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Psychology

D-Index
38
Citations
4423
World Ranking
8980
National Ranking
4754

Research.com Recognitions

  • 2011 - Fellow of the American Psychological Association (APA)

Overview

Gary L. Canivez is affiliated with Eastern Illinois University in the United States. Their research activity primarily spans the field of psychology, with a focus on developmental and educational psychology as well as experimental and cognitive psychology. Other notable subfields include management science and operations research, clinical psychology, and social psychology.

Key topics in Canivez's work encompass cognitive abilities and testing, educational and psychological assessments, and psychometric methodologies and testing. Their research also addresses child and adolescent psychosocial and emotional development, behavioral and psychological studies, counseling practices and supervision, and early childhood education and development.

Their recent published papers demonstrate engagement with themes relevant to diversity, assessment practices, and the reliability of cognitive testing instruments. Notable recent papers include:

  • Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change (2021), published in School Psychology Review
  • Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice (2021), published in School Psychology Review
  • Long-term Stability of Wechsler Intelligence Scale for Children-Fifth Edition Scores in a Clinical Sample (2021), published in Applied Neuropsychology Child
  • Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles (2020), published in Canadian Journal of School Psychology
  • Use of Translated and Adapted Versions of the WISC-V: Caveat Emptor (2020), published in School Psychology International

Gary L. Canivez frequently collaborates with several researchers, including Ryan J. McGill, Stefan C. Dombrowski, Marley W. Watkins, Alison E. Pritchard, and Lisa A. Jacobson. These collaborative efforts are reflected in multiple publications across their shared areas of interest.

Their work has been published repeatedly in key venues, such as PsycEXTRA Dataset, School Psychology Review, Journal of Psychoeducational Assessment, Canadian Journal of School Psychology, and School Psychology International. These publication venues represent outlets specialized in psychological research and school psychology.

In recognition of their contributions, Gary L. Canivez was named a Fellow of the American Psychological Association (APA) in 2011.

Best Publications

  • Psychometric Intelligence and Achievement: A Cross-Lagged Panel Analysis.

    Marley W. Watkins;Pui Wa Lei;Gary L. Canivez

  • Long-Term Stability of the Wechsler Intelligence Scale for Children - Third Edition

    Gary L. Canivez;Marley W. Watkins

  • Investigation of the factor structure of the Wechsler Adult Intelligence Scale--Fourth Edition (WAIS-IV): exploratory and higher order factor analyses.

    Gary L. Canivez;Marley W. Watkins

  • Construct Validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent and Structural Validity

    Gary L. Canivez;Timothy R. Konold;Jason M. Collins;Greg Wilson

  • Factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.

    Gary L. Canivez;Marley W. Watkins;Stefan C. Dombrowski

  • Structural validity of the Wechsler Intelligence Scale for Children-Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests.

    Gary L. Canivez;Marley W. Watkins;Stefan C. Dombrowski

  • Construct validity of the WISC-IV with a referred sample: Direct versus indirect hierarchical structures.

    Gary L. Canivez

  • Structural and Incremental Validity of the Wechsler Adult Intelligence Scale-Fourth Edition With a Clinical Sample

    Jason M. Nelson;Gary L. Canivez;Marley W. Watkins

  • Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

    Gary L. Canivez

  • Exploratory bifactor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition with the 16 primary and secondary subtests

    Stefan C. Dombrowski;Gary L. Canivez;Marley W. Watkins;A. Alexander Beaujean

  • Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

    Miranda E. Freberg;Beverly J. Vandiver;Marley W. Watkins;Gary L. Canivez

  • Orthogonal Higher Order Factor Structure of the Stanford-Binet Intelligence Scales--Fifth Edition for Children and Adolescents.

    Gary L. Canivez

  • WAIS-IV and WISC-IV Structural Validity: Alternate Methods, Alternate Results. Commentary on Weiss et al. (2013a) and Weiss et al. (2013b).

    Gary L. Canivez;Joseph C. Kush

  • Temporal stability of WISC-III subtest composite: strengths and weaknesses.

    Marley W. Watkins;Gary L. Canivez

  • Exploratory and hierarchical factor analysis of the WJ-IV Cognitive at school age.

    Stefan C. Dombrowski;Ryan J. McGill;Gary L. Canivez

  • Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample

    Jason M. Nelson;Gary L. Canivez;Will Lindstrom;Clifford V. Hatt

  • Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample.

    Gary L. Canivez;Marley W. Watkins

  • Cognitive profile analysis in school psychology: History, issues, and continued concerns

    Ryan J. McGill;Stefan C. Dombrowski;Gary L. Canivez

  • Examination of the Structural, Convergent, and Incremental Validity of the Reynolds Intellectual Assessment Scales (RIAS) with a Clinical Sample.

    Jason M. Nelson;Gary L. Canivez

  • 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.

    Joseph C. Kush;Marley W. Watkins;Thomas J. Ward;Sandra B. Ward

Frequent Co-Authors

Marley W. Watkins
Marley W. Watkins Baylor University
Timothy R. Konold
Timothy R. Konold University of Virginia
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
John H. Kranzler
John H. Kranzler University of Florida
Tyler L. Renshaw
Tyler L. Renshaw Utah State University
Jelena Obradović
Jelena Obradović Stanford University
Cixin Wang
Cixin Wang University of Maryland, College Park
Francis L. Huang
Francis L. Huang University of Missouri
Nathaniel P. von der Embse
Nathaniel P. von der Embse University of South Florida
Dorothy L. Espelage
Dorothy L. Espelage University of North Carolina at Chapel Hill

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