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Dr. Gary L. Canivez

My EIU Story

Editorial Service

Consulting Editor, School Psychology (2007-present)

Consulting Editor, Journal of Psychoeducational Assessment (2006-present)

Senior Editor, School Psychology Review, National Association of School Psychologists (2020-2025

Associate Editor, Archives of Scientific Psychology, American Psychological Association (2015-2020)

Associate Editor, Psychological Assessment, American Psychological Association (2011-2015)

Education & Training

B.S., Bemidji State University, 1982
M.S. Ed., Southern Illinois University at Carbondale, 1985
Ph.D., Southern Illinois University at Carbondale, 1987

Conference Presentations

Canivez, G. L., Watkins, M. W., McGill, R. J., & Dombrowski, S. C. (2025, August). Construct Validity of the   WAIS–5: Structural Validity Evidence from CFA with the 20 Subtests. Poster presented at the 2025 Annual Convention of the American Psychological Association, Denver, CO.

McGill, R. J., & Canivez, G. L. (2025, August). Incremental Diagnostic Validity of the CEFI Teacher Report for ADHD. Poster presented at the 2025 Annual Convention of the American Psychological Association, Denver, CO.

McGill, R. J., Canivez, G. L., James, K., & Good, R. (2025, July). Further Insight on Cognitive-Achievement Assessment Relations Using Bayesian Selection Procedures. Poster presented at the 46^th Annual Conference of the International School Psychology Association, Coimbra, Portugal.

Canivez, G. L., Watkins, M. W., McGill, R. J., & Dombrowski, S. C. (2025, April). Structural Validity of the 10 WAIS–5 Primary Subtests. Poster presented at the 97^th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Canivez, G. L., Watkins, M. W., McGill, R. J., & Dombrowski, S. C. (2025, April). Structural Validity of the 20 WAIS–5 Primary and Secondary Subtests. Poster presented at the 97^th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Canivez, G. L., Sopoci, M., & Rozek, C. (2025, February). Construct Validity of the WASI-II and RIAS-2. Poster presented at the 2025 Annual Convention of the National Association of School Psychologists, Seattle, WA.

McGill, R. J., & Canivez, G. L. (2025, February). Diagnostic Meta-Analysis of the CEFI Teacher Form for ADHD. Poster presented at the 2025 Annual Convention of the National Association of School Psychologists, Seattle, WA.

Canivez, G. L., Afshar, S., McGill, R. J., & Watkins, M. W. (2024, August). Construct Validity of the Australia/New Zealand WISC–V: Evidence from Confirmatory Factor Analyses. Poster presented at the 2024 Annual Convention of the American Psychological Association, Seattle, WA.

Canivez, G. L., Afshar, S., McGill, R. J., & Watkins, M. W. (2024, August). Construct Validity of the Australia/New Zealand WISC–V: Evidence from Hierarchical EFA. Poster presented at the 2024 Annual Convention of the American Psychological Association, Seattle, WA.

Canivez, G. L. (Chair) (2024, July). Construct Validity of International WISC Versions: Informing Evidence Based Assessment. Symposium presented at the 13^th Conference of the International Test Commission, Granada, Spain.

·  Canivez, G. L., McGill, R. J., Wechsler, S., & Benson, N. (2024, July). Construct Validity of the Brazilian WISC–IV: Hierarchical EFA and CFA. Symposium paper presented at the 13^th Conference of the International Test Commission, Granada, Spain.

·  McGill, R. J., Canivez, G. L., Afshar, S., & Watkins, M. W. (2024, July). Construct Validity of the Australia/New Zealand WISC–V: Hierarchical EFA and CFA. Symposium paper presented at the 13^th Conference of the International Test Commission, Granada, Spain.

·  Canivez, G. L., McGill, R. J., Oh, J., & Lee, J. (2024, July). Construct Validity of the Korean WISC–V: Hierarchical EFA and CFA.Symposium paper presented at the 13^th Conference of the International Test Commission, Granada, Spain.

·  Canivez, G. L., McGill, R. J., Hanson, J. L., & Dean, M. (2024, July). Construct Validity of the Canadian WISC–V with an Indigenous Sample: Hierarchical EFA and CFA. Symposium paper presented at the 13^th Conference of the International Test Commission, Granada, Spain.

Canivez, G. L., Afshar, S., McGill, R. J., & Watkins, M. W. (2024, April). WISC–V Australia/New Zealand Construct Validity: Evidence from CFA. Poster presented at the 96^th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Canivez, G. L., Afshar, S., McGill, R. J., & Watkins, M. W. (2024, April). WISC–V Australia/New Zealand Version Structural Validity: Hierarchical Exploratory Factor Analyses. Poster presented at the 96^th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

McGill, R. J., Canivez, G. L. (2024, February). Diagnostic Efficiency of the CEFI Youth Self-Report Form for ADHD. Poster presented at the 2024 Annual Convention of the National Association of School Psychologists, New Orleans, LA.

Canivez, G. L., Benson, N. F., & Wechsler, S. M. (2023, August). Construct Validity of the Brazilian WISC–IV: CFA with the Normative Sample. Poster presented at the 2023 Annual Convention of the American Psychological Association, Washington, DC.

Canivez, G. L., Benson, N. F., & Wechsler, S. M. (2023, August). Construct Validity of the Brazilian WISC–IV: Hierarchical EFA with the Normative Sample. Poster presented at the 2023 Annual Convention of the American Psychological Association, Washington, DC.

Canivez, G. L., McGill, R. J., James, K., & Good, R. (2023, July). Construct Validity of the WISC–V UK: CFA with a Large Irish Clinical Sample. Poster presented at the 2023 Conference of the International School Psychology Association, Bologna, Italy.

Canivez, G. L., McGill, R. J., Good, R., & James, K. (2023, July). Construct Validity of the WISC–V UK: Hierarchical EFA with a Large Irish Clinical Sample. Poster presented at the 2023 Conference of the International School Psychology Association, Bologna, Italy.

McGill, R. J., Canivez, G. L., James, K. & Good, R. (2023, July). Bayesian Psychometric Network Analysis of the WISC–V UK with an Irish Clinical Sample. Poster presented at the 2023 Conference of the International School Psychology Association, Bologna, Italy.

Publications

Canivez, G. L., Watkins, M. W., McGill, R. J., & Dombrowski, S. C. (in press). Construct validity of the WAIS–5: Complementary exploratory and confirmatory factor analyses of the 20 primary and secondary subtests. Assessment. https://doi.org/10.1177/10731911251412219

McGill, R. J., Canivez, G. L., & Dombrowski, S. C. (2026). Incremental validity of the Successive Level Approach to intelligence test interpretation. Journal of Psychoeducational Assessment, 44(1), 111-126. https://doi.org/10.1177/07342829251381998

Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2025). Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling. Journal of School Psychology, 110, 101432. https://doi.org/10.1016/j.jsp.2025.101432

McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2025). Beyond primary assessment on the WISC–V: An investigation of the structural validity of the Ancillary Scores. Psychology in the Schools, 62(7), 2164–2177. https://doi.org/10.1002/pits.23457

McGill, R. J., Beaujean, A. A., Benson, N. F., Dombrowski, S. C., & Canivez, G. L. (2024). Exploratory factor analysis of the NEPSY–II Conceptual Template: Acting on evidence. Journal of Pediatric Neuropsychology, 10(2), 107-119. https://doi.org/10.1007/s40817-024-00158-8

Watkins, M. W., Dombrowski, S. C., McGill, R. J., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2023). Bootstrap Exploratory Graph Analysis of the WISC–V with a clinical sample. Journal of Intelligence, 11(137), 1-12. https://doi.org/10.3390/jintelligence11070137

Dombrowski, S. C., McGill, R. J., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2022). Beyond the rhetoric of evidence-based assessment: A framework for critical thinking in clinical practice. School Psychology Review, 51(6), 771-784.https://doi.org/10.1080/2372966X.2021.1960126

Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Jacobson, L., & Pritchard, A. (2022). Will the real theoretical structure of the WISC–V please stand up? An exploratory factor analytic replication study. Contemporary School Psychology, 26, 492-503. https://doi.org/10.1007/s40688-021-00365-6

Watkins, M. W., & Canivez, G. L. (2022). Are there cognitive profiles unique to students with learning disabilities? A latent profile analysis of Wechsler Intelligence Scale for Children–Fourth Edition scores. School Psychology Review, 51(5), 634-646. https://doi.org/10.1080/2372966X.2021.1919923

Watkins, M. W., & Canivez, G. L. (2022). Assessing the psychometric utility of IQ scores: A tutorial using the Wechsler Intelligence Scale for Children–Fifth Edition. School Psychology Review, 51(5), 619-633. https://doi.org/10.1080/2372966X.2020.1816804

Lecerf, T., & Canivez, G. L. (2022). Exploratory factor analyses of the French WISC–V for five age groups. Assessment, 29(6), 1117-1133. https://doi.org/10.1177/10731911211005170

Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children–Fifth Edition scores in a clinical sample. Applied Neuropsychology: Child, 11(3), 422-428. https://doi.org/10.1080/21622965.2021.1875827

Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L, & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology Training and Pedagogy. 39(1), 11-24. https://doi.org/10.31234/osf.io/ypcv7  (Honorable Mention: Article of the Year Finalist)

Jenkins, L. M., Canivez, G. L., & Braun, M. (2022). Structural validity of the Bullying Participant Behavior Questionnaire with an elementary school sample. International Journal of Bullying Prevention, 4(2), 115-129. https://doi.org/10.1007/s42380-021-00091-w

Canivez, G. L., von der Embse, N. P., & McGill, R. J. (2021). Construct validity of the BASC–3 Teacher Rating Scales: Independent hierarchical exploratory factor analyses with the standardization sample. School Psychology, 36(4), 235–254. https://doi.org/10.1037/spq0000444  (One of 10 articles nominated for 2021 Article of the Year)

Canivez, G. L., Ding, Y., & McDermott, P.A. (2021). Development and psychometric examinations of a simplified Chinese Mandarin translation and adaptation of the Adjustment Scales for Children and Adolescents. Archives of Assessment Psychology, 11(1), 51-75. https://www.assessmentpsychologyboard.org/journal/index.php/AAP/ article/view/157

Farmer, R. L., McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2021). Why questionable assessment practices remain popular in school psychology: Instructional materials as pedagogic vehicles. Canadian Journal of School Psychology, 36(2), 98–114. https://doi.org/10.1177/0829573520978111

McGill, R. J., Ward, T. J., & Canivez, G. L. (2021). On the validation of ability measures in school psychology: Do established psychometric standards matter? School Psychology International 42(2), 210–216. https://doi.org/ 10.1177/0143034320985209

Kush, J. C., & Canivez, G. L. (2021). 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, 9(1), 73-87. https://doi.org/10.1080/21683603.2019.1638854

Jenkins, L. M., & Canivez, G. L. (2021). Hierarchical factor structure of the Bullying Participant Behavior Questionnaire with a middle school sample. International Journal of School and Educational Psychology, 9(1), 55-72. https://doi.org/10.1080/21683603.2019.1636734

Canivez, G. L., Grieder, S., & Bünger, A. (2021). Construct validity of the German Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory and confirmatory factor analyses of the 15 primary and secondary subtests. Assessment, 28(2), 327–352. https://doi.org/10.1177/1073191120936330

Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A., & Jacobson, L. (2021). Measurement invariance of the WISC–V 10 subtest primary battery: Can index scores be compared across age, sex and diagnostic groups? Journal of Psychoeducational Assessment, 39(1), 89-99. https://doi.org/10.1177/0734282920954583

Dombrowski, S. C., McGill, R. J., Canivez, G. L., Watkins, M. W., & Beaujean, A. A. (2021). Factor analysis and variance partitioning in intelligence test research: Clarifying misconceptions. Journal of Psychoeducational Assessment, 39(1), 28-38. https://doi.org/10.1177/0734282920961952

Canivez, G. L., McGill, R. J., & Dombrowski, S. C. (2020). Factor structure of the Differential Ability Scales-Second Edition core subtests: Standardization sample confirmatory factor analyses. Journal of Psychoeducational Assessment, 38(7), 791-815. https://doi.org/10.1177/0734282920914792

McGill, R. J., Ward, T. J., & Canivez, G. L. (2020). Use of translated and adapted versions of the WISC–V: Caveat emptor. School Psychology International, 41(3), 276–294. https://doi.org/10.1177/0143034320903790

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(2), 274-296. https://doi.org/10.1177/1073191118811609

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 (2020-2025)

Summer Research Award, ºÚÁÏÉçÇøCouncil on Faculty Research, 2025. Construct Validity of the Wechsler Adult Intelligence Scale-Fifth Edition: What Does It Really Measure.

Summer Research Award, ºÚÁÏÉçÇøCouncil on Faculty Research, 2024. Construct Validity of the Australian/New Zealand WISC–V: Structural Validity for Ethical Test Interpretation.

Summer Research Award, ºÚÁÏÉçÇøCouncil on Faculty Research, 2023. Independent Assessment of the Structure of the Brazilian Wechsler Intelligence Scale for Children–Fourth Edition with the Standardization Sample.

Summer Research Award, ºÚÁÏÉçÇøCouncil on Faculty Research, 2021. Structural Validity of the Canadian WISC–V: Exploratory and Confirmatory Factor Analytic Analyses with First Nations Youth.

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

Frequently Taught Courses

PSY4620: Psychological Measurements: Fundamental Principles
PSY5020: Advanced Psychological Measurement
PSY5022: Individual Intellectual Assessment
PSY5500: Child Psychopathology
PSY5021: Child and Adolescent Social, Emotional, and Behavioral Assessment
PSY3521: Psychology of Adolescence and Young Adulthood
PSY4265: Methods in Behavior Management

Research & Creative Interests

Psychometric Evaluation of Intelligence, Achievement, Personality, & Psychopathology Tests
Bias Assessment in Testing
Sport Psychology
Computer Applications in Psychology

Professional Affiliations

Society for the Study of School Psychology
International Test Commission
International School Psychology Association
American Psychological Association (Fellow Division 5, 16)
     Division 5 (Quantitative and Qualitative Methods)
     Division 16 (School Psychology)
     Division 47 (Society for Sport, Exercise, and Performance Psychology)
National Association of School Psychologists
Midwestern Psychological Assocation (Charter Fellow)
Illinois School Psychologists Assocation