Dr. Gary L. Canivez |

Introduction My EIU Story Education & Training Conference Presentations Community Publications Funding & Grants Frequently Taught Courses Research & Creative Interests Professional Affiliations

Dr. Gary L. Canivez

Professor Office: 1001 - Physical Sciences
Phone: 217-581-6413
Email: glcanivez@eiu.edu
Website: http://ux1.eiu.edu/~glcanivez/

INTRODUCTION

Conference Presentations

McGill, R. J., Canivez, G. L., & Dombrowski, S. C. (2020, January). Challenging Orthodoxy in Clinical Assessment: Reviewing in the Origins and Scientific Status of CHC Theory. Paper presented at the 2nd Biennial Heterodoxy in Psychology Conference, Orange, CA.

Canivez, G. L., Bunger, A., & Grieder, S. (2019, August). Confirmatory Factor Analyses with the German WISC–V Standardization Sample. Paper presented at the 2019 Annual Convention of the American Psychological Association, Chicago, IL.

Canivez, G. L., Grieder, S., & Bunger, A. (2019, August). Hierarchical Exploratory Factor Analyses with the German WISC–V Standardization Sample. Paper presented at the 2019 Annual Convention of the American Psychological Association, Chicago, IL.

Canivez, G. L. (Chair) (2019, July). Validity Investigations for International Versions of the WISC–V: Informing Evidence Based Assessment. Symposium presented at the 40th Annual Conference of the International School Psychology Association, Basel, CH.

Grieder, S., Bunger, A., & Canivez, G. L. (2019, July). Hierarchical Exploratory Factor Analysis of the German WISC–V Primary and Secondary Subtests. Symposium paper presented at the 41st Annual Conference of the International School Psychology Association, Basel, CH.
Bunger, A., Grieder, S., & Canivez, G. L. (2019, July). Confirmatory Factor Analyses of the German WISC–V Primary and Secondary Subtests. Symposium paper presented at the 41st Annual Conference of the International School Psychology Association, Basel, CH.
Good, R., James, K., McGill, R. J., & Canivez, G. L. (2019, July). Confirmatory Factor Analyses of the WISC–VUK Primary Subtests with a Referred Irish Sample. Symposium paper presented at the 41st Annual Conference of the International School Psychology Association, Basel, CH.
James, K., Good, R., McGill, R. J., & Canivez, G. L. (2019, July). Incremental Validity of the WISC–VUK Factor Index Scores with a Referred Irish Sample. Symposium paper presented at the 41st Annual Conference of the International School Psychology Association, Basel, CH.

McGill, R. J., & Canivez, G. L. (2019, July). Cognitive Profile Analysis in School Psychology: Empirically Supported Practice or “Too Big to Fail?” Roundtable discussion presented at the 41st Annual Conference of the International School Psychology Association, Basel, CH.

Publications

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. https://doi.org/10.1177/1073191118811609

Kush, J. C., & Canivez, G. L. (2019). The higher order structure of the WISC–IV Italian adaptation using hierarchical exploratory factor analytic procedures. International Journal of School and Educational Psychology, 7, 15-28. http://dx.doi.org/10.1080/21683603.2018.1485601

Kush, J. C., & Canivez, G. L. (2019, September). Construct validity of the WISC–IV Italian Edition: A bifactor examination of the standardization sample: Chi niente sa, di niente dubita. International Journal of School and Educational Psychology. Advance online publication. https://doi.org/10.1080/21683603.2019.1638854

Canivez, G. L., & Youngstrom, E. A. (2019). Challenges to the Cattell-Horn-Carroll Theory: Empirical, clinical, and policy implications. Applied Measurement in Education, 32, 232–248. https://doi.org/10.1080/08957347.2019.1619562

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. http://dx.doi.org/10.1111/bjep.12230

Canivez, G. L. (2019). Evidence-based assessment for school psychology: Research, training, and clinical practice. Contemporary School Psychology, 23, 194-200. https://doi.org/10.1007/s40688-019-00238-z

McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology, 71, 108-121. http://dx.doi.org/ 10.1016/j.jsp.2018.10.007 (2018 Journal of School Psychology Best Article of the Year)

McGill, R. J., Ward, T. J., & Canivez, G. L. (2018). On the evidential value of school psychology intervention research. The School Psychologist, 72,48-57.

Gervais, S. J., Davidson, M. M., Styck, K. M., Canivez, G. L., & DiLillo, D. (2018). The development and psychometric properties of the Interpersonal Sexual Objectification Scale–Perpetration version. Journal of Violence, 8, 546-559. http://dx.doi.org/10.1037/vio0000148

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology. School Psychology Quarterly, 33, 235-250. http://dx.doi.org/10.1037/spq0000221 Supplemental material at http://dx.doi.org/10.1037/spq0000221.supp

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). An alternative conceptualization of the theoretical structure of the WJ IV Cognitive at school age: A confirmatory factor analytic investigation. Archives of Scientific Psychology, 6, 1-13. http://dx.doi.org/10.1037/arc0000039

Lecerf, T., & Canivez, G. L. (2018). Complementary exploratory and confirmatory factor analyses of the French WISC–V: Analyses based on the standardization sample. Psychological Assessment, 30, 793–808. http://dx.doi.org/10.1037/pas0000526 Supplemental material at http://dx.doi.org/10.1037/pas0000526.supp

Canivez, G. L., Watkins, M. W., Good, R., James, K., & James, T. (2017). Construct validity of the WISC–IVUK with a referred Irish sample: Wechsler and CHC model comparisons with 15 subtests. British Journal of Educational Psychology, 87, 383–407. http://dx.doi.org/10.1111/bjep.12155

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. http://dx.doi.org/10.1037/pas0000358

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ IV Cognitive at school age. Psychological Assessment, 29, 394–407. http://dx.doi.org/10.1037/pas0000350

Canivez, G. L., & McGill, R. J. (2016). Factor structure of the Differential Ability Scales–Second Edition: Exploratory and hierarchical factor analyses with the core subtests. Psychological Assessment, 28, 1475–1488. http://dx.doi.org/10.1037/pas0000279

Canivez, G. L., & Gaboury, A. R. (2016). Construct validity and diagnostic utility of the Cognitive Assessment System for ADHD. Journal of Attention Disorders, 20, 519–529. http://dx.doi.org/10.1177/1087054713489021

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2016). Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests. Psychological Assessment, 28 975–986. http://dx.doi.org/10.1037/pas0000238

Funding & Grants

External Grants Funded
U.S. Department of Health and Human Services Public Health Service Grant (PHS398)/National Institute of Mental Health. 1 R15 MH66829–01 ($100,000 Direct Costs). Validity and Reliability of ASCA for Native Americans. 2002–2005

Internal Grants Funded

Summer Research Award, Eastern Illinois University Council on Faculty Research, 2020. Structural Validity of the Adjustment Scales for Children and Adolescents (ASCA) Situtype Scores: Replication with a Large Independent Sample.

Summer Research Award, Eastern Illinois University Council on Faculty Research, 2019. Structural Validity of the German WISC–V: Exploratory and Confirmatory Factor Analyses of the German Standardization Sample.

Summer Research Award, Eastern Illinois University Council on Faculty Research, 2018. Independent Examination of the Construct Validity of the Behavior Assessment System for Children-Third Edition Parent and Teacher Rating Scales.

Summer Research Award, Eastern Illinois University Council on Faculty Research, 2017. Structural Validity of the WISC–VUK: Exploratory and Confirmatory Factor Analytic Analyses of Standardization Sample
Summer Research Award, Eastern Illinois University Council on Faculty Research, 2015. Structural Validity of the WISC–V: Confirmatory Factor Analytic Analyses Comparing Bifactor and Higher–Order Models
Summer Research Award, Eastern Illinois University Council on Faculty Research, 2014. Structural Validity of the Cognitive Assessment System–Second Edition (CAS2).
Summer Research Award, Eastern Illinois University Council on Faculty Research, 2013. Incremental Validity of the Wechsler Intelligence Scale for Children–Fourth UK Edition Factor Index Scores with a Large Referred Irish Sample.
Summer Research Award, Eastern Illinois University Council on Faculty Research, 2012. Hierarchical Structure of the Wechsler Intelligence Scale for Children–Fourth UK Edition in a Large Irish Sample: Relationships to the United States Version.
Summer Research Award, Eastern Illinois University Council on Faculty Research, 2011. Incremental Validity of the Wechsler Adult Intelligence Scale–Fourth Edition: Investigation of Improved Prediction from the Factor Index Scores.