Ryan McGill

Associate Professor of School Psychology

William & Mary

United States

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About

Dr. Ryan McGill is an Associate Professor of School Psychology at William & Mary, located in the United States. His research areas include cognitive assessment, learning disabilities, and the structural validity of psychological tests, as evidenced by his recent publications. Dr. McGill's work focuses on enhancing the evidence-based practices in clinical assessment and addressing complex challenges in the field of school psychology.

Articles (16)

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2025

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2020

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Baylor University

UNITED STATES

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Ryan McGill

Research Interests

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Articles (16)

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

Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem

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

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

Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?

Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE.

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

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

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?

Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions

Teleassessment with children and adolescents during the coronavirus (COVID-19) pandemic and beyond: Practice and policy implications.

Use of translated and adapted versions of the WISC-V: Caveat emptor

An instrument in search of a theory: Structural validity of the Kaufman assessment battery for children‐second edition normative update at school‐age

Collaborators (7)

Daniel Hajovsky

Gary L. Canivez

Lisa Jacobson

Steven Powell

Nicholas Benson

Alexander Beaujean

Marley Watkins

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