doi.org/ 10.1177/1073191120936330

Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A., & Jacobson, L. (2021). Measurement invariance of the WISC–V 10 subtest primary battery: Can index scores be compared across age, sex and diagnostic groups? Journal of Psychoeducational Assessment, 39(1), 89-99. https://doi.org/10.1177/0734282920954583

Dombrowski, S. C., McGill, R. J., Canivez, G. L., Watkins, M. W., & Beaujean, A. A. (2021). Factor analysis and variance partitioning in intelligence test research: Clarifying misconceptions. Journal of Psychoeducational Assessment, 39(1), 28-38. https://doi.org/10.1177/0734282920961952

Canivez, G. L., McGill, R. J., & Dombrowski, S. C. (2020). Factor structure of the Differential Ability Scales-Second Edition core subtests: Standardization sample confirmatory factor analyses. Journal of Psychoeducational Assessment, 38(7), 791-815. https://doi.org/10.1177/0734282920914792

McGill, R. J., Ward, T. J., & Canivez, G. L. (2020). Use of translated and adapted versions of the WISC–V: Caveat emptor. School Psychology International, 41(3), 276–294. https://doi.org/10.1177/0143034320903790

Canivez, G. L., McGill, R. J., Dombrowski, S. C., Watkins, M. W., Pritchard, A. E., & Jacobson, L. A. (2020). Construct validity of the WISC–V in clinical cases: Exploratory and confirmatory factor analyses of the 10 primary subtests. Assessment, 27(2), 274-296. https://doi.org/10.1177/1073191118811609

Canivez, G. L., Watkins, M. W., & McGill, R. J. (2019). Construct validity of the Wechsler Intelligence Scale for Children–Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests. British Journal of Educational Psychology, 89(2), 195-224. http://dx.doi.org/10.1111/bjep.12230

Kush, J. C., & Canivez, G. L. (2019). The higher order structure of the WISC–IV Italian adaptation using hierarchical exploratory factor analytic procedures. International Journal of School and Educational Psychology, 7(Sup1), 15-28. https://dx.doi.org/10.1080/21683603.2018.1485601

Canivez, G. L., & Youngstrom, E. A. (2019). Challenges to the Cattell-Horn-Carroll Theory: Empirical, clinical, and policy implications. Applied Measurement in Education, 32(2), 232–248. https://doi.org/10.1080/08957347.2019.1619562

Canivez, G. L. (2019). Evidence-based assessment for school psychology: Research, training, and clinical practice. Contemporary School Psychology, 23, 194-200. https://doi.org/10.1007/s40688-019-00238-z

Watkins, M. W., Dombrowski, S. C., & Canivez, G. L. (2018). Reliability and factorial validity of the Canadian Wechsler Intelligence Scale for Children–Fifth Edition. International Journal of School and Educational Psychology, 6(4), 252–265. https://doi.org/10.1080/21683603.2017.1342580

Dombrowski, S. C., McGill, R. J., Canivez, G. L., & Peterson, C. H. (2019). Investigating the theoretical structure of the Differential Ability Scales—Second Edition through hierarchical exploratory factor analysis. Journal of Psychoeducational Assessment, 37(1), 94-104. http://dx.doi.org/10.1177/0734282918760724

McGill, R. J., & Canivez, G. L. (2018). Confirmatory factor analyses of the WISC-IV Spanish core and supplemental Subtests: Validation evidence of the Wechsler and CHC models. International Journal of School and Educational Psychology, 6(4), 239-351. https://doi.org/10.1080/21683603.2017.1327831

McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology, 71, 108-121. https://doi.org/10.1016/j.jsp.2018.10.007

McGill, R. J., Ward, T. J., & Canivez, G. L. (2018). On the evidential value of school psychology intervention research. The School Psychologist, 72, 48-57.

Gervais, S. J., Davidson, M. M., Styck, K. M., Canivez, G. L., & DiLillo, D. (2018). The development and psychometric properties of the Interpersonal Sexual Objectification Scale–Perpetration version. Journal of Violence, 8(5), 546-559. https://doi.org/10.1037/vio0000148

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology. School Psychology Quarterly, 33(2), 235-250. https://doi.org/10.1037/spq0000221 Supplemental material at http://dx.doi.org/10.1037/spq0000221.supp

Canivez, G. L., Dombrowski, S. C., & Watkins, M. W. (2018). Factor structure of the WISC–V for four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests. Psychology in the Schools, 55(7), 741-769. https://doi.org/10.1002/pits.22138

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). An alternative conceptualization of the theoretical structure of the WJ IV Cognitive at school age? A Confirmatory factor analytic investigation. Archives of Scientific Psychology, 6(1), 1-13. https://doi.org/10.1037/arc0000039

Dombrowski, S. C., Canivez, G. L., & Watkins, M. W. (2018). Factor structure of the 10 WISC–V primary subtests across four standardization age groups. Contemporary School Psychology, 22, 90-104. https://doi.org/10.1007/s40688-017-0125-2

Dombrowski, S. C., Golay, P., McGill, R. J., & Canivez, G. L. (2018). Investigating the theoretical structure of the DAS-II core battery at school age using Bayesian structural equation modeling. Psychology in the Schools, 55(2), 190-207. https://doi.org/10.1002/pits.22096

Lecerf, T., & Canivez, G. L. (2018). Complementary exploratory and confirmatory factor analyses of the French WISC–V: Analyses based on the standardization sample. Psychological Assessment, 30(6), 793-808. https://doi.org/10.1037/pas0000526

Pendergast, L. L., Nickens, L., Pham, S., Miliarresis, S., & Canivez, G. L. (2018). Race and gender differences in teacher perceptions of student homework performance: A preliminary examination. Contemporary School Psychology, 22, 294-302. https://doi.org/10.1007/s40688-017-0162-x

Canivez, G. L. (2017). Review of the Woodcock–Johnson IV. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook (pp. 875-882). Lincoln, NE: Buros Center for Testing. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L. (2017). Review of the Connors Kiddie Continuous Performance Test–Second Edition. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook (pp. 247-249). Lincoln, NE: Buros Center for Testing. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L., Watkins, M. W., Good, R., James, K., & James, T. (2017). Construct validity of the WISC–IV^UK with a referred Irish sample: Wechsler and CHC model comparisons with 15 subtests. British Journal of Educational Psychology, 87(3), 383–407. https://doi.org/10.1111/bjep.12155

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2017). Structural validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological Assessment, 29(4), 458-472. https://doi.org/10.1037/pas0000358

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ IV Cognitive at school age. Psychological Assessment, 29(4), 394-407. https://doi.org/10.1037/pas0000350

Canivez, G. L., & McGill, R. J. (2016). Factor structure of the Differential Ability Scales–Second Edition: Exploratory and hierarchical factor analyses with the core subtests. Psychological Assessment, 28(11), 1475-1488. https://doi.org/10.1037/pas0000279

Canivez, G. L. (2016). Bifactor modeling in construct validation of multifactored tests: Implications for understanding multidimensional constructs and test interpretation. In K. Schweizer & C. DiStefano (Eds.), Principles and methods of test construction: Standards and recent advancements (pp. 247-271. Gottingen, Germany: Hogrefe.

Canivez, G. L., & Gaboury, A. R. (2016). Construct validity and diagnostic utility of the Cognitive Assessment System for ADHD. Journal of Attention Disorders, 20(6), 519–529. https://doi.org/10.1177/1087054713489021

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2016). Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests. Psychological Assessment, 28(8), 975-986. https://doi.org/10.1037/pas0000238

McGill, R. J., & Canivez, G. L. (2016). Orthogonal higher order structure of the WISC–IV Spanish using hierarchical exploratory factor analytic procedures. Journal of Psychoeducational Assessment, 34(6), 600-606. https://doi.org/10.1177/0734282915624293

Canivez, G. L., & Watkins, M. W. (2016). Review of the Wechsler Intelligence Scale for Children–Fifth Edition: Critique, commentary, and independent analyses. In A. S. Kaufman, S. E. Raiford, & D. L. Coalson (Authors), Intelligent testing with the WISC–V (pp. 683–702). Hoboken, NJ: Wiley.

Dombrowski, S. C., Canivez, G. L., Watkins, M. W., & Beaujean, A. (2015). Exploratory bifactor analysis of the Wechsler Intelligence Scale for Children–Fifth Edition with the 16 primary and secondary subtests. Intelligence, 53, 194-201. https://doi.org/10.1016/j.intell.2015.10.009

Canivez, G. L., Watkins, M. W., James, T., James, K., & Good, R. (2014). Incremental validity of WISC–IV^UK factor index scores with a referred Irish sample: Predicting performance on the WIAT–II^UK. British Journal of Educational Psychology, 84(4), 667–684. https://doi.org/10.1111/bjep.12056

Canivez, G. L. (2014). Construct validity of the WISC–IV with a referred sample: Direct versus indirect hierarchical structures. School Psychology Quarterly, 29(1), 38-51. https://doi.org/10.1037/spq0000032

Pendergast, L. L., Watkins, M. W., & Canivez, G. L. (2014). Structural and convergent validity of the Homework Performance Questionnaire. Educational Psychology, 34(3), 291-304. https://doi.org/10.1080/01443410.2013.785058

Canivez, G. L. (2014). Review of the Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The nineteenth mental measurements yearbook (pp. 732-737). Lincoln, NE: Buros Institute of Mental Measurements. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L. (2014). Review of the Assessment of Multiple Intelligences. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The nineteenth mental measurements yearbook (pp. 19-23). Lincoln, NE: Buros Institute of Mental Measurements. Available for download at: http://marketplace.unl.edu/buros/

Watkins, M. W., Canivez, G. L., James, T., Good, R., & James, K. (2013). Construct validity of the WISC–IV^UK with a large referred Irish sample. International Journal of School and Educational Psychology, 1(2), 102-111. https://doi.org/10.1080/21683603.2013.794439

Nelson, J. M., Canivez, G. L., & Watkins, M. W. (2013). Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV) with a clinical sample. Psychological Assessment, 25(2), 618-630. https://doi.org/10.1037/a0032086

Canivez, G. L. (2013). Incremental validity of WAIS–IV factor index scores: Relationships with WIAT–II and WIAT–III subtest and composite scores. Psychological Assessment, 25(2), 484-495. https://doi.org/10.1037/a0032092

Canivez, G. L., & Kush, J. C. (2013). WISC–IV and WAIS–IV structural validity: Alternate methods, alternate results. Commentary on Weiss et al. (2013a) and Weiss et al. (2013b). Journal of Psychoeducational Assessment, 31(2), 157-169. https://doi.org/10.1177/0734282913478036

Canivez, G. L. (2013). Psychometric versus actuarial interpretation of intelligence and related aptitude batteries. In D. H. Saklofske, C. R. Reynolds, & V. L. Schwean (Eds.), The Oxford Handbook of Child Psychological Assessments (pp. 84-112). New York: Oxford University Press.

Davidson, M. M, Gervais, S. J., Canivez, G. L., & Cole, B. P. (2013). A psychometric examination of the Interpersonal Sexual Objectification Scale among college men. Journal of Counseling Psychology, 60(2), 239-250. https://doi.org/10.1037/a0032075

Davidson, M. M, & Canivez, G. L. (2012). Attitudes Toward Violence Scale: Psychometric features with a high school sample. Journal of Interpersonal Violence, 27(18), 3660-3682. https://doi.org/10.1177/0886260512447578

Nelson, J. M., & Canivez, G. L. (2012). Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample. Psychological Assessment, 24(1), 129-140. https://doi.org/10.1037/a0024878

Canivez, G. L. (2011). Hierarchical factor structure of the Cognitive Assessment System: Variance partitions from the Schmid–Leiman (1957) procedure. School Psychology Quarterly, 26(4), 305-317. https://doi.org/10.1037/a0025973

Canivez, G. L. (2011). Improving ethical clinical assessment practice by improving knowledge of measurement principles. The Score Newsletter, 33, 8-9.

Canivez, G. L., & Beran, T. N. (2011). Learning Behaviors Scale and Canadian youths: Factorial validity generalization and comparisons to the U.S. standardization sample. Canadian Journal of School Psychology, 26(3), 193-208. https://doi.org/10.1177/0829573511416440

Canivez, G. L., & Watkins, M. W. (2010). Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV) adolescent subsample. School Psychology Quarterly, 25(4), 223-235. https://doi.org/10.1037/a0022046

Canivez, G. L., & Watkins, M. W. (2010). Investigation of the factor structure of the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV): Exploratory and higher-order factor analyses. Psychological Assessment, 22(4), 827–836. https://doi.org/10.1037/a0020429

Canivez, G. L. (2010). Review of the Wechsler Adult Intelligence Test–Fourth Edition. In K. F. Geisinger & R. A. Spies (Eds.), The eighteenth mental measurements yearbook (pp. 684-688). Lincoln, NE: Buros Institute of Mental Measurements. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L. (2010). Review of the SCAN–3 for Children: Tests for Auditory Processing Disorders. In K. F. Geisinger & R. A. Spies (Eds.), The eighteenth mental measurements yearbook (pp. 500-504). Lincoln, NE: Buros Institute of Mental Measurements. Available for download at: http://marketplace.unl.edu/buros/

Konold, T. R., & Canivez, G. L. (2010). Differential relationships between WISC–IV and WIAT–II scales: An evaluation of potentially moderating child demographics. Educational and Psychological Measurement, 70(4), 613-627. https://doi.org/10.1177/0013164409355686

Canivez, G. L., & Sprouls, K. (2010). Adjustment Scales for Children and Adolescents: Factorial validity generalization with Hispanic/Latino Youths. Journal of Psychoeducational Assessment, 28(3), 209-221.https://doi.org/10.1177/0734282909349213

Canivez, G. L., Konold, T. R., Collins, J. M., & Wilson, G. (2009). Construct validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test. School Psychology Quarterly, 24(4), 252-265. https://doi.org/10.1037/a0018030

Canivez, G. L., & Beran, T. N. (2009). Adjustment Scales for Children and Adolescents: Factorial validity in a Canadian sample. Canadian Journal of School Psychology, 24(4), 284-302. https://doi.org/10.1177/0829573509344344

Canivez, G. L. (2008). Stanford–Binet Intelligence Scales. In E. M. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 884-887). Detroit, MI: Macmillan.

Konold, T. R., & Canivez, G. L. (2008). Aptitude tests. In E. M. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 47-51). Detroit, MI: Macmillan.

Canivez, G. L. (2008). Orthogonal higher-order factor structure of the Stanford-Binet Intelligence Scales–Fifth Edition for children and adolescents. School Psychology Quarterly, 23(4), 533-541. https://doi.org/10.1037/a0012884

Freberg, M. E., Vandiver, B. J., Watkins, M. W., & Canivez, G. L. (2008). Significant factor score variability and the validity of the WISC–III Full Scale IQ in predicting later academic achievement. Applied Neuropsychology, 15(2), 131-139. https://doi.org/10.1080/09084280802084010

Nelson, J. M, Canivez, G. L, Lindstrom, W., & Hatt, C. (2007). Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample. Journal of School Psychology, 45(4), 439-456. https://doi.org/10.1016/j.jsp.2007.03.003

Watkins, M. W., Lei, P., & Canivez, G. L. (2007). Psychometric intelligence and achievement: A cross-lagged panel analysis. Intelligence, 35(1), 59-68. https://doi.org/10.1016/j.intell.2006.04.005

Canivez, G. L., & Bohan, K. (2006). Adjustment Scales for Children and Adolescents and Native American Indians: Factorial validity generalization for Yavapai Apache youths. Journal of Psychoeducational Assessment, 24(4), 329-341. https://doi.org/10.1177/0734282906291397

Canivez, G. L. (2006). Adjustment Scales for Children and Adolescents and Native American Indians: Factorial validity generalization for Ojibwe youths. Psychology in the Schools, 43(6), 685-694. https://doi.org/10.1002/pits.20179

Canivez, G. L., Willenborg, E., & Kearney, A. (2006). Replication of the Learning Behaviors Scale factor structure with an independent sample. Journal of Psychoeducational Assessment, 24(2), 97-111. https://doi.org/10.1177/0734282905285239

Borsuk, E. R., Watkins, M. W., & Canivez, G. L. (2006). Long-term stability of membership in a WISC–III subtest core profile taxonomy. Journal of Psychoeducational Assessment, 24(1), 52-68. https://doi.org/10.1177/0734282905285225

Canivez, G. L. (2006). Independent investigations of reliability and validity of Learning Behaviors Scale Scores: Implications for practitioners and future directions. Proceedings of the 2006 Hawaii International Conference on Education, 845-860.

Canivez, G. L. (2005). Review of the Motor Free Visual Perception Test–Third Edition. In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook (pp. 635-638). Lincoln, NE: Buros Institute of Mental Measurements. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L. (2005). Bias (testing). In L. W. Lee (Ed.), Encyclopedia of school psychology (pp. 67-69). Thousand Oaks, CA: Sage.

Canivez, G. L., & Sprouls, K. (2005). Assessing the construct validity of the Adjustment Scales for Children and Adolescents. Journal of Psychoeducational Assessment, 23(1), 3-14. https://doi.org/10.1177 073428290502300101

Canivez, G. L., Neitzel, R., & Martin, B. E. (2005). Construct validity of the Kaufman Brief Intelligence Test, Wechsler Intelligence Scale for Children–Third Edition, and Adjustment Scales for Children and Adolescents. Journal of Psychoeducational Assessment, 23(1), 15-34. https://doi.org/10.1177/073428290502300102

Watkins, M. W., & Canivez, G. L. (2004). Temporal stability of WISC–III subtest composite strengths and weaknesses. Psychological Assessment, 16(2), 133-138. https://doi.org/10.1037/1040-3590.16.2.133

Canivez, G. L. (2004). Replication of the Adjustment Scales for Children and Adolescents core syndrome factor structure. Psychology in the Schools, 41(2), 191-199. https://doi.org/10.1002/pits.10121

Somers, C. & Canivez, G. L. (2003). The Sexual Communication Scale (SCS): A measure of frequency of sexual communication between parents and adolescents. Adolescence, 38, 43-56.

Canivez, G. L., & Watkins, M. W. (2002). Interrater agreement for syndromic profile classifications on the Adjustment Scales for Children and Adolescents. Assessment for Effective Intervention, 28(1), 39-46. https://doi.org/10.1177/073724770202800105

Canivez, G. L., & Rains, J. D. (2002). Construct validity of the Adjustment Scales for Children and Adolescents and the Preschool and Kindergarten Behavior Scales: Convergent and divergent evidence. Psychology in the Schools, 39(6), 621-633. https://doi.org/10.1002/pits.10063

Canivez, G. L., Watkins, M. W., & Schaefer, B. A. (2002). Interrater agreement of Discriminant Classifications for the Adjustment Scales for Children and Adolescents. Psychology in the Schools, 39(4), 375-384. https://doi.org/10.1002/pits.10043

Canivez, G. L., & Bordenkircher, S. E. (2002). Convergent and divergent validity of the Adjustment Scales for Children and Adolescents for Children and the Preschool and Kindergarten Behavior Scales. Journal of Psychoeducational Assessment, 20(1), 30-45. https://doi.org/10.1177/073428290202000103

Canivez, G. L., & Watkins, M. W. (2001). Long term stability of the Wechsler Intelligence Scale for Children–Third Edition among students with disabilities. School Psychology Review, 30, 361-376. https://doi.org/10.1080/02796015.2001.12086125

Canivez, G. L. (2001). Review of the Adjustment Scales for Children and Adolescents. In J. Impara and B. Plake (Eds.), The fourteenth mental measurements yearbook (pp. 22-24). Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L. (2001). Review of the Ohio Functional Assessment Battery: Standardized Tests for Leisure and Living Skills. In J. Impara and B. Plake (Eds.), The fourteenth mental measurements yearbook (pp. 850-851). Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska. Available for download at: http://marketplace.unl.edu/buros/

Canivez, G. L., & Konold, T. R. (2001). Assessing differential prediction bias in the Developing Cognitive Abilities Test across gender, race/ethnicity, and socioeconomic groups. Educational and Psychological Measurement, 61(1), 159-171. https://doi.org/10.1177/00131640121971022

Canivez, G. L., Perry, A., & Weller, E. (2001). Stability of the Adjustment Scales for Children and Adolescents. Psychology in the Schools, 38(3), 217-227. https://doi.org/10.1002/pits.1012

Kush, J. C, Watkins, M. W., Ward, T. J., Ward, S. B., Canivez, G. L., & Worrell, F. C. (2001). Construct Validity of the WISC–III for White and Black students from the WISC–III standardization sample and for Black students referred for psychological evaluation. School Psychology Review, 30, 70-88. https://doi.org/10.1080/02796015.2001.12086101

Schaefer, B. A., Watkins, M. W., & Canivez, G. L. (2000). Cross-context agreement of the Adjustment Scales for Children and Adolescents. Journal of Psychoeducational Assessment, 19(2), 123-136. https://doi.org/10.1177/073428290101900202

Watkins, M. W., & Canivez, G. L. (2001). Longitudinal factor structure of the WISC–III among students with disabilities. Psychology in the Schools, 38(4), 291-298. https://doi.org/10.1002/pits.1019

Canivez, G. L. (2000). Predictive and construct validity of the Developing Cognitive Abilities Test: Relations with the Iowa Tests of Basic Skills. Psychology in the Schools, 37(2), 107-114. https://doi.org/10.1002/(SICI)1520-6807(200003)37:2<107::AID-PITS2>3.0.CO;2-9

Canivez, G. L. (2000). Stability of regular education teacher ratings of normal and exceptional students on the Adjustment Scales for Children and Adolescents (ASCA). (ERIC Document Reproduction Service No. TM030644).

Canivez, G. L., & Watkins, M. W. (1999). Long term stability of the Wechsler Intelligence Scale for Children–Third Edition among demographic subgroups: Gender, race, and age. Journal of Psychoeducational Assessment, 17(4), 300-313. https://doi.org/10.1177/073428299901700401

Canivez, G. L. (1998). Automated syndromic profile and discriminant classification analyses for the Adjustment Scales for Children and Adolescents. Behavior Research Methods, Instruments, & Computers, 30, 732-734. https://doi.org/10.3758/BF03209496

Canivez, G. L., & Watkins, M. W. (1998). Long term stability of the Wechsler Intelligence Scale for Children–Third Edition. Psychological Assessment, 10(3), 285-291. https://doi.org/10.1037/1040-3590.10.3.285

Konold, T. R., Kush, J. C., & Canivez, G. L. (1997). Factor replication of the WISC–III in three independent samples of children receiving special education. Journal of Psychoeducational Assessment, 15(2), 123-137. https://doi.org/10.1177/073428299701500203

Watkins, M. W., & Canivez, G. L. (1997). Interrater agreement of the Adjustment Scales for Children and Adolescents. Diagnostique, 22(4), 205-213. https://doi.org/10.1177/073724779702200402

Canivez, G. L. (1996). Validity and diagnostic efficiency of the Kaufman Brief Intelligence Test in reevaluating students with learning disability. Journal of Psychoeducational Assessment, 14(1), 4-19. https://doi.org/10.1177/073428299601400101

Canivez, G. L. (1996). Multitrait-multimethod matrix. In T. Fagan & P. Warden (Eds.), Historical encyclopedia of school psychology (pp. 215-216). Westport, CT: Greenwood Publishing Group.

Canivez, G. L. (1996). Discrepancy in assessment of learning disabilities. In T. Fagan & P. Warden (Eds.), Historical encyclopedia of school psychology (pp. 109-110). Westport, CT: Greenwood Publishing Group.

Canivez, G. L. (1996). Precision teaching. In T. Fagan & P. Warden (Eds.), Historical encyclopedia of school psychology (p. 275). Westport, CT: Greenwood Publishing Group.

Canivez, G. L. (1996). Concurrent validity and diagnostic efficiency of the Kaufman Brief Intelligence Test in assessing severe discrepancy in reevaluations of students with learning disabilities. (ERIC Document Reproduction Service No. ED385959).

Canivez, G. L., & Watkins, M. W. (1996). Automated calculation of diagnostic efficiency statistics. Behavior Research Methods, Instruments, & Computers, 28, 132-133. https://doi.org/10.3758/BF03203650

Canivez, G. L. (1995). Validity of the Kaufman Brief Intelligence Test: Comparisons with the Wechsler Intelligence Scale for Children–Third Edition. Assessment, 2(2), 101-111. https://doi.org/10.1177/107319119500200201

Canivez, G. L., & Prichard, K. K. (1989). Motivational distortion scales for the Children's Personality Questionnaire. Measurement and Evaluation in Counseling and Development, 22(1), 15-22. https://doi.org/10.1080/07481756.1990.12022907

Canivez, G. L. (1989). Psychophysiological responses of hyperactive children in anticipation of noxious and non-noxious stimuli. (Doctoral dissertation, Southern Illinois University, 1987). Dissertation Abstracts International, 49(7-B), 2913. (University Microfilms No. 1082855).

Canivez, G. L. (1986). Academic achievement of male and female high school athletes [Summary]. Proceedings of the 18th Annual Convention of the National Association of School Psychologists, 149-150.

Canivez, G. L., & Prichard, K. K. (1986). Motivational distortion scales for the Children's Personality Questionnaire [Summary]. Proceedings of the 18th Annual Convention of the National Association of School Psychologists, 276-277.

Mouw, J. T., Cody, J. J., & Canivez, G. L. (1986). Decline in ACT mean scores: Alternative explanations. Capstone Journal of Education, 7(1), 3-14.