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Gary L. Canivez

Professor

Eastern Illinois University

United States

Research Interests

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About

Gary L. Canivez is a Professor at Eastern Illinois University, USA. His research primarily focuses on cognitive assessment and the structural validity of intelligence measures, including the WISC-V and NEPSY-II. Recent publications highlight his work in Bayesian modeling, exploratory factor analysis, and evidence-based assessment practices, particularly in relation to cognitive profiles of students with learning disabilities.

Articles (16)

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2026

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2021

Collaborators (7)

Alison Pritchard

Co-Director

Johns Hopkins University School of Medicine

UNITED STATES

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Lisa Jacobson

Associate Professor

Johns Hopkins University School of Medicine

UNITED STATES

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Stefan Dombrowski

Professor

Rider University

UNITED STATES

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Thierry Lecerf

University of Geneva

SWITZERLAND

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Alexander Beaujean

Professor

Baylor University

UNITED STATES

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Ryan McGill

Associate Professor of School Psychology

William & Mary

UNITED STATES

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Marley Watkins

Research Professor

Baylor University

UNITED STATES

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Gary L. Canivez

Research Interests

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Articles (16)

Construct Validity of the WAIS- 5: Complementary Exploratory and Confirmatory Factor Analyses of the 20 Primary and Secondary Subtests

Incremental Validity of the Successive Level Approach to Intelligence Test Interpretation

Beyond Primary Assessment on the WISC‐V: An Investigation of the Structural Validity of the Ancillary Scores

Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling

Exploratory Factor Analysis of the NEPSY-II Conceptual Template: Acting on Evidence

Exploratory factor analysis of the NEPSY‑II conceptual template: Acting on evidence.

Bootstrap Exploratory Graph Analysis of the WISC–V with a Clinical Sample

Will the Real Theoretical Structure of the WISC-V Please Stand Up? Implications for Clinical Interpretation

Are There Cognitive Profiles Unique to Students With Learning Disabilities? A Latent Profile Analysis of Wechsler Intelligence Scale for Children–Fourth Edition Scores

Assessing the Psychometric Utility of IQ Scores: A Tutorial Using the Wechsler Intelligence Scale for Children–Fifth Edition

Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample

Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice

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

Construct validity of the BASC-3 teacher rating scales: Independent hierarchical exploratory factor analyses with the normative sample.

On the validation of ability measures in school psychology: Do established psychometric standards matter?

Construct Validity of the German Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory and Confirmatory Factor Analyses of the 15 Primary and Secondary Subtests

Collaborators (7)

Alison Pritchard

Lisa Jacobson

Stefan Dombrowski

Thierry Lecerf

Alexander Beaujean

Ryan McGill

Marley Watkins

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