Selected Publications

Richerson, L. P., Watkins, M. W., & Beaujean, A. A. (2014). Longitudinal factorial invariance of the Wechsler Intelligence Scale for Children-Fourth Edition in a referral sample. Journal of Psychoeducational Assessment, 32, 597-609.

Pendergast, L. L., Watkins, M. W., & Canivez, G. L. (2014). Structural and convergent validity of the Homework Performance Questionnaire. Educational Psychology, 34, 291-304.

Watkins, M. W., & Beaujean, A. A. (2014). Structure of the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition. School Psychology Quarterly, 29, 52-63.

McDermott, P. A., Watkins, M. W., & Rhoad, A. (2014). Whose IQ is it-? Assessor bias variance in high-stakes psychological assessment. Psychological Assessment, 26, 207-214.

Styck, K. M., & Watkins, M. W. (2013). Diagnostic utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children-Fourth Edition among referred students. School Psychology Review, 42, 367-382.

Nakano, S., & Watkins, M. W. (2013). Factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition among referred Native American students. Psychology in the Schools, 50, 957-968.

Power, T. J., Koshy, A. J., Watkins, M. W., Cassano, M. C., Wahlberg, A. C., Mautone, J. A., & Blum, N. J. (2013). Developmentally and culturally appropriate screening in primary care: Development of the Behavioral Health Checklist. Journal of Pediatric Psychology, 38, 1155-1164.

Devena, S. E., Gay, C., & Watkins, M. W. (2013). Confirmatory factor analysis of the WISC-IV in a hospital sample. Journal of Psychoeducational Assessment, 31, 591-599.

Gignac, G. E., & Watkins, M. W. (2013). Bifactor modeling and the estimation of model-based reliability in the WAIS-IV. Multivariate Behavioral Research, 48, 639-662.

Watkins, M. W., & Ravert, C. M. (2013). Subtests, factors, and constructs: What is being measured by tests of intelligence? In J. C. Kush (Ed.), Intelligence quotient: Testing, role of genetics and the environment and social outcomes (pp. 55-68). Hauppauge, NY: Nova Science.

Watkins, M. W., Canivez, G. L., James, T., James, K., & Good, R. (2013). Construct validity of the WISC-IV(UK) with a large referred Irish sample. International Journal of School & Educational Psychology, 1, 102-111.

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, 618-630.

Watkins, M. W., & Smith, L. (2013). Long-term stability of the Wechsler Intelligence Scale for Children-Fourth Edition. Psychological Assessment, 25, 477-483.

Dombrowski, S. C., & Watkins, M. W. (2013). Exploratory and higher order factor analysis of the WJ-III full test battery: A school aged analysis. Psychological Assessment, 25, 442-455.

Planck, J. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2013). Anxiety disorder symptoms in Trinidadian adolescents. International Journal of Educational and Psychological Assessment, 13, 51-73.

Szarko, J. E., Brown, A. J., & Watkins, M. W. (2013). Examiner familiarity effects for children with autism spectrum disorders. Journal of Applied School Psychology, 29, 37-51.

MacDonald, H. H., Sullivan, A. L., & Watkins, M. W. (2013). Multivariate screening model for letter word reading achievement: Predictive utility of prereading skills and cognitive ability. Journal of Applied School Psychology, 29, 52-71.

McDermott, P. A., Watkins, M. W., Rovine, M. J., & Rikoon, S. H. (2013). Assessing changes in socioemotional adjustment across early school transitions–New national scales for children at risk. Journal of School Psychology, 51, 97-115.

Devena, S. E., & Watkins, M. W. (2012). Diagnostic utility of WISC-IV general abilities index and cognitive proficiency index difference scores among children with ADHD. Journal of Applied School Psychology, 28, 133-154.

George, S. M., McDermott, P. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2012). The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the Adjustment Scales for Children and Adolescents. International Journal of Educational and Psychological Assessment, 10, 159-178.

Power, T. J., Robins, P. M., Watkins, M. W., Rourke, M. T., & Alderfer, M. A. (2011). Determining readiness for pre-doctoral internship training: The process of developing a screening measure. Journal of Clinical Psychology, 67, 6-16.

Amato, J., & Watkins, M. W. (2011). The predictive validity of CBM writing indices for eighth-grade students. Journal of Special Education, 44, 195-204.

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, 223-235.

Watkins, M. W. (2010). Structure of the Wechsler Intelligence Scale for Children–Fourth Edition among a national sample of referred students. Psychological Assessment, 22, 782-787.

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

Jordan, N. C., Glutting, J. J., Ramineni, C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39, 181-195.

Miller, J. A., & Watkins, M. W. (2010). The use of graphs to communicate psychoeducational test results to parents. Journal of Applied School Psychology, 26, 1-16.

Dombrowski, S. C., Watkins, M. W., & Brogan, M. J. (2009). An exploratory investigation of the factor structure of the Reynolds IntellectualAssessment Scales (RIAS). Journal of Psychoeducational Assessment, 27, 494-507.

Pendergast, L. L., & Watkins, M. W. (2009). Development of an electronic version of the Homework Performance Questionnaire for parents. Journalof Educational Computing Research, 40, 323-335.

Watkins, M. W. (2009). Errors in diagnostic decision making and clinical judgment. In T. B. Gutkin & C. R.  Reynolds (Eds.), Handbook of school psychology (4thed.; pp. 210-229). New York: Wiley.

Fisher, A. B., & Watkins, M. W. (2008). ADHD rating scales’ susceptibility to faking in a college student sample. Journal of Postsecondary Educationand Disability, 20, 81-92.

Worrell, F. C., Watkins, M. W., & Hall, T. E. (2008). Reliability and validity of self-concept scores in secondary school students in Trinidadand Tobago. School Psychology International, 29, 466-480.

Freberg, M. E., Vandiver, B. J., Watkins, M. W., & Canivez, G. L. (2008). Significant factor score variability and the validity of the WISC-III fullscale IQ in predicting later academic achievement. Applied Neuropsychology, 15, 131-139.

Kotz, K. M., Watkins, M. W., & McDermott, P. A. (2008). Validity of the general conceptual ability score from the Differential Ability Scales as a function of significant and rare interfactor variability. School Psychology Review, 37, 261-278.

Kostanecka, A., Power, T., Clarke, A., Watkins, M., Hausman, C. L., & Blum, N. J. (2008). Behavioral health screening in urban primary care settings: Construct validity of the PSC-17. Journal of Developmental & Behavioral Pediatrics, 29, 124-128.

Kush, J. C., & Watkins, M. W. (2007). Construct validity of the WISC-III for a national sample of native American students. Canadian Journal of School Psychology, 22, 235-248.

Watkins, M. W., Glutting, J. J., & Lei, P.-W. (2007). Validity of the full scale IQ when there is significant variability among WISC-IIIand WISC-IV factor scores. Applied Neuropsychology, 14, 13-20.

Power, T. J., Dombrowski, S. C., Watkins, M. W., Mautone, J. A., & Eagle, J. W. (2007). Assessing children’s homework performance: Development of multi-dimensional, multi-informant rating scales. Journal of SchoolPsychology, 45, 333-348.

Watkins, M. W. (2006). Determining parallel analysis criteria. Journal of Modern Applied Statistical Methods, 5, 344-346. [published 5-8-07]

Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49-65.

Watkins, M. W., Lei, P.-W., & Canivez, G. L. (2007). Psychometric intelligence and achievement: A cross-lagged panel analysis. Intelligence, 35, 59-68.

Watkins, M. W., Wilson, S. M., Kotz, K. M., Carbone, M. C., & Babula, T. (2006). Factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition among referred students. Educational and Psychological Measurement, 66, 975-983.

Worrell, F. C., & Watkins, M. W., & Hall, T. E. (2006). Elementary school teachers in Trinidad and Tobago: Demographic patterns, qualifications, and self-efficacy. In K. Mutua & C. S. Sunal (Eds.), Research on Education in Africa, the Caribbean, and the Middle East: Crosscurrents and crosscutting themes (pp. 129-146). Greenwich, CT: Information Age Publishing.

Runge, T. R., & Watkins, M. W. (2006). The structure of phonological awareness among kindergarten children. School Psychology Review, 35, 370-386.

FitzGerald, J. L., & Watkins, M. W. (2006). Parents’ rights in special eduation: The readability of procedural safeguards. ExceptionalChildren, 72, 497-510.

Fisher, A. B., Schaefer, B. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2006). The factor structure of the Fear Survey Schedule for Children-II in Trinidadian children and adolescents. Journal of Anxiety Disorders, 20, 740-759.

Glutting, J. J., Watkins, M. W., Konold, T. R., & McDermott, P. A. (2006). Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II. Journal of Special Education, 40, 103-114.

McDermott, P. A., Goldberg, M. M., Watkins, M. W., Stanley, J. L., & Glutting, J. J. (2006). A nationwide epidemiologic modeling study of learning disabilities: Risk, protection, and unintended impact. Journal of Learning Disabilities, 39, 230-251.

Watkins, M. W. (2006). Orthogonal higher-order structure of the Wechsler Intelligence Scale for Children–Fourth Edition. PsychologicalAssessment, 18, 123-125.

Power, T. J., Werba, B. E., Watkins, M. W., Angelucci, J. G., & Eiraldi, R. B. (2006). Patterns of parent-reported homework problems among ADHD-referred and non-referred children. SchoolPsychology Quarterly, 21, 13-33.

Borsuk, E. R., Watkins, M. W., & Canivez, G. L. (2006). Long-term stability of membership in a Wechsler Intelligence Scale for Children–Third Edition (WISC-III) subtest core profile taxonomy. Journal of Psychoeducational Assessment, 24, 52-68.

Watkins, M. W. (2005). Diagnostic validity of Wechsler subtest scatter. Learning Disabilities: A ContemporaryJournal, 3, 20-29.

Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactiveinfluence of reading achievement and reading attitude. Educational Research and Evaluation, 11, 29-44.

Glutting, J. J., Youngstrom, E. A., & Watkins, M. W. (2005). ADHD and college students: Exploratory and confirmatory factor structures with student and parent data. Psychological Assessment, 17, 44-55.

Watkins, M. W., Glutting, J. J., & Youngstrom, E. A. (2005). Issues in subtest profile analysis. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed.) (pp. 251-268). NY: Guilford.

Oakland, T., Glutting, J. J., & Watkins, M. W. (2005). Assessment of test behaviors. In A. Prifitera, D.  H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical use and interpretation: Scientist-practitioner perspectives (pp. 435-463). New York: Elsevier Academic Press.

Oh, H.-J., Glutting, J. J., Watkins, M. W., Youngstrom, E. A., & McDermott, P. A. (2004). Correct interpretation of latent vs. observed abilities: Implications from structural equation modeling applied to the WISC-III and WIAT linking sample. Journal of Special Education, 38, 159-173.

Watkins, M. W., Kuterbach, J. M., Morgan, R. J., FitzGerald, J. L., Neuhard, R. M., Arthur, A. G., & Bucknavage, L. B. (2004). Structural validity of the WAIS-III among postsecondary students. Journal of PostsecondaryEducation and Disability, 17, 105-113.

Watkins, M. W., & Canivez, G. L. (2004). Temporalstability of WISC-III subtest composite: Strengths and weaknesses. Psychological Assessment, 16, 133-138.

Watkins, M. W., & Coffey, D. Y. (2004). Readingmotivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96, 110-118.

Watkins, M. W., & Edwards, V. A. (2004). Assessing early literacy skills with the Mountain Shadows Phonemic Awareness Scale (MS-PAS). Journal ofPsychoeducational Assessment, 22, 3-14.

Bryington, A. A., Palmer, D. J., & Watkins, M. W. (2004). The estimation of interobserver agreement in behavioral assessment. Journal of Early and Intensive Behavior Intervention, 1, 115-120. [Reprinted from Behavior Analyst Today]

Smith, C. B., & Watkins, M. W. (2004). Diagnosticutility of the Bannatyne WISC-III pattern. Learning Disabilities Research & Practice,19, 49-56.

Watkins, M. W. (2003). IQ subtest analysis: Clinical acumen or clinical illusion. ScientificReview of Mental Health Practice, 2, 118-141. [Published 4/2004]

Glutting, J. J., Watkins, M. W., & Youngstrom, E. A. (2003). Multifactored and cross-battery ability assessments: Are they worth the effort? In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence, aptitude, and achievement (2nd ed)(pp. 343-374). New York: Guilford.

Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2003). Stanford-Binet Intelligence Scale: Fourth Edition (SB4): Evaluating the empirical bases for interpretations. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence, aptitude, and achievement (2nd ed) (pp. 217-242). New York: Guilford.

Watkins, M. W., Neuhard, R. M., Bucknavage, L. B., & Runge, T. J. (2003). Assessment of phonemic awarenessskills: A screening measure for classroom use. Pennsylvania Educational Leadership, 23, 49-53.

Schaefer, B. A., Watkins, M. W., & Burnham, J. J. (2003). Empirical fear profiles among American youth. Behaviour Research and Therapy,41, 1093-1103.

Watkins, M. W., Ravert, C. M., & Crosby, E. G. (2002). Normative factor structure of the AAMR Adaptive Behavior Scale-School, 2nd Edition. Journalof Psychoeducational Assessment, 20, 337-345.

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, 39-46.

Bryington, A. A., Palmer, D. J., & Watkins, M. W. (2002). The estimation of interobserver agreement in behavioral assessment. Behavior Analyst Today, 3, 323-328.

Worrell, F. C., Watkins, M. W., Runge, T. J., & Hall, T. E. (2002). Pre-reading skills in Trinidad and Tobago students in the first three years of school. Caribbean Curriculum, 9, 1-19.

Canivez, G. L., Watkins, M. W., & Schaefer, B. A. (2002). Interrater agreement for discriminant classifications for the Adjustment Scales for Children and Adolescents. Psychology in the Schools, 39, 375-384.

Watkins, M. W., & Kush, J. C. (2002). Confirmatory factor analysis of the WISC-III for students with learning disabilities. Journal of Psychoeducational Assessment, 20, 4-19.

Watkins, M. W., Kush, J. C., & Schaefer, B. A. (2002). Diagnostic utility of the WISC-III learning disability index. Journal of Learning Disabilities, 35, 98-103.

Watkins, M. W., Greenawalt, C. G., & Marcell, C. M. (2002). Factor structure of the WISC-III among gifted students. Educational and Psychological Measurement, 62, 164-172.

Watkins, M. W., & Pacheco, M. (2000, released 11/2001). Interobserver agreement in behavioral research: Importance and calculation. Journal of Behavioral Education, 10, 205-212.

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, 438-453.

Schaefer, B. A., Watkins, M. W., & Canivez, G. L. (2001). Cross-context agreement of the Adjustment Scales for Children and Adolescents. Journal of Psychoeducational Assessment, 19, 123-136.

Watkins, M. W., & Canivez, G. L. (2001). Longitudinal factor structure of the WISC-III among students with disabilities. Psychology in the Schools, 38, 291-298.

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.

Worrell, F. C., Vandiver, B. J., & Watkins, M. W. (2001). Construct validity of the Learning Behavior Scale with an independent sample of students. Psychology in the Schools, 38, 207-215.

Watkins, M. W., Crosby, E. G., & Pearson, J. L. (2001). Role of the school psychologist: Perceptions of school staff. School Psychology International, 22, 64-73.

Watkins, M. W. (2001). Journal reprints as dissemination of psychological research: Courtesy, obligation, or obsolescence? Journal of Psychology, 135, 52-58.

Watkins, M. W., & Glutting, J. J. (2000). Incremental validity of WISC-III profile elevation, scatter, and shape information for predicting reading and math achievement. Psychological Assessment, 12, 402-408.

Watkins, M. W. (2000). Cognitive profile analysis: A shared professional myth. School Psychology Quarterly, 15, 465-479.

Watkins, M. W., & Worrell, F. C. (2000). Diagnostic utility of the number of WISC-III subtests deviating from mean performance among students with learning disabilities. Psychology in the Schools, 37, 303-309.

Watkins, M. W. (1999). Diagnostic utility of WISC-III subtest variability among students with learning disabilities. Canadian Journal of School Psychology, 15, 11-20.

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

Watkins, M. W., & Hetrick, C. J. (1999). MacPotthoff: Automated Calculation of the Potthoff Regression Bias Procedure. Behavior Research Methods, Instruments, & Computers, 31, 710-711.

Konold, T. R., Glutting, J. J., McDermott, P. A., Kush, J. C., & Watkins, M. W. (1999). Structure and diagnostic benefits of a normative subtest taxonomy developed from the WISC-III standardization sample. Journal of School Psychology, 37, 29-48.

Glutting, J. J., McDermott, P. A., Konold, T. R., Snelbaker, A. J., & Watkins, M. W. (1998). More ups and downs of subtest analysis: Criterion validity of the DAS with an unselected cohort. School Psychology Review, 27, 599-612.

Canivez, G. L., & Watkins, M. W. (1998). Long term stability of the Wechsler Intelligence Scale for Children-Third Edition. Psychological Assessment, 10, 285-291.

Watkins, M. W., Kush, J. C., & Glutting, J. J. (1997). Discriminant and predictive validity of the WISC-III ACID profile among children with learning disabilities. Psychology in the Schools, 34, 309-319.

Watkins, M. W., & Canivez, G. L. (1997). Interrater agreement of the Adjustment Scales for Children and Adolescents. Diagnostique, 22, 205-213.

Watkins, M. W., Kush, J. C., & Glutting, J. J. (1997). Prevalence and diagnostic utility of the WISC-III SCAD profile among children with disabilities. School Psychology Quarterly, 12, 235-248.

Glutting, J. J., McDermott, P. A., Watkins, M. W., Kush, J. C., & Konold, T. R. (1997). The base rate problem and its consequences for interpreting children's ability profiles. School Psychology Review, 26, 176-188.

Kush, J. C., & Watkins, M. W. (1997). Construct validity of the WISC-III verbal and performance factors for black, special education students. Assessment, 4, 297-304.

Kush, J. C., & Watkins, M. W. (1996). Long term stability of childrens' attitudes toward reading. Journal of Educational Research, 5, 315-319.

Watkins, M. W. (1996). Diagnostic utility of the WISC-III developmental index as a predictor of learning disabilities. Journal of Learning Disabilities, 29, 305-312.

Canivez, G. L., & Watkins, M. W. (1996). Automated calculation of diagnostic efficiency statistics. Behavior Research Methods, Instruments, & Computers, 28, 132-133.

Glutting, J. J., Youngstrom, E. A., Oakland, T., & Watkins, M. W. (1996). Situational specificity and generality of test behaviors for samples of normal and referred children. School Psychology Review, 25, 94-107.

McDermott, P. A., Watkins, M. W., Sichel, A. F., Weber, E. M., Keenan, J. T., Holland, A. M., & Leigh, N. M. (1995). The accuracy of new national scales for detecting emotional disturbance of children and adolescents. Journal of Special Education, 29, 337-354.

Kush, J. C., Watkins, M. W., McAleer, M. T., & Edwards, V. A. (1995). One year stability of the Elementary Reading Attitude Survey. Mid-Western Educational Researcher, 8, 11-14.

Watkins, M. W., & Kush, J. (1994). WISC-R subtest analysis: The right way, the wrong way, or no way? School Psychology Review, 23, 640-651.

Watkins, M. W. (1992). Measuring attitude toward reading: Another tool for teachers. Arizona Reading Journal, 21, 14-15.

McDermott, P. A., Fantuzzo, J. W., Glutting, J. J., Watkins, M. W., & Baggaley, A. R. (1992). Illusions of meaning in the ipsative assessment of children's ability. Journal of Special Education, 25, 504-526.

Watkins, M. W., & Edwards, V. A. (1992). Extracurricular reading and reading achievement: The rich stay rich and the poor don't read. Reading Improvement, 29, 236-242.

Watkins, M. W., & McDermott, P. A. (1991). Psychodiagnostic computing: From interpretive programs to expert systems. In T. B. Gutkin & S. L. Wise (Eds.), The computer and the decision-making process. Hillsdale, NJ: Lawrence Erlbaum Associates.

McDermott, P. A., Glutting, J. J., Jones, J. N., Watkins, M. W., & Kush, J. (1989). Core profile types in the WISC-R national sample: Structure, membership, and applications. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1, 292-299.

Watkins, M. W. (1989). Standard score calculator. Journal of School Psychology, 27, 433-435.

Watkins, M. W. (1989). Computerized drill-and-practice and academic attitudes of learning disabled students. Journal of Special Education Technology, 9, 167-172.

Watkins, M. W., & Kush, J. (1988). Micro-CONGRU: A microcomputer program for measuring levels of overall and partial congruence among multiple observers on nominal scales. Behavior Research Methods, Instruments, and Computers, 20, 513-514.

Watkins, M. W., & Kush, J. (1988). Assessment of academic skills of learning disabled students with classroom microcomputers. School Psychology Review, 17, 79-86.

Watkins, M. W., & Kush, J. (1987). Research assistant: A statistical package for the Apple II microcomputer. Behavior Research Methods, Instruments, and Computers, 19, 380-382.

McDermott, P. A., & Watkins, M. W. (1987). Microcomputer systems manual for McDermott Multidimensional Assessment of Children (IBM version). New York: The Psychological Corporation.

Watkins, M .W. (1986). Microcomputer-based math instruction with first-grade students. Computers in Human Behavior, 2, 71-75.

Watkins, M. W., & Kush, J. (1985). An Apple computer program for hierarchical grouping analysis. Behavior Research Methods, Instruments, and Computers, 17, 576.

Watkins, M. W., & Abram, S. (1985). Reading computer-assisted instruction with first-grade students. The Computing Teacher, 12, 43-45.

McDermott, P. A., & Watkins, M. W. (1985). Microcomputer systems manual for McDermott Multidimensional Assessment of Children (Apple version). New York: The Psychological Corporation.

McDermott, P. A., & Watkins, M. W. (1983). Computerized versus conventional remedial instruction for learning disabled students. Journal of Special Education, 17, 81-88.

McDermott, P. A., & Watkins, M. W. (1981). Dimensions of maladaptive behavior among kindergarten students. Behavior Disorders, 7, 11-17.

Watkins, M. W., & Webb, C. (1981). Computer-assisted instruction with learning disabled students. Educational Computer Magazine, 3, 24-27.

Watkins, M. W., & Larimer, L. D. (1981). A microcomputer BASIC program to calculate univariable regression model analysis of test bias. Educational and Psychological Measurement, 41, 219-221.

Larimer, L. D., & Watkins, M. W. (1980). Assessing predictive test bias with the microcomputer. Behavior Research Methods & Instrumentation, 12, 568.

Watkins, M. W., & Larimer, L. D. (1980). Interrater agreement statistics with the microcomputer. Behavior Research Methods and Instrumentation, 12, 466.

Watkins, M. W., & Brown, R. D. (1980). Competency and interpersonal ratings of teacher specialties: What teachers think of each other. Psychology in the Schools, 17, 102-105.

Watkins, M. W. (1980). Intellectual and special aptitudes of tenth-grade EMH students. Education and Training of the Mentally Retarded, 15, 139-142.

McDermott, P. A., & Watkins, M. W. (1979). A program to evaluate general and conditional agreement among categorical assignments of many raters. Behavior Research Methods and Instrumentation, 11, 399-400.

Watkins, M. W. (1979). Chance and interrater agreement on manuscripts. American Psychologist, 34, 796-798.

McDermott, P. A., & Watkins, M. W. (1979). A computer program for assessing conjoint interrater agreement with a correct set of classifications. Behavior Research Methods & Instrumentation, 11, 607.

Watkins, M. W., & McDermott, P. A. (1979). A computer program for measuring levels of overall and partial congruence among multiple observers on nominal scales. Educational and Psychological Measurement, 39, 235-239.

McDermott, P. A., & Watkins, M. W. (1979). A FORTRAN program for testing agreement of multiple observers with a categorical standard on nominal scales. Educational and Educational Measurement, 39, 669-672.

Watkins, M. W. (1978). Correlation between Quick Word Test and Sixteen Personality Factor Questionnaire B factor scores. Psychological Reports, 42, 653-654.

Singer, J., Bossard, M., & Watkins, M. W. (1977). Effects of parental presence on attendance and input of interdisciplinary teams in an institutional setting. Psychological Reports, 41, 1031-1034.


 

Marley Watkins