Randy Floyd et al. (2006) have just published, in the Journal of Psychoeducational Assessment, a correlation study that compared the relations between select WJ III (Woodcock-Johnson Battery--Third Edition) clinical clusters (viz., Working Memory, Cognitive Fluency, Broad Attention, Executive Processes) and measures from the D-KEFS (Delis-Kaplin Executive Function System). Being a co-author of the WJ III, I have an obvious potential conflict of interest regarding any conclusions (positive or negative) drawn by the authors. Thus, this is a simple FYI post. The reference, abstract, and link to the article is provided below for interested readers.
Floyd, R. et al. (2006). Relations Between the Woodcock-Johnson III Clinical Clusters and Measures of Executive Functions From the Delis-Kaplan Executive Function System. Journal of Psychoeducational Assessment, 24 (4), 303-317. (click here to view)
- This study examined the convergent relations between scores from four clinical clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III) and measures of executive functions using a sample of school-aged children and a sample of adults. The WJ III clinical clusters included the Working Memory, Cognitive Fluency, BroadAttention, and Executive Processes clusters, and the measures of executive functions were from the Delis-Kaplan Executive Function System (D-KEFS). Across both samples, all clinical clusters demonstrated evidence of statistically significant and moderate positive relations with at least some measures of executive functions. The Executive Processes cluster demonstrated relations with measures of executive functions that tended to be the strongest and most consistent of the WJ III clinical clusters. When these relations between the clinical clusters and the measures of executive functions were contrasted with the relations between the WJ III Comprehension-Knowledge cluster and the same measures of executive functions, results called into question the distinction between process and content but suggested that there is a common ability or common abilities underlying performance across all of the WJ III and D-KEFS measures.
Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, WJ III, D-KEFS, Woodcock Johnson, Delis-Kaplin, executive function, working memory, Gsm, attention, fluency, testing, intelligence, IQ scores
This is a study I have been waiting for. I planned on using the D-KEFS as part of my dissertation and limited validity in the manual (and questionable reliabilities at times) have been issues with this instrument.
This (along with Berninger's work relating DKEFS to written expression) is important-thanks for publishing!
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