Matthew R. Reynolds

School of Education - Educational Psychology
Associate Professor
Director of Training, School Psychology
Ph.D., Educational Psychology Programs: School Psychology and Quantitative Methods APA-accredited and NASP-approved program in School Psychology, University of Texas at Austin
Primary office:
785-864-9712
Joseph R. Pearson Hall
Room 130T
University of Kansas
1122 West Campus Rd
Lawrence, KS 66045-3101


Summary

Matthew Reynolds is an associate professor in the School Psychology Program, which is housed in the Department of Educational Psychology. He received his PhD in educational psychology (school psychology and quantitative methods) from the University of Texas at Austin in 2008. His research interests are in latent variable modeling, with particular interest in the applications of those models to structure and study the development of human cognitive abilities. He also has interests in psychological assessment. Dr. Reynolds is currently on the editorial boards for Intelligence, the Journal of School Psychology, and Psychoeducational Assessment. In 2008 he won the John B Carroll award for most outstanding research methodology at the annual conference for the International Society for Intelligence Research and in 2010 won the KU School of Education award for Promising Scholar.

Dr. Reynolds specializes in psychometric structure and measurement of human cognitive abilities, latent variable modeling, and longitudinal modeling of developmental psychopathology.

Education

Ph.D., Educational Psychology Programs: School Psychology and Quantitative Methods APA-accredited and NASP-approved program in School Psychology, University of Texas at Austin

M.A., with Advanced Specialization, School Psychology NASP approved program in School Psychology, East Carolina University

B.A., Psychology with honors, State University of New York at Fredonia

Teaching

Courses:

EPSY 805:Individual Intelligence Testing

EPSY 835:Clinical Techniques in Academic Assessment and Intervention

EPSY 855:Psychoeducational Clinic I: Assessment, Consultation, and Intervention

EPSY 865:Psychoeducational Clinic 2: Assessment Consultation, and Intervention

EPSY 901:Research Practicum

EPSY 947:Specialist Research

EPSY 991:Ed.S. Internship in School Psychology

Selected Publications

Carbuhn, A. F., Sanchez, Z. Fry, A. C., Reynolds, M. R., & Magee, L. M. (in press). A simplified prediction model for lower extremity long bone stress injuries in male endurance running athletes. Clinical journal of sport medicine : official journal of the Canadian Academy of Sport Medicine. DOI:10.1097/jsm.0000000000000661 https://doi.org/10.1097/JSM.0000000000000661

Hajovsky, D. B., & Reynolds, M. R. (in press). Prior individual risk behavior predicts subsequent individual and peer risk behavior: A longitudinal examination from fifth to ninth grade. Canadian Journal of School Psychology, 0829573518769711. DOI:10.1177/0829573518769711 https://doi.org/10.1177/0829573518769711

Gignac, G. E., Reynolds, M. R., & Kovacs, K. (n.d.). Digit span subscale scores may be insufficiently reliable for clinical interpretation: Distinguishing between stratified coefficient alpha and omega hierarchical. Assessment, 107319111774839. DOI:10.1177/1073191117748396 http://dx.doi.org/10.1177/1073191117748396

Reynolds, M. R., Niileksela, C. R., & Meyer, E. M. (2018). Publishing in measurement and assessment journals. In R. F Floyd (Ed.), Publishing in school psychology and related fields: An insider’s guide (pp. 169-181). New York: NY: Routledge.

Keith, T. Z., & Reynolds, M. R. (2018). Using confirmatory factor analysis to aid in understanding the constructs measured by intelligence tests. In D. F Flanagan & E. M McDonough (Eds.), Contemporary intellectual assessment(4thth ed.) (pp. 853-900). New York, NY: Guilford.

Hajovsky, D. B., & Reynolds, M. R. (2018). g theory of intelligence. (pp. 713-715). Thousand Oaks, CA: Sage. DOI://dx.doi.org/10.4135/9781506326139.n279

Hajovsky, D. B., & Reynolds, M. R. (2018). Hierarchical Regression. (pp. 779). Thousand Oaks, CA: Sage. DOI://dx.doi.org/10.4135/9781506326139.n304

Hajovsky, D. B., Villeneuve, E. F., Reynolds, M. R., Niileksela, C. R., Mason, B. A., & Shudak, N. J. (2018). Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children. Journal of School Psychology, 67, 104 - 118. DOI://doi.org/10.1016/j.jsp.2017.09.001 http://www.sciencedirect.com/science/article/pii/S0022440517300948

Caemmerer, J. M., Maddocks, D. L., Keith, T. Z., & Reynolds, M. R. (2018). Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III. Intelligence, 68, 6 - 20. DOI://doi.org/10.1016/j.intell.2018.02.005 http://www.sciencedirect.com/science/article/pii/S016028961630335X

Meyer, E. M., & Reynolds, M. R. (2018). Scores in Space: Multidimensional scaling with the WISC-V. Journal of Psychoeducational Assessment, 36, 562-575. DOI:10.1177/0734282917696935 http://dx.doi.org/10.1177/0734282917696935

Gignac, G. E., Kovacs, K. & Reynolds, M. R. (2018). Backward and forward serial recall across modalities: An individual differences perspective. Personality and Individual Differences, 121, 147-151. DOI:10.1016/j.paid.2017.09.033 http://dx.doi.org/10.1016/j.paid.2017.09.033

Reynolds, M. R., & Keith, T. Z. (2017). Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for Children Fifth Edition: What does it measure? Intelligence, 62, 31-47. DOI:10.1016/j.intell.2017.02.005

Pargulski, J. R., & Reynolds, M. R. (2017). Sex differences in achievement: Distributions matter. Personality and Individual Differences, 104, 272–278.

Niileksela, C. R., Reynolds, M. R., Keith, T. Z., & McGrew, K. S. (2016). A special validity study of the Woodcock–Johnson IV: Acting on evidence for specific abilities. In . (Ed.), WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (pp. 65-102). Academic Press.

Reynolds, M. R., & Hadorn, M. (2016). Our WISC-V review. In . (Ed.), Intelligent testing with the WISC-V (pp. 615-636). Hoboken, NJ: Wiley.

Keith, T. Z., Caemmerer, J. M., & Reynolds, M. R. (2016). Comparison of methods for factor extraction for cognitive test‐like data: Which overfactor, which underfactor? Intelligence, 54, 37-54.

Reynolds, M. R., Hajovsky, D. B., Pace, J. R., & Niileksela, C. R. (2016). What does the Shipley-2 measure for children and adolescents? Integrated and conjoint confirmatory factor analysis with the WISC-IV. Assessment, 23, 23-41.

Reynolds, M. R., Scheiber, C. Hajovsky, D. B., Schwartz, B. & Kaufman, A. S. (2015). Gender differences in academic achievement: is writing an exception to the gender similarities hypothesis? The Journal of Genetic Psychology, 176(4), 211–234.

Scheiber, C. Reynolds, M. R., Hajovsky, D. B., & Kaufman, A. S. (2015). Gender Differences in achievement in a large, nationally representative sample of children and adolescents. Psychology in the Schools, 52, 335-348.

Reynolds, M. R., & Niileksela, C. R. (2015). Test Review: Schrank, FA, McGrew, KS, & Mather, N.(2014). Woodcock-Johnson IV Tests of Cognitive Abilities. [Review of Review of the WJ IV Tests of Cognitive Ability]. Journal of Psychoeducational Assessment, 33(4), 381–390. SAGE Publications.

Hajovsky, D. B., Reynolds, M. R., Floyd, R. F., Turek, J. J., & Keith, T. Z. (2014). A multi-group investigation of latent cognitive abilities and reading achievement relations. School Psychology Review, 43, 385-406.

Farmer, R. Floyd, R. F., Reynolds, M. R., & Kranzler, J. H. (2014). IQs are very strong but imperfect indicators of psychometric g: Results from joint confirmatory factor analysis: IQs and Psychometric g. Psychology in the Schools [00333085], 51(8), 801-813. DOI:10.1002/PITS.21785

Reynolds, M. R. (2014). Thoughts about intelligence and its measurement. The School Psychologist, 68.

Niileksela, C. R., & Reynolds, M. R. (2014). Global, broad, or specific cognitive differences?
Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities. Journal of Learning Disabilities, 47, 224-237.

Kaufman, A. S., Zhou, X. Reynolds, M. R., Kaufman, N. Green, G. & Weiss, L. (2014). The possible societal impact of the decrease in U.S. blood lead levels on adult IQ. Environmental Research, 132, 413-420.

Reynolds, M. R., & Keith, T. Z. (2013). Measurement and statistical issues in child assessment research. In D. H Soklofske, C. R Reynolds, & V. Schwean (Eds.), The Oxford handbook of child and adolescent assessment (pp. 48-83). New York, NY: Oxford University Press.

Reynolds, M. R., Keith, T. Z., Flanagan, D. P., & Alfonso, V. C. (2013). A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy. Journal of School Psychology, 51, 535-555.

Floyd, R. F., Reynolds, M. R., Farmer, R. & Kranzler, J. H. (2013). Are the general factors from different child and adolescent intelligence tests the same? Results from a five-sample, six-test analysis. School Psychology Review, 42, 383-401.

Flanagan, D. P., Alfonso, V. C., & Reynolds, M. R. (2013). Broad and narrow CHC abilities measured and not measured by the Wechsler scales: Moving beyond within-battery factor analysis. Journal of Psychoeducational Assessment, 31, 202–223.

Reynolds, M. R., Floyd, R. F., & Niileksela, C. R. (2013). How well is psychometric g indexed by global composites? Evidence from three popular intelligence tests. Psychological Assessment, 25, 1314-1322.

Reynolds, M. R., Ingram, P. B., Seeley, J. S., & Newby, K. D. (2013). Investigating the structure and invariance of the Wechsler Adult Intelligence Scales, Fourth Edition in a sample of adults with intellectual disabilities. Research in Developmental Disabilities, 24, 3235-3245.

Reynolds, M. R. (2013). Interpreting intelligence test composite scores in light of Spearman’s law of diminishing returns. School Psychology Quarterly, 28, 63-78.

Niileksela, C. R., Reynolds, M. R., & Kaufman, A. S. (2013). An alternative Cattell-Horn-Carroll (CHC) factor structure of the WAIS-IV: Age invariance of an alternative model for ages 70–90. Psychological Assessment, 25, 391-405.

Keith, T. Z., & Reynolds, M. R. (2012). Using confirmatory factor analysis to aid in understanding the constructs measured by intelligence tests. In D. F Flanagan & P. H Harrison (Eds.), Contemporary Intellectual Assessment, Third Edition( th ed.) (pp. 758-799). New York: Guilford.

Reynolds, M. R., & Turek, J. (2012). A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension. Journal of School Psychology, 50, 841-863.

Kaufman, S. B., Reynolds, M. R., Liu, X. Kaufman, A. S., & McGrew, K. S. (2012). Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock-Johnson and Kaufman Tests Intelligence. Intelligence, 40, 123-138.

Keith, T. Z., Reynolds, M. R., Roberts, L. G., Winter, A. L., & Austin, C. A. (2011). Sex differences in latent cognitive abilities ages 5 to 17: Evidence from the Differential Ability Scales-Second Edition. Intelligence, 39, 389-404.

Reynolds, M. R., Hajovsky, D. B., Niileksela, C. & Keith, T. Z. (2011). Spearman's Law of Diminishing Returns and the DAS-II: Do g effects on subtest scores depend on g? School Psychology Quarterly, 26, 275-289.

Reynolds, M. R. (2010). [Review of the book Intelligent testing: Integrating psychological theory and clinical practice. A tribute to Alan Kaufman]. Journal of Psychoeducational Assessment, 28, 594-597.

Reynolds, M. R. (2010). Bivariate regression. In N. Salkind (Ed.), Encyclopedia of Research Design.

Keith, T. Z., & Reynolds, M. R. (2010). CHC theory and cognitive abilities: What we've learned from 20 years of research. Psychology in the Schools, 47, 635-650.

Keith, T. Z., Low, J. A., Reynolds, M. R., Patel, P. G., & Ridley, K. P. (2010). Higher-order factor structure of the Differential Ability Scales-II: Consistency across ages 4 to 17. Psychology in the Schools, 47, 676-697.

Reynolds, M. R., Sander, J. B., & Irvin, M. J. (2010). Latent curve modeling of internalizing behaviors and interpersonal skills through elementary school. School Psychology Quarterly, 25, 189-201.

Reynolds, M. R., Keith, T. Z., & Beretvas, S. N. (2010). Use of factor mixture modeling to capture Spearman's law of diminishing returns. Intelligence, 38, 231-241.

Keith, T. Z., & Reynolds, M. R. (2008). Advances in quantitative research. In C. R Reynolds & T. B Gutkin (Eds.), The handbook of school psychology, 4th Edition( th ed.) (pp. 3-29). New York: Wiley.

Keith, T. Z., Reynolds, M. R., Patel, P. G., & Ridley, K. R. (2008). Sex differences in latent cognitive ability ages 6 to 59: Evidence from the Woodcock Johnson III Tests of Cognitive Abilities. Intelligence, 36, 502-525.

Reynolds, M. R., Keith, T. Z., Ridley, K. R., & Patel, P. G. (2008). Sex differences in latent general and broad cognitive abilities for children and youth: Evidence from higher order MG-MACS and MIMIC analysis. Intelligence, (36), 236-260.

Reynolds, M. R., & Keith, T. Z. (2007). A test of Spearman's law of diminishing returns in hierarchical models of intelligence. Intelligence, 35, 267-281.

Reynolds, M. R., Keith, T. Z., Fine, J. G., Fisher, M. E., & Low, J. (2007). Confirmatory factor structure of the Kaufman Assessment Battery for Children-Second Edition: Consistency with Cattell-Horn-Carroll theory. School Psychology Quarterly, 22, 511-539.

Reynolds, M. R., Keith, P. & Keith, T. Z. (2007). An evaluation of Breakthrough Miami's 2007 summer program.

Reynolds, M. R., Keith, P. & Keith, T. Z. (2007). An evaluation of Houston's 2007 Summerbridge summer program.

Reynolds, M. R. (2006). Asperger's syndrome. In A. M Bursztyn (Ed.), Special education today: A handbook (pp. 51-52). Westport, CT: Greenwood Press.

Keith, T. Z., Fine, J. G., Taub, G. E., Reynolds, M. R., & Kranzler, J. H. (2006). Higher-order, multi-sample, confirmatory factor analysis of the Wechsler Intelligence Scale for Children-Fourth Edition: What does it measure? School Psychology Review, 35, 108-127.

Garrison, D. & Reynolds, M. R. (2006). Linking family and school with parent consultation and home-school collaboration. The Family Psychologist, 22, 4-6.

Reynolds, M. R., Keith, P. & Keith, T. Z. (2006). An evaluation of a Breakthrough Program: Summerbridge Providence at the Wheeler School 2006 summer session.

Fisher, M. E., Reynolds, M. R., Keith, P. & Keith, T. Z. (2006). Breakthrough Austin: 2006 evaluation of the summer academic program.

Low, J. Reynolds, M. R., Keith, P. & Keith, T. Z. (2006). Houston Summerbridge: 2006 evaluation of the summer academic program.

Reynolds, M. R., Keith, P. & Keith, T. Z. (2006). Summerbridge at San Francisco Day School: 2006 evaluation of the summer program.

Reynolds, M. R., Keith, P. Keith, T. Z., & Ramirez, L. (2006). Summerbridge Miami at the Ransom Everglades School: 2006 evaluation of the summer academic program.

Reynolds, M. R., Keith, P. & Keith, T. Z. (2005). An evaluation of a Breakthrough Program: Austin's 2005 summer program.

Reynolds, M. R., Keith, P. Telford, L. & Keith, T. Z. (2005). An evaluation of a Summerbridge Program: Fort Worth's 2005 summer program.

Reynolds, M. R., Keith, P. Ramirez, L. & Keith, T. Z. (2005). An evaluation of a Summerbridge Program: Houston's 2005 summer program.

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