Exploratory Factor Analysis of the Canadian Wechsler Intelligence Scale for Children-Fifth Edition for a Sample of First Nations Students

5 Introduction . 6 Literature Review . 1 7 Wechsler Intelligence Scale for Children . 17 Wechsler Intelligence Scale for Children-Revised . 19 Wechsler Intelligence Scale for Children-Third Edition . 28 Wechsler Intelligence Scale for Children-Fourth Edition . 32 Wechsler Intelligence Scale for Children-Fifth Edition . 34 Methods . 43 Participants . 4 3 Instrument. 43 Procedure and Analyses . 44 Results . 46 Factor Extraction Criteria Comparisons . 46 Exploratory Factor Analyses . 4 7 Five factor extraction . 4 7 Four.factor extraction . 4 7 Three factor extraction . 48 Two factor extraction . 49 Hierarchical EFA: SL B~factor Model . 49 Discussion . 51 Li1nitations . 57 EXPLORATORY FACTOR ANALYSIS OF THE WISC-VCDJ\ 4 Conclusions . 58 References . 61 List of Tables Table 1. Wechsler Intelligence Scale for Children-Fifth Edition: Canadian (WISC-VCDN) Descriptive Statistics for the First Nations Sample (N = 102) . 67 Table 2. Number of Factors Suggested for Extraction Across Six Different Criteria . 68 Table 3. Wechsler Intelligence Scale for Children-Fifth Edition: Canadian (WISC-Yem-;) Exploratory Factor Analysis: Five Oblique Factor Solution for the First Nations Sample (N= 102) . 69 Table 4. Wechsler Intelligence Scale for Children-Fifth Edition: Canadian (WISC-VCDN) Exploratory Factor Analysis: Four Oblique Factor Solution for the First Nations Sample (N= 102) . 70 Table 5. Wechsler Intelligence Scale for Children-Fifth Edition: Canadian (WISC-VCDN) Exploratory Factor Analysis: Two and Three Oblique Factor Solutions for the First Nations Sample (N= 102) . 71 Table 6. Sources of Variance in the Wechsler Intelligence Scale for Children-Fifth Edition: Canadian (WISC-VcDN) for the First Nations Sample (N = 102) According to a Schmid-Leiman Orthogonalized Higher-Order Factor Model with Three First-Order Factors . 72 EXPLORATORY FACTOR ANALYSIS OF THE WISC-VrnK Abstract Native Americans and First Nation students are overrepresented in special education and underrepresented in structural bias research of the intelligence measures that place them there. There are several empirical studies of test bias on the Wechsler scales due to their popularity within the school system, however there is little exploratory factor analysis research on these scales with the Native American Indian population. Further, the Native American Indian and First Nation population is a relatively small minority group compared to other racial and ethnic groups in North America and this group is underrepresented in government statistics and overlooked in funding for policies that provide prevention for several risk factors. This study aimed to discover the factor structure of the WISC-VCDN with First Nations students to provide understanding and better interpretation of scores to facilitate ethical data-based decision making and provision of special education services to First Nations students. A total of 102 participant data were collected and a replication of the Canivez, Watkins, and Dombrowski (2016) study was followed to ensure best practice of Exploratory Factor Analysis. Results indicated that a three-factor model was most viable for the First Nations students on the WISC-VCDN' which is dissimilar to previous research. However, results of the dominance of the general intelligence (g) factor was similar to previous research of the Wechsler scales using both methods of Exploratory and Confinnatory Factor Analysis. Future research directions and implications for First Nations students, data-based decision making, and special services eligibility is discussed.Native Americans and First Nation students are overrepresented in special education and underrepresented in structural bias research of the intelligence measures that place them there. There are several empirical studies of test bias on the Wechsler scales due to their popularity within the school system, however there is little exploratory factor analysis research on these scales with the Native American Indian population. Further, the Native American Indian and First Nation population is a relatively small minority group compared to other racial and ethnic groups in North America and this group is underrepresented in government statistics and overlooked in funding for policies that provide prevention for several risk factors. This study aimed to discover the factor structure of the WISC-VCDN with First Nations students to provide understanding and better interpretation of scores to facilitate ethical data-based decision making and provision of special education services to First Nations students. A total of 102 participant data were collected and a replication of the Canivez, Watkins, and Dombrowski (2016) study was followed to ensure best practice of Exploratory Factor Analysis. Results indicated that a three-factor model was most viable for the First Nations students on the WISC-VCDN' which is dissimilar to previous research. However, results of the dominance of the general intelligence (g) factor was similar to previous research of the Wechsler scales using both methods of Exploratory and Confinnatory Factor Analysis. Future research directions and implications for First Nations students, data-based decision making, and special services eligibility is discussed. EXPLORATORY FACTOR ANALYSIS OF THE WJSC-Vco~ 6 The Native American Indian population is a relatively small minority group compared to other racial and ethnic groups in the United States. Unfortunately, due to their small percentage, they are unrepresented in government reported statistics and overlooked in government funding and policies that provide prevention to several risk factors common in all youth and specific factors to the Native American population (Olson & Wahab, 2006). Common risk factors that affect all youth regardless ofracial or ethnic identity are mental and addictive disorders, physical or sexual abuse, and recent, severe stressful life events (Olson & Wahab, 2006). Olson and Wahab indicated that there are some risk factors specific to the Native American Indian population due to acculturation, social change, and disruption of tribal unity. These factors can increase the risk for suicide attempts, loss of ethnic identity which can lead to depression, anxiety, and poorer general health. Further, the Indian Health Service (IHS), has reported that Native American Indian and Alaska Natives continually die at higher rates compared to other Americans in several areas such as diabetes mellitus, assault/homicide, and intentional self-harm/suicide. IHS speculates this disparity may be due to inadequate education, poverty, health service discrimination, and cultural differences. Alcohol dependence and substance abuse have been leading health problems among the Native American population. Particularly, marijuana and inhalants have been reported as a more severe problem in the Native American population compared to the general population, whereas alcohol dependence and misuse continues to be the dominant risk factor for this group (Olson & Wahab, 2006). The Native American population have also been reported to be at a higher risk for mental health disorders than other ethnic groups in the United States. Additionally, EXPLORATORY FACTOR ANAL YSJS OF THE WISC-Vco~ 7 Native Americans have been consistently overrepresented for mental health services (Olson & Wahab, 2006). Mental health problems other than depression and anxiety consistently reported for the Native American Indian population include panic disorders, psychosomatic symptoms, and emotional problems. Specifically, Native American youth have been documented to be at higher risk than any other ethnic or racial group in the United States for mental health problems (Olson & Wahab ). Contributing factors to these higher rates of mental health problems include poverty, lack of insurance, and steep rates of unemployment. Further, if Native American Indians are given access to adequate mental health care, they have been