Lawrence G. Weiss, Pearson Assessment, San Antonio, TX, USA Donald H. Saklofske, University of Calgary, Canada Diane L. Coalson, Pearson Assessment, San Antonio, Texas, USA Susan Engi Raiford, Pearson Assessment, San Antonio, Texas, USA

This guide to the WAIS-IV is written to help clinical practitioners achieve efficient and accurate interpretations of test results. The only interpretive guide to be based on data obtained while standardizing the test, this reference source provides the most authoritative information for interpreting results, as well as practical information on diagnostic validity, and accuracy of the tests in measuring intelligence and memory.  Read More [Download PDF, 85 KB] 

 

Assessing Emotional Intelligence Theory, Research, and Application
Edited by Con Stough, Donald H. Saklofske, James D.A. Parker

The Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) is one of the most often used measures to assess intelligence and cognitive functions in children, ages 6-16 years. The second edition of the WISCIV Clinical Interpretation and Intervention includes new information obtained from the clinical use of the WISC-IV in practice. Information on the basic use of the assessment tool is condensed from three chapters into one, with four new chapters discussing how to use and interpret WISC-IV with additional clinical populations. These new populations include pervasive developmental disorders including autism, social and emotional disorders, psychiatric disorders, and medical disorders that may affect intelligence. An additional new chapter discusses intervention planning across patient populations. Each of the chapters (revised original chapters and new chapters) also includes case studies including diagnosis and intervention. Overall, the material in the book is 65% changed, new, and updated. These changes make the second edition better able to meet clinician’s needs in using and interpreting this test. Read more [Download PDF, 112KB]

 

Invariance of the Measurement Model Underlying the Wechsler Adult Intelligence Scale–IV in the United States and Canada

Stephen C. Bowden, Donald H. Saklofske, and Lawrence G. Weiss

Educational and Psychological Measurement, 2011 71(1) 186-199

A measurement model describes both the numerical and theoretical relationship
between observed scores and the corresponding latent variables or constructs.
Testing a measurement model across groups is required to determine if the tests
scores are tapping the same constructs so that the same meaning can be ascribed
to the scores. Contemporary tests of intelligence describe a number of closely
related cognitive abilities, each ability being sampled by a set of observed scores. This study examined the invariance of the measurement model underlying the Wechsler Adult Intelligence Scale–IV (WAIS-IV) in the U.S. and the Canadian standardization samples. The model satisfied the assumption of invariance across samples with subtest scores reflecting similar construct measurement in both samples. Consistent with previous research with the WAIS-III, slightly higher latent variable means were found in the Canadian WAIS-IV normative sample. The results demonstrate the generality of construct validity in measurement of cognitive abilities across U.S. and Canadian samples and highlight the importance of local norms.

Emotional intelligence, coping and exam-related stress in Canadian undergraduate students

Elizabeth J. Austin, Donald H. Saklofske, and Sarah M. Mastoras

Australian Journal of Psychology, 2010, 62( 1), 42–50

The associations among emotional intelligence (EI), coping, personality and exam-related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre-exam period. Higher levels of stress were associated with lower scores on EI components, and higher scores on emotion-focused coping and neuroticism. A scale-level factor analysis of the EI and coping subscales produced three composite factors, which each had high loadings from at least one EI and one coping subscale. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion-focused coping) and the Task Focus factor (high loadings of Adaptability EI and task-focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modelling. The results
showed that these factors mediated the effect of personality on stress and SWB.

Factor Structure of Japanese Versions of Two Emotional Intelligence Scales

Eriko Fukuda, Donald H. Saklofske, Katsuo Tamaoka. Tak Shing Fung,
Yayoi Miyaoka, and Sachiko Kiyama

International Journal of Testing, 2011, 11-71-92.

This article reports the psychometric properties of two emotional intelligence measures translated into Japanese. Confirmatory factor analysis (CFA) was conducted to examine the factor structure of a Japanese version of the Wong and Law Emotional Intelligence Scale (WLEIS) completed by 310 Japanese university students. A second study employed CFA to examine the factor structure of a Japanese version of the Schutte Emotional Intelligence Scale (SEIS) completed by 200 Japanese university students drawn from the first study. A four-factor model was replicated for both the WLEIS and for the SEIS. Structural equation modeling indicated that higher WLEIS and SEIS scores were related to higher self-reported satisfaction with life.

Personality, Emotional Intelligence and Exercise

Donald H. Saklofske, Elizabeth J. Austin, Betty A. Rohr and Jac J.W. Andrews
J Health Psychol 2007; 12; 937

Abstract
The associations of personality and self-report emotional intelligence (EI)with attitudes to exercise and selfreported exercise behaviour were investigated in a sample of 497 Canadian undergraduates. A positive attitude to exercise was negatively associated with Neuroticism and uncorrelated with other personality traits and EI. Exercise behaviour was positively associated with Extraversion and EI and negatively associated with Neuroticism. Structural equation modelling indicated that EI mediated the relationship between personality and exercise behaviour. The interpretation of this result in terms of EI having some properties of a coping style is discussed.

 

A proposed method to estimate premorbid full scale intelligence quotient (FSIQ) for the Canadian Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) using demographic and combined estimation procedures

Schoenberg, Mike R., Lange, Rael T. and Saklofske, Donald H.
(2007) Journal of Clinical and Experimental Neuropsychology, 29:8, 867 - 878

Establishing a comparison standard in neuropsychological assessment is crucial to determining change in function. There is no available method to estimate premorbid intellectual functioning for the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV). The WISC-IV provided normative data for both American and Canadian children aged 6 to 16 years old. This study developed regression algorithms as a proposed method to estimate full-scale intelligence quotient (FSIQ) for the Canadian WISC-IV. Participants were the Canadian WISC-IV standardization sample (n=1,100). The sample was randomly divided into two groups (development and validation groups). The development group was used to generate regression algorithms; 1 algorithm only included demographics, and 11 combined demographic variables with WISC-IV subtest raw scores. The algorithms accounted for 18% to 70% of the variance in FSIQ (standard error of estimate, SEE=8.6 to 14.2). Estimated FSIQ significantly correlated with actual FSIQ (r=.30 to .80), and the majority of individual FSIQ estimates were within ±10 points of actual FSIQ. The demographic-only algorithm was less accurate than algorithms combining demographic variables with subtest raw scores. The current algorithms yielded accurate estimates of current FSIQ for Canadian individuals aged 6–16 years old. The potential application of the algorithms to estimate premorbid FSIQ is reviewed. While promising, clinical validation of the algorithms in a sample of children and/or adolescents with known neurological dysfunction is needed to establish these algorithms as a premorbid estimation procedure.