Selected Publications

 

A Step-by-Step Guide to Exploratory Factor Analysis with R and RStudio

This is a concise, easy to use, step-by-step guide for applied researchers conducting exploratory factor analysis (EFA) using the open source software R.

In this book, Dr. Watkins systematically reviews each decision step in EFA with screen shots of R and RStudio code, and recommends evidence-based best practice procedures. This is an eminently applied, practical approach with few or no formulas and is aimed at readers with little to no mathematical background. Dr. Watkins maintains an accessible tone throughout and uses minimal jargon and formula to help facilitate grasp of the key issues users will face while applying EFA, along with how to implement, interpret, and report results. Copious scholarly references and quotations are included to support the reader in responding to editorial reviews.

This is a valuable resource for upper-level undergraduate and postgraduate students, as well as for more experienced researchers undertaking multivariate or structure equation modeling courses across the behavioral, medical, and social sciences.

A Step-by-Step Guide to Exploratory Factor Analysis with SPSS

This is a concise, easy to use, step-by-step guide for applied researchers conducting exploratory factor analysis (EFA) using SPSS.

A Step-by-Step Guide to Exploratory Factor Analysis with Stata

This is a concise, easy to use, step-by-step guide for applied researchers conducting exploratory factor analysis (EFA) using Stata.

 

Watkins, M. W., Dombrowski, S. C., McGill, R. J., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2023). Bootstrap exploratory graph analysis of the WISC-V with a clinical sample. Journal of Intelligence, 11(137), 1-12.

Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Prichard, A. E., & Jacobson, L. A. (2022). Will the real theoretical structure of the WISC-V please stand up? Implications for clinical interpretation. Contemporary School Psychology, 26, 492-503.

McDermott, P. A., Rovine, M. J., Gerstner, C.-C. E., Weiss, E. M., & Watkins, M. W. (2022). Latent profile analysis of classroom behavior problems in an American national sample of prekindergarten children. Social Development, 31, 1059-1078.

Watkins, M. W., & Canivez, G. L. (2022). Are there cognitive profiles unique to students with learning disabilities? A latent profile analysis of Wechsler Intelligence Scale for Children–Fourth Edition scores. School Psychology Review, 51, 634-646.

Watkins, M. W., & Canivez, G. L. (2022). Assessing the psychometric utility of IQ scores: A tutorial using the Wechsler Intelligence Scale for Children-Fifth Edition. School Psychology Review, 51, 619-633.

Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children­–Fifth Edition scores in a clinical sample. Applied Neuropsychology: Child, 11, 422-428.

Glutting, J. J., Davey, A., Wahlquist, V. E., Watkins, M., & Kaminski, T. W. (2021). Internal (factorial) validity of the ANAM using a cohort of woman high-school soccer players. Archives of Clinical Neuropsychology, 36(6), 940-953.

Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A. E., & Jacobson, L. A. (2021). Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-subtest primary battery: Can index scores be compared across age, sex, and diagnostic groups? Journal of Psychoeducational Assessment, 39, 89-99.

Dombrowski, S. C., McGill, R. J., Canivez, G. L., Watkins, M. W., & Beaujean, A. A. (2021). Factor analysis and variance partitioning in intelligence test research: Clarifying misconceptions. Journal of Psychoeducational Assessment, 39, 28-38.

Watkins, M. W., McDermott, P. A., Chao, J. L., Worrell, F. C., & Hall, T. E. (2020). Latent profile analysis of school and home versions of the Adjustment Scales for Children and Adolescents among primary school children in Trinidad and Tobago. Caribbean Journal of Psychology, 12, 13-47.

Clements, C. C., Sparding, T., Schultz, R. T., Yerys, B. E., & Watkins, M. W. (2020). DAS-II cognitive profiles are not diagnostically meaningful for autism: A ROC analysis. Autism Research, 13, 2143-2154.

Reyes, R. S., McDermott, P. A., Watkins, M. W., Rovine, M. J., & Chao, J. L. (2020). Forecasting accuracy of earliest assessment versus transitional change in early education problem behavior among children at risk. School Psychology Review, 49, 47-59.

Styck, K. M., Villarreal, V., & Watkins, M. W. (2020). Confirmatory factor analysis of the Baylor Revision of the Motivation to Read Survey (B-MRS) with middle school students. School Psychology, 35, 1-9.

Clements, C. C., Watkins, M. W., Schultz, R. T., & Yerys, B. E. (2020). Does the factor structure of IQ differ between the DAS-II normative sample and autistic children? Autism Research, 13, 1184-1194.

Canivez, G. L., McGill, R. J., Dombrowski, S. C., Watkins, M. W., Pritchard, A. E., & Jacobson, L. A. (2020). Construct validity of the WISC-V in clinical cases: Exploratory and confirmatory factor analyses of the 10 primary subtests. Assessment, 27, 274-296.

Styck, K. M., Beaujean, A. A., & Watkins, M. W. (2019). Profile reliability of cognitive ability subscores in a referred sample. Archives of Scientific Psychology, 7, 119-128.

Fenollar-Cortés, J., López-Pinar, C., & Watkins, M. W. (2019). Structural validity of the Spanish Wechsler Intelligence Scale for Children-Fourth Edition in a large sample of Spanish children with attention deficit/hyperactivity disorder. International Journal of School & Educational Psychology, 7(S1), 2-14.

 Fenollar-Cortés, J., & Watkins, M. W. (2019). Construct validity of the Spanish version of the Wechsler Intelligence Scale for Children Fifth Edition (WISC-VSpain). International Journal of School & Educational Psychology, 7, 150-164.

Canivez, G. L., Watkins, M. W., & McGill, R. J. (2019). Construct validity of the Wechsler Intelligence Scale for Children-Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests. British Journal of Educational Psychology, 89, 195-224.

Styck, K. M., Aman, M. S., & Watkins, M. W. (2019). Applied utility of the WISC-IV GAI > CPI cognitive score profile for children and adolescents with autism. Contemporary School Psychology, 23, 115-125.

McDermott, P. A., Watkins, M. W., Rovine, M. J., Rikoon, S. H., Itwin, C. W., Reyes,  R., & Chao, J. L. (2019). Emergent growth patterns of early education self-control problems among children from underresourced American familiesEarly Childhood Research Quarterly, 48, 1-13.

Chao, J. L., McDermott, P. A., Watkins, M. W., Rovine, M. J., Rhoad-Drogalis, A., Worrell, F. C., & Hall, T. E. (2018). Standardization of parental assessments of child adjustment in Trinidad and Tobago using exploratory multidimensional item response theory. Caribbean Journal of Psychology, 10(2), 127-164.

Carlucci, L., Watkins, M. W., Sergi, M. R., Cataldi, F., Saggino, A., & Balsamo, M. (2018). Dimensions of anxiety, age, and gender: Assessing dimensionality and measurement invariance of the State-Trait for Cognitive and Somatic Anxiety (STICSA) in an Italian sample. Frontiers in Psychology, 9(2345), 1-12.

Watkins, M. W., Dombrowski, S. C., & Canivez, G. L. (2018). Reliability and factorial validity of the Canadian Wechsler Intelligence Scale for Children–Fifth Edition. International Journal of School & Educational Psychology, 6, 252-265.

McDermott, P. A., Rovine, M. J., Buck, K. W., Reyes, R. S., Chao, J. L., & Watkins, M. W. (2018). Initial assessment versus gradual change in early childhood behavior problems–Which better fortells the future? Psychology in the Schools, 55, 1071-1085.

Canivez, G. L., Dombrowski, S. C., & Watkins, M. W. (2018). Factor structure of the WISC-V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests. Psychology in the Schools, 55, 741-769.

Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44, 219-246.

Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., Worrell, F. C., & Hall, T. E. (2018). The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School & Educational Psychology, 6, 35-49.

Dombrowski, S. C., Canivez, G. L., & Watkins, M. W. (2018). Factor structure of the 10 WISC-V primary subtests across four standardization age groups. Contemporary School Psychology, 22, 90-104.

Yerys, B. E., Nissley-Tsiopinis, J., de Marchena, A., Watkins, M. W., Antezana, L., Power, T. J., & Schultz, R. T. (2017). Evaluation of the ADHD-IV rating scale in youth with autism. Journal of Autism and Developmental Disorders, 47, 90-100.

McDermott, P. A., Rovine, M. J., Watkins, M. W., Chao, J. L., Irwin, C. W., & Reyes, R. (2017). Latent national subpopulations of early education classroom disengagement of children from underresourced families. Journal of School Psychology, 65, 69-82.

Styck, K. M., & Watkins, M. W. (2017). Structural validity of the WISC-IV for students with ADHD. Journal of Attention Disorders, 21, 921-928.

Watkins, M. W. (2017). The reliability of multidimensional neuropsychological measures: From alpha to omega. The Clinical Neuropsychologist, 31, 1113-1126.

Watkins, M. W., & Styck, K. M. (2017). A cross-lagged panel analysis of psychometric intelligence and achievement in reading and math. Journal of Intelligence, 5(31), 1-11.

Power, T. J., Watkins, M. W., Anastopoulos, A. D., Reid, R., Lambert, M. C., & DuPaul, G. J. (2017). Multi-informant assessment of ADHD symptom-related impairments among children and adolescents. Journal of Clinical Child and Adolescent Psychology, 46, 661-674.

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2017). Structural validity of the Wechsler Intelligence Scale for Children-Fifth edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological Assessment, 29, 458-472.

Drogalis, A. R., McDermott, P. A., Watkins, M. W., Chao, J. L., Worrell, F. C., & Hall, T. E. (2017). Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago. International Journal of School and Educational Psychology, 5, 74-87.

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2016). Factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory factor analysis with the 16 primary and secondary subtests. Psychological Assessment, 28, 975-986.

McDermott, P. A., Watkins, M. W., Drogalis, A. R., Chao, J. L., Worrell, F. C., & Hall, T. E. (2016). Classroom contexts as the framework for assessing social-emotional adjustment: A national study in Trinidad and Tobago. Psychology in the Schools, 53, 626-640.

Styck, K. M., & Watkins, M. W. (2016). Structural validity of the WISC-IV for students with learning disabilities. Journal of Learning Disabilities, 49, 216-224.

DuPaul, G. J., Reid, R., Anastopoulos, A. D., Lambert, M. C., Watkins, M. W., & Power, T. J. (2016). Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data. Psychological Assessment, 28, 214-225.

Canivez, G. L., & Watkins, M. W. (2016). Review of the Wechsler Intelligence Scale for Children-Fifth Edition:  Critique, commentary, and independent analyses. In A. S. Kaufman, S. E. Raiford, & D. L. Coalson (Eds.), Intelligent testing with the WISC-V (pp. 683-702).  Hoboken, NJ: Wiley. 

McDermott, P. A., Watkins, M. W., Rhoad, A. M., Chao, J. L., Worrell, F. C., & Hall, T. E. (2015). Trinidad and Tobago national standardization of the Adjustment Scales for Children and Adolescents. International Journal of School and Educational Psychology, 3, 278-292.

Watkins, M. W., & Browning, L. J. (2015). The Baylor revision of the Motivation to Read Survey (B-MRS). Research and Practice in the Schools, 3, 37-50.

Dombrowski, S. C., Canivez, G. L., Watkins, M. W., &  Beaujean, A. A. (2015). Exploratory bifactor analysis of the Wechsler Intelligence Scale for Children-Fifth Edition with the 16 primary and secondary subtests. Intelligence, 53, 194-201.

Gignac, G. E., & Watkins, M. W. (2015). There may be nothing special about the association between working memory capacity and fluid intelligence. Intelligence, 52, 18-23.

Strickland, T., Watkins, M. W., & Caterino, L. C. (2015). Structure of the Woodcock Johnson III Cognitive Tests in a referral sample of elementary school students. Psychological Assessment, 27, 689-697.

Power, T. J., Watkins, M. W., Mautone, J. A., Walcott, C. M., Coutts, M. J., & Sheridan, S. M. (2015). Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school. School Psychology Quarterly, 30, 260-275.

Watkins, M. W., & Chan-Park, C. Y. (2015). The research impact of school psychology faculty. Journal of School Psychology, 53, 231-241.

Tommasi, M., Watkins, M., Orsini, A., Pezzuti, L., Cianci, L., & Saggino, A. (2015). Gender differences in latent cognitive abilities and education links with g in Italian elders. Learning and Individual Differences, 37, 276-282.

Morgan, G. B., Hodge, K. J., Wells, K. E., & Watkins, M. W. (2015). Are fit indices biased in favor of bi-factor models in cognitive ability research?: A comparison of fit in correlated factors,  higher-order, and bi-factor models via Monte Carlo simulations. Journal of Intelligence, 3, 2-20.

Canivez, G. L., Watkins, M. W., James, T., Good, R., & James, K. (2014). Incremental validity of WISC-IV(UK) factor index scores with a referred Irish sample: Predicting performance on the WIAT-II(UK). British Journal of Educational Psychology, 84, 667-684.

Watkins, M. W., Hall, T. E., & Worrell, F. C. (2014). From central guidance unit to student support services unit: The outcome of a consultation process in Trinidad and Tobago. Journal of Educational and Psychological Consultation, 24, 283-306.

Styck, K. M., & Watkins, M. W. (2014). Discriminant validity of the WISC-IV culture-language interpretive matrix. Contemporary School Psychology, 18, 168-177.

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.

McDermott, P. A., Watkins, M. W., Rovine, M. J., & Rikoon, S. H. (2014). Informing context and change in young children's sociobehavioral development –The national Adjustment Scales for Early Transition in Schooling (ASETS). Early Childhood Research Quarterly, 29, 255-267.

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 Scale–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 Intellectual Assessment 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. Journal of 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 (4th ed.; pp. 210-229). New York, NY: Wiley.

Fisher, A. B., & Watkins, M. W. (2008). ADHD rating scales’ susceptibility to faking in a college student sample. Journal of Postsecondary Education and 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 Trinidad and 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 full scale 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-III and 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 School Psychology, 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. Exceptional Children, 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. Psychological Assessment, 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. School Psychology 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 Contemporary Journal, 3, 20-29.

Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence 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, NY: 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 Postsecondary Education and Disability, 17, 105-113.

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

Watkins, M. W., & Coffey, D. Y. (2004). Reading motivation: 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 of Psychoeducational 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). Diagnostic utility 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. Scientific Review of Mental Health Practice, 2, 118-141.

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, NY: 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, NY: Guilford.

Watkins, M. W., Neuhard, R. M., Bucknavage, L. B., & Runge, T. J. (2003). Assessment of phonemic awareness skills: 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. Journal of 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). 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, NY: 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, NY: 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). Natural rates of teacher attention and student sex differences at the first-grade level. Nebraska School Psychologist Journal, 7(1), 23-33.

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