Marley W. Watkins, Ph.D., ABPP

Professor and Chairman
Department of Educational Psychology

Baylor University
School of Education
One Bear Place #97301
Waco, TX 76798-7301
Office: Burleson 220
Phone: 254-710-4234
Email: Marley_Watkins@baylor.edu
Website:http://edpsychassociates.com/

Degrees:
PhD 1979, University of Nebraska, Educational Psychology and Measurements (School Psychology)
MA 1976, University of Nebraska, Educational Psychology and Measurements
BS 1974, Black Hills State College, Social Science and Psychology

Publications:
Dr. Watkins has more than 100 publications in peer-reviewed journals and more than 80 professional presentations. His most recent publications include:

Planck, J. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2013). Anxiety disorder symptoms in Trinidadian adolescents. International Journal of Educational and Psychological Assessment, 13, 51-73.

MacDonald, H. H., Sullivan, A. L., & Watkins, M. W. (2013). Multivariate screening model for later word reading achievement: Predictive utility of prereading skills and cognitive ability. Journal of Applied School Psychology, 29, 52-71.

Szarko, J. E., Brown, A. J., & Watkins, M. W. (2013). Examiner familiarity effects for children with autism spectrum disorders. Journal of Applied School Psychology, 29, 37-51.

McDermott, P. A., Watkins, M. W., Rovine, M. J., & Rikoon, S. H. (2013). Assessing changes in socioemotional adjustment across early school transitions-New national scales for children at risk. Journal of School Psychology, 51, 97-115.

Devena, S.E., & Watkins, M.W. (2012). Diagnostic utility of the WISC-IV general abilities index and cognitive proficiency index difference scores among children with ADHD. Journal of Applied School Psychology, 28, 133-154.

George, S. M., McDermott, P. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2012). The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the Adjustment Scales for Children and Adolescents. International Journal of Educational and Psychological Assessment, 10, 159-178.

Power, T. J., Robins, P. M., Watkins, M. W., Rourke, M. T., & Alderfer, M. A. (2011). Determining readiness for pre-doctoral internship training: The process of developing a screening measure. Journal of Clinical Psychology, 67, 6-16.

Amato, J., & Watkins, M. W. (2011). The predictive validity of CBM writing indices for eighth-grade students. Journal of Special Education, 44, 195-204.

Canivez, G. L., & Watkins, M. W. (2010). Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample. School Psychology Quarterly, 25, 223-235.

Watkins, M. W. (2010). Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students. Psychological Assessment, 22, 782-787.

Canivez, G. L., & Watkins, M. W. (2010). Investigation of the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): Exploratory and higher order factor analyses. Psychological Assessment, 22, 827-836.

Jordan, N. C., Glutting, J. J., Ramineni, C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39, 181-195.

Miller, J. A., & Watkins, M. W. (2010). The use of graphs to communicate psychoeducational test results to parents.Journal of Applied School Psychology, 26, 1-16.

Watkins, M. W. (2009). Errors in diagnostic decision making and clinical judgment. In T. B. Gutkin & C. R. Reynolds (Eds.), Handbook of school psychology (4th ed.; pp. 210-229). New York: Wiley.

Watkins, M. W. (2009). Preface. In A. Saggino, M. Balsamo, & E. Rocci, WAIS-R: Una guida pratica. Florence, Italy: Giunti O. S Organizzazioni Speciali. [Italian]

Dombrowski, S. C., Watkins, M. W., & Brogan, M. J. (2009). An exploratory investigation of the factor structure of the Reynolds Intellectual Assessment Scales (RIAS). Journal of Psychoeducational Assessment, 27, 494-507.

Pendergast, L. L., & Watkins, M. W. (2009). Development of an electronic version of the Homework Performance Questionnaire for parents. Journal of Educational Computing Research, 40, 323-335.

Fisher, A. B., & Watkins, M. W. (2008). ADHD rating scales' susceptibility to faking in a college student sample. Journal of Postsecondary Education and Disability, 20, 81-92.

Worrell, F. C., Watkins, M. W., & Hall, T. E. (2008). Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago. School Psychology International, 29, 466-480.

Freberg, M. E., Vandiver, B. J., Watkins, M. W., & Canivez, G. L. (2008). Significant factor score variability and the validity of the WISC-III full scale IQ in predicting later academic achievement. Applied Neuropsychology, 15, 131-139.

Kotz, K. M., Watkins, M. W., & McDermott, P. A. (2008). Validity of the general conceptual ability score from the Differential Ability Scales as a function of significant and rare interfactor variability. School Psychology Review, 37, 261-278.

Kostanecka, A., Power, T., Clarke, A., Watkins, M., Hausman, C. L., & Blum, N. J. (2008). Behavioral health screening in urban primary care settings: Construct validity of the PSC-17. Journal of Developmental and Behavioral Pediatrics, 29, 124-128.

Kush, J. C., & Watkins, M. W. (2007). Construct validity of the WISC-III for a national sample of native American students. Canadian Journal of School Psychology, 22, 235-248.

Watkins, M. W., Glutting, J. J., & Lei, P.-W. (2007). Validity of the full scale IQ when there is significant variability among WISC-III and WISC-IV factor scores. Applied Neuropsychology, 14, 13-20.

Power, T. J., Dombrowski, S. C., Watkins, M. W., Mautone, J. A., & Eagle, J. W. (2007). Assessing children's homework performance: Development of multi-dimensional, multi-informant rating scales. Journal of School Psychology, 45, 333-348.

Watkins, M. W. (2006). Determining parallel analysis criteria. Journal of Modern Applied Statistical Methods, 5, 344-346. [published 5-8-07]

Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-Analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49-65.

Watkins, M. W., Lei, P.-W., & Canivez, G. L. (2007). Psychometric intelligence and achievement: A cross-lagged panel analysis. Intelligence, 35, 59-68.

Worrell, F. C., & Watkins, M. W., & Hall, T. E. (2006). Elementary school teachers in Trinidad and Tobago: Demographic patterns, qualifications, and self-efficacy. In K. Mutua & C. S. Sunal (Eds.), Research on education in Africa, the Caribbean, and the Middle East: Crosscurrents and crosscutting themes (pp. 129-146). Greenwich, CT: Information Age Publishing.

Worrell. F. C., Watkins, M. W., & Hall, T. E. (2006). Behavioural rating scales for elementary schools. State College, PA: Ed & Psych Associates.

Watkins, M. W., Wilson, S. M., Kotz, K. M., Carbone, M. C., & Babula, T. (2006). Factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition among referred students. Educational and Psychological Measurement, 66, 975-983.

Runge, T. R., & Watkins, M. W. (2006). The structure of phonological awareness among kindergarten children. School Psychology Review, 35, 370-386.

FitzGerald, J. L., & Watkins, M. W. (2006). Parents' rights in special education: The readability of procedural safeguards. Exceptional Children, 72, 497-510.

Fisher, A. B., Schaefer, B. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2006). The factor structure of the Fear Survey Schedule for Children-II in Trinidadian children and adolescents. Journal of Anxiety Disorders, 20, 740-759.

Glutting, J. J., Watkins, M. W., Konold, T. R., & McDermott, P. A. (2006). Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II. Journal of Special Education, 40, 103-114.

Watkins, M. W. (2006). Orthogonal higher-order structure of the Wechsler Intelligence Scale for Children-Fourth Edition. Psychological Assessment, 18, 123-125.

McDermott, P. A., Goldberg, M. M., Watkins, M. W., Stanley, J. L., & Glutting, J. J. (2006). A nationwide epidemiologic modeling study of learning disabilities: Risk, protection, and unintended impact. Journal of Learning Disabilities, 39, 230-251.

Power, T. J., Werba, B. E., Watkins, M. W., Angelucci, J. G., & Eiraldi, R. B. (2006). Patterns of homework problems among ADHD-referred and non-referred children. School Psychology Quarterly, 21, 13-33.

Borsuk, E. R., Watkins, M. W., & Canivez, G. L. (2006). Long-term stability of membership in a Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest core profile taxonomy. Journal of Psychoeducational Assessment, 24, 52-68.

Watkins, M. W., Glutting, J. J., & Youngstrom, E. A. (2005). Issues in subtest profile analysis. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed.) (pp. 251-268). NY: Guilford.

Oakland, T., Glutting, J. J., & Watkins, M. W. (2005). Assessment of test behaviors. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical use and interpretation: Scientist-practitioner perspectives (pp. 435-463). New York: Elsevier Academic Press.

Watkins, M. W. (2005). Diagnostic validity of Wechsler subtest scatter. Learning Disabilities: A Contemporary Journal, 3, 18-27.

Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11, 29-44.

Glutting, J. J., Youngstrom, E. A., & Watkins, M. W. (2005). ADHD and college students: Exploratory and confirmatory factor structures with student and parent data. Psychological Assessment, 17, 44-55.

Oh, H.-J., Glutting, J. J., Watkins, M. W., Youngstrom, E. A., & McDermott, P. A. (2004). Correct interpretation of latent vs. observed abilities: Implications from structural equation modeling applied to the WISC-III and WIAT linking sample. Journal of Special Education, 38, 159-173.

Watkins, M. W., Kuterbach, J. M., Morgan, R. J., FitzGerald, J. L., Neuhard, R. M., Arthur, A. G., & Bucknavage, L. B. (2004). Structural validity of the WAIS-III among postsecondary students. Journal of Postsecondary Education and Disability, 17, 105-113.

Watkins, M. W., & Canivez, G. L. (2004). Temporal stability of WISC-III subtest composite: Strengths and weaknesses. Psychological Assessment, 16, 133-138.

Watkins, M. W. (2003). IQ subtest analysis: Clinical acumen or clinical illusion. Scientific Review of Mental Health Practice, 2, 118-141. [Published 4/2004]

Watkins, M. W., & Coffey, D. Y. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96, 110-118.

Smith, C. B., & Watkins, M. W. (2004). Diagnostic utility of the Bannatyne WISC-III pattern. Learning Disabilities Research & Practice, 19, 49-56.

Watkins, M. W., & Edwards, V. A. (2004). Assessing early literacy skills with the Mountain Shadows Phonemic Awareness Scale (MS-PAS). Journal of Psychoeducational Assessment, 22, 3-14.

Bryington, A. A., Palmer, D. J., & Watkins, M. W. (2004). The estimation of interobserver agreement in behavioral assessment. Journal of Early and Intensive Behavior Intervention, 1, 115-119 [Reprinted from Behavior Analyst Today]

Glutting, J. J., Watkins, M. W., & Youngstrom, E. A. (2003). Multifactored and Cross-Battery Ability Assessments: Are They Worth the Effort? In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (2nd ed) (pp. 343-374). New York: Guilford.

Glutting, J. J., Youngstrom, E. A., & Watkins, M. W. (2003). Stanford-Binet Intelligence Scale, Fourth Edition: Evaluating the empirical bases for interpretations. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (2nd ed) (pp. 217-242). New York: Guilford.

Watkins, M. W., Neuhard, R. M., Bucknavage, L. B., & Runge, T. J. (2003). Assessment of phonemic awareness: A screening measure for classroom use. Pennsylvania Educational Leadership, 23, 49-53.

Schaefer, B. A., Watkins, M. W., & Burnham, J. J. (2003). Empirical fear profiles among American youth. Behaviour Research and Therapy, 41, 1093-1103.

Watkins, M. W., Greenawalt, C. G., & Marcell, C. M. (2003). Factor structure of the WISC-III among gifted students. MENSA Research Journal, 34, 53-61. [Reprinted from Educational and Psychological Measurement, 2002]

Canivez, G. L., & Watkins, M. W. (2002). Interrater agreement for syndromic profile classifications on the Adjustment Scales for Children and Adolescents. Assessment for Effective Intervention, 28, 39-46.

Watkins, M. W., Ravert, C. M., & Crosby, E. G. (2002). Normative Factor Structure of the AAMR Adaptive Behavior Scale-School, 2nd Edition. Journal of Psychoeducational Assessment, 20, 337-345.

Bryington, A. A., Palmer, D. J., & Watkins, M. W. (2002). The estimation of interobserver agreement in behavioral assessment. Behavior Analyst Today, 3, 323-328.

Worrell, F. C., Watkins, M. W., Runge, T. J., & Hall, T. E. (2002). Pre-reading skills in Trinidad and Tobago students in the first three years of school. Caribbean Curriculum, 9, 1-19.

Canivez, G. L., Watkins, M. W., & Schaefer, B. A. (2002). Interrater agreement for discriminant classifications for the Adjustment Scales for Children and Adolescents. Psychology in the Schools, 39, 375-384.

Watkins, M. W., Kush, J. C., & Schaefer, B. A. (2002). Diagnostic utility of the WISC-III learning disability index. Journal of Learning Disabilities, 35, 98-103.

Watkins, M. W., & Kush, J. C. (2002). Confirmatory factor analysis of the WISC-III for students with learning disabilities. Journal of Psychoeducational Assessment, 20, 4-19.

Watkins, M. W., Greenawalt, C. G., & Marcell, C. M. (2002). Factor structure of the WISC-III among gifted students. Educational and Psychological Measurement, 62, 164-172.

Awards:
Merit Award, Johns Hopkins University, Personal Computing to Aid the Handicapped.
Max Jones Memorial Research Award, Arizona Association of School Psychologists.
Award for Excellence in Research, Mensa Education & Research Foundation.
Fellow, APA Division 16 (School Psychology).
Diplomate in School Psychology, American Board of Professional Psychology.

Research Interests:
Professional issues, the psychometrics of assessment and diagnosis, individual differences, and computer applications.