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Incremental Validity of the Successive Level Approach to Intelligence Test Interpretation

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Title: Incremental Validity of the Successive Level Approach to Intelligence Test Interpretation
Language: English
Authors: Ryan J. McGill (ORCID 0000-0002-5138-0694), Gary L. Canivez (ORCID 0000-0002-5347-6534), Stefan C. Dombrowski (ORCID 0000-0002-8057-3751)
Source: Journal of Psychoeducational Assessment. 2026 44(1):111-126.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Intelligence Tests, Test Interpretation, School Psychology, Test Validity, Achievement Tests, Cognitive Ability, Scores, Testing Problems, Elementary School Students, Secondary School Students, Cognitive Tests
Assessment and Survey Identifiers: Woodcock Johnson Tests of Achievement, Woodcock Johnson Tests of Cognitive Ability
DOI: 10.1177/07342829251381998
ISSN: 0734-2829
1557-5144
Abstract: This study investigated the incremental validity of the successive-level approach to intelligence test interpretation, specifically within the context of school psychology. The successive-level approach assumes that unique information is captured at various levels of intelligence tests (e.g., full scale, index-level, subtest-level). However, previous research has indicated that lower-level scores often fail to explain significant or meaningful variance in achievement outcomes beyond what is accounted for by the global score, suggesting potential redundancy in interpreting lower-level scores. Using the Woodcock-Johnson IV (WJ IV) standardization sample, this study examined the relationship between cognitive ability scores (GIA and CHC clusters) and achievement outcomes. The results indicated that, although the CHC subscale scores contributed some unique variance in achievement, their incremental validity was limited and frequently overshadowed by the GIA composite. These findings align with previous research, suggesting that clinicians may unwittingly commit a duplication fallacy when relying on successive-level score interpretation or related guidance in clinical practice.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496053
Database: ERIC
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  Data: Incremental Validity of the Successive Level Approach to Intelligence Test Interpretation
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  Data: <searchLink fieldCode="AR" term="%22Ryan+J%2E+McGill%22">Ryan J. McGill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5138-0694">0000-0002-5138-0694</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gary+L%2E+Canivez%22">Gary L. Canivez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5347-6534">0000-0002-5347-6534</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stefan+C%2E+Dombrowski%22">Stefan C. Dombrowski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8057-3751">0000-0002-8057-3751</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2026 44(1):111-126.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/07342829251381998
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  Data: 0734-2829<br />1557-5144
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  Data: This study investigated the incremental validity of the successive-level approach to intelligence test interpretation, specifically within the context of school psychology. The successive-level approach assumes that unique information is captured at various levels of intelligence tests (e.g., full scale, index-level, subtest-level). However, previous research has indicated that lower-level scores often fail to explain significant or meaningful variance in achievement outcomes beyond what is accounted for by the global score, suggesting potential redundancy in interpreting lower-level scores. Using the Woodcock-Johnson IV (WJ IV) standardization sample, this study examined the relationship between cognitive ability scores (GIA and CHC clusters) and achievement outcomes. The results indicated that, although the CHC subscale scores contributed some unique variance in achievement, their incremental validity was limited and frequently overshadowed by the GIA composite. These findings align with previous research, suggesting that clinicians may unwittingly commit a duplication fallacy when relying on successive-level score interpretation or related guidance in clinical practice.
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  Data: 2026
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  Data: EJ1496053
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        Value: 10.1177/07342829251381998
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      – Text: English
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        PageCount: 16
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      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: Test Interpretation
        Type: general
      – SubjectFull: School Psychology
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Cognitive Ability
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      – SubjectFull: Testing Problems
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Cognitive Tests
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