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Journal of Intelligence|June 5, 2019
A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and MathMarley W Watkins, Kara M StyckJournal of Attention Disorders|October 9, 2014
Structural Validity of the WISC-IV for Students With ADHDKara M Styck, Marley W WatkinsPsychological Assessment|May 27, 2015
Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysisKara M Styck, Shana M WalshJournal of Learning Disabilities|June 25, 2014
Structural Validity of the WISC-IV for Students With Learning DisabilitiesKara M Styck, Marley W WatkinsSchool Psychology (Washington, D.C.)|November 1, 2019
Confirmatory factor analyses of the Baylor Revision of the Motivation to Read Survey (B-MRS) with middle school studentsKara M Styck, Victor Villarreal, Marley W WatkinsAssessment|September 1, 2020
Dimensionality of the State-Trait Inventory of Cognitive and Somatic AnxietyKara M Styck, Madeline C Rodriguez, Esther H YiSchool Psychology (Washington, D.C.)|September 29, 2022
Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating-multi-item scalesChristopher J Anthony, Kara M Styck, Robert J Volpe, et al.Journal of School Psychology|May 30, 2021
Are ratings in the eye of the beholder? A non-technical primer on many facet Rasch measurement to evaluate rater effects on teacher behavior rating scalesKara M Styck, Christopher J Anthony, Angela Flavin, et al.Child Development|September 1, 2020
Examining Rater Effects on the Classroom Assessment Scoring SystemKara M Styck, Christopher J Anthony, Lia E Sandilos, et al.School Psychology (Washington, D.C.)|June 5, 2025
Do you see what I see? Mitigating rater effects on direct behavior ratings-multi-item scales (DBR-MIS) through training and statistical adjustmentAbigail E Pruitt, Kara M Styck, Annika L Hodges, et al.Pageof 2