Ryan L Farmer
Biographic Data
| ID | 9513894 |
|---|---|
| NAME | Ryan L Farmer |
| GIVEN NAMES | Ryan L |
| FAMILY NAME | Farmer |
| SIGNATURE | FARMER R L |
| AFFILIATIONS | University of Memphis |
| ORCID | 0000-0003-1409-7555 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Redefining specific learning disabilities
Disentangling low-value practices from pseudoscience in health service psychology
Many practices available for use in health service psychology are ineffective or harmful. How we describe these practices is important to scientific discourse and science communication with policy-makers and the general public. The label “pseudoscience” is typically applied in these cases, though the meaning of pseudoscience varies widely creating a quagmire for transparent and accurate communication. To clarify this issue, we review several prom…
A Comparison of Special Education Students’ Triennial Norm-Referenced Academic Achievement Before and During Covid-19
Despite growing evidence for learning loss due to COVID-19, there is little research examining this phenomenon using norm-referenced tests (NRTs) or with special educations students. Using a repeated-measures design with 96 fourth- through 12th-grade students previously identified as eligible for special education services, the present study attempted to measure learning loss using W Difference scores gathered from triennial evaluations using the…
Test use and assessment practices of school psychology training programs
The last comprehensive study to examine the assessment practices promoted by school psychology programs was published 25 years ago (i.e., Wilson & Reschly, 1996). Since then, significant changes to assessment theory and practice have occurred. Data from a 2020 survey of directors of school psychology programs were collected to gain an understanding of current graduate training in test use and assessment. Results were compared to a current survey …
The course on norm‐referenced academic assessment
Special education teachers play a key role in educational assessment practices, including frequently administering norm‐referenced tests of academic achievement. This study examined the course on norm‐referenced assessment provided in special education training programs. Data regarding course (a) structure; (b) assignments; (c) test administration requirements; and (d) content were collected from one hundred forty‐two special education instructor…
Difference score reliabilities within the Rias‐2 and Wisc‐V
Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC‐V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS‐2]) offer methods for computing subtest‐ and composite‐level difference scores. This study uses data provided in the technical manual of the WISC‐V and RIAS‐2 to calculate reliability coefficients for difference scores. Subtest‐level difference score reliabilities range from 0.59…
No prominent works on this page.
Difference score reliabilities within the Rias‐2 and Wisc‐V
Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC‐V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS‐2]) offer methods for computing subtest‐ and composite‐level difference scores. This study uses data provided in the technical manual of the WISC‐V and RIAS‐2 to calculate reliability coefficients for difference scores. Subtest‐level difference score reliabilities range from 0.59…
Test use and assessment practices of school psychology training programs
The last comprehensive study to examine the assessment practices promoted by school psychology programs was published 25 years ago (i.e., Wilson & Reschly, 1996). Since then, significant changes to assessment theory and practice have occurred. Data from a 2020 survey of directors of school psychology programs were collected to gain an understanding of current graduate training in test use and assessment. Results were compared to a current survey …
The course on norm‐referenced academic assessment
Special education teachers play a key role in educational assessment practices, including frequently administering norm‐referenced tests of academic achievement. This study examined the course on norm‐referenced assessment provided in special education training programs. Data regarding course (a) structure; (b) assignments; (c) test administration requirements; and (d) content were collected from one hundred forty‐two special education instructor…
Disentangling low-value practices from pseudoscience in health service psychology
Many practices available for use in health service psychology are ineffective or harmful. How we describe these practices is important to scientific discourse and science communication with policy-makers and the general public. The label “pseudoscience” is typically applied in these cases, though the meaning of pseudoscience varies widely creating a quagmire for transparent and accurate communication. To clarify this issue, we review several prom…
A Comparison of Special Education Students’ Triennial Norm-Referenced Academic Achievement Before and During Covid-19
Despite growing evidence for learning loss due to COVID-19, there is little research examining this phenomenon using norm-referenced tests (NRTs) or with special educations students. Using a repeated-measures design with 96 fourth- through 12th-grade students previously identified as eligible for special education services, the present study attempted to measure learning loss using W Difference scores gathered from triennial evaluations using the…
Redefining specific learning disabilities
Psychology (5 works) · Medicine (4 works) · Disability Education and Employment (3 works) · Mathematics education (3 works) · Standardized test (3 works) · Academic achievement (2 works) · Achievement test (2 works) · Developmental psychology (2 works) · Educational and Psychological Assessments (2 works) · Medical education (2 works)