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Commentary: Evidence-based Assessment is not Evidence-based Medicine--Commentary on Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology
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Commentary: Evidence-based Assessment is not Evidence-based Medicine--Commentary on Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology (2008)Commentary: Evidence-based Assessment is …Historical increase in the number of factors measured by commercial tests of cognitive ability: Are we overfactoring? (2006)Historical increase in the nu…Introduction to the special section on developing guidelines for the evidence-based assessment (EBA) of adult disorders. (2005)Introduction to the special s…Evidence-Based Assessment of Child and Adolescent Disorders: Issues and Challenges (2005)Evidence-Based Assessment of …Towards Complete and Accurate Reporting of Studies of Diagnostic Accuracy: The STARD Initiative (2003)Towards Complete and Accurate…The CONSORT statement: revised recommendations for improving the quality of reports of parallel-group randomised trials (2001)The CONSORT statement: revise…Assessment of children: Cognitive applications, 4th ed. (2001)Assessment of children: Cogni…Assessment of Children: Cognitive Applications (2001)Assessment of Children: Cogni…Methods for defining and determining the clinical significance of treatment effects: Description, application, and alternatives. (1999)Methods for defining and dete…Reliability Generalization: Exploring Variance in Measurement Error Affecting Score Reliability Across Studies (1998)Reliability Generalization: E…Myth of the master detective: Reliability of interpretations for Kaufman's "intelligent testing" approach to the WISC–III. (1997)Myth of the master detective:…Sex, race, class, and other demographics as explanations for children's ability and adjustment: A national appraisal (1995)Sex, race, class, and other d…Type I, Type II, and other types of errors in pattern analysis. (1993)Type I, Type II, and other ty…The Natural History of Change to Intellectual Performance: Who Changes? How Much? Is it Meaningful? 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References

  • 2001The CONSORT statement: revised recommendations for improving the quality of reports of parallel-group randomised trials5,372 cited
  • 2003Towards Complete and Accurate Reporting of Studies of Diagnostic Accuracy: The STARD Initiative3,215 cited
  • 2001Assessment of Children: Cognitive Applications1,043 cited
  • 1923The Psychological Corporation907 cited
  • 1999Methods for defining and determining the clinical significance of treatment effects: Description, application, and alternatives.853 cited
  • 2001Assessment of children: Cognitive applications, 4th ed.506 cited
  • 1998Reliability Generalization: Exploring Variance in Measurement Error Affecting Score Reliability Across Studies451 cited
  • 2005Evidence-Based Assessment of Child and Adolescent Disorders: Issues and Challenges380 cited
  • 1990Handbook of psychological and educational assessment of children236 cited
  • 1993The Natural History of Change to Intellectual Performance: Who Changes? How Much? Is it Meaningful?173 cited
  • 2005Introduction to the special section on developing guidelines for the evidence-based assessment (EBA) of adult disorders.129 cited
  • 2006Historical increase in the number of factors measured by commercial tests of cognitive ability: Are we overfactoring?123 cited
  • 1995Sex, race, class, and other demographics as explanations for children's ability and adjustment: A national appraisal68 cited

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  • 1997Myth of the master detective: Reliability of interpretations for Kaufman's "intelligent testing" approach to the WISC–III.66 cited
  • 1993Type I, Type II, and other types of errors in pattern analysis.31 cited
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