Abstract
Test-taking behaviors, such as a lack of attention, poor cooperation, and avoidance, can have an adverse impact on intelligence test scores. The Guide to the Assessment of Test Session Behavior for the WISC-III and WIAT(GATSB) provides a standardized measure of test-taking behavior. Whether the measurement of intelligence when using the Wechsler Intelligence Scale for Children-Third Edition (WISC-I1) actually differs for children who exhibit inappropriate test-session behavior was evaluated empirically. To test the invariance of factor structures, a multi sample confirmatory factor analysis, using LISREL 8, was conducted on samples of children displaying appropriate versus inappropriate behaviors, as measured by their total GATSB scores. Factor coefficients and error variances were generally invariant. However, some factor variances and covariances were not invariant, suggesting that factor index and Full Scale IQs may have different meanings across groups of children who display appropriate versus inappropriate test-session behavior.
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