| Cognitive Profile Analysis in School Psychology: History, Issues, and Continued Concerns RJ McGill, SC Dombrowski, GL Canivez Journal of School Psychology 71, 108-121, 2018 | 101 | 2018 |
| Critical Issues in Specific Learning Disability Identification: What We Need to Know About the PSW Model RJ McGill, KM Styck, RS Palomares, MR Hass Learning Disability Quarterly 39 (3), 159-170, 2016 | 85 | 2016 |
| Conducting Psychoeducational Assessments During the COVID-19 Crisis: The Danger of Good Intentions RL Farmer, RJ McGill, SC Dombrowski, NF Benson, S Smith-Kellen, ... Contemporary School Psychology 25 (1), 27-32, 2021 | 73 | 2021 |
| Exploratory and Hierarchical Factor Analysis of the WJ-IV Cognitive at School Age. SC Dombrowski, RJ McGill, GL Canivez Psychological Assessment 29 (4), 394-407, 2017 | 70 | 2017 |
| A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities AA Beaujean, NF Benson, RJ McGill, SC Dombrowski Journal of Intelligence 6 (3), 1-25, 2018 | 59 | 2018 |
| Teleassessment With Children and Adolescents During the Coronavirus (COVID-19) Pandemic and Beyond: Practice and Policy Implications RL Farmer, RJ McGill, SC Dombrowski, MB McClain, B Harris, ... Professional Psychology: Research and Practice 51 (5), 477-487, 2020 | 56 | 2020 |
| Construct Validity of the Wechsler Intelligence Scale For Children-Fifth UK Edition: Exploratory and Confirmatory Factor Analyses of the 16 Primary and Secondary Subtests GL Canivez, MW Watkins, RJ McGill British Journal of Educational Psychology 89 (2), 195-224, 2019 | 51 | 2019 |
| Factor Structure of the Differential Ability Scales–Second Edition: Exploratory and Hierarchical Factor Analyses With the Core Subtests. GL Canivez, RJ McGill Psychological Assessment 28 (11), 1475-1488, 2016 | 47 | 2016 |
| Construct Validity of the WISC-V in Clinical Cases: Exploratory and Confirmatory Factor Analyses of the 10 Primary Subtests GL Canivez, RJ McGill, SC Dombrowski, MW Watkins, AE Pritchard, ... Assessment 27 (2), 274-296, 2020 | 46 | 2020 |
| When Theory Trumps Science: A Critique of the PSW Model for SLD Identification RJ McGill, RT Busse Contemporary School Psychology 21 (1), 10-18, 2017 | 45 | 2017 |
| Social Story™ Interventions for Decreasing Challenging Behaviours: A Single-Case Meta-Analysis 1995–2012 RJ McGill, D Baker, RT Busse Educational Psychology in Practice 31 (1), 21-42, 2015 | 43 | 2015 |
| An Alternative Conceptualization of the Theoretical Structure of the Woodcock-Johnson IV Tests of Cognitive Abilities at School Age: A Confirmatory Factor Analytic Investigation SC Dombrowski, RJ McGill, GL Canivez Archives of Scientific Psychology 6 (1), 1-13, 2018 | 42 | 2018 |
| Hierarchical Exploratory Factor Analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC Application in School Psychology SC Dombrowski, RJ McGill, GL Canivez School Psychology Quarterly 33 (2), 235-250, 2018 | 41 | 2018 |
| Revisiting Carroll’s Survey of Factor-Analytic Studies: Implications for the Clinical Assessment of Intelligence NF Benson, AA Beaujean, RJ McGill, SC Dombrowski Psychological Assessment 30 (8), 1028-1038, 2018 | 37 | 2018 |
| Assessing the Incremental Value of KABC‐II Luria Model Scores in Predicting Achievement: What do They Tell us Beyond the MPI? RJ McGill, AR Spurgin Psychology in the Schools 53 (7), 677-689, 2016 | 36 | 2016 |
| Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model RJ McGill, SC Dombrowski Applied Measurement in Education 32 (3), 216-231, 2019 | 33 | 2019 |
| Incremental Validity of the WJ III COG: Limited Predictive Effects Beyond the GIA-E RJ McGill, RT Busse School Psychology Quarterly 30 (3), 353-365, 2015 | 33 | 2015 |
| Methods for Assessing Single-Case School-Based Intervention Outcomes RT Busse, RJ McGill, KS Kennedy Contemporary School Psychology 19 (3), 136-144, 2015 | 32 | 2015 |
| Invalidating the Full Scale IQ Score in the Presence of Significant Factor Score Variability: Clinical Acumen or Clinical Illusion? RJ McGill Archives of Assessment Psychology 6 (1), 49-79, 2016 | 28 | 2016 |
| Investigating the Theoretical Structure of the DAS-II Core Battery at School Age Using Bayesian Structural Equation Modeling SC Dombrowski, P Golay, RJ McGill, GL Canivez Psychology in the Schools 55 (2), 190-207, 2018 | 27 | 2018 |
Stefan C. Dombrowski, Ph.D.Professor and Director, Graduate Program in School Psychology, Rider UniversityVerified email at rider.edu
