This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N = 3077) of randomly selected children from low-income households is configured to inform…

Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over brief intervals. This article details evidence for a multiform, multiscale test criterion-referenced to…

Measures of cognitive ability have a rich history of accounting for meaningful levels of achievement variance. In contrast to other student characteristics, however, they are somewhat limited in terms of their intervention relevance and treatment validity. Alternatively, children's observable learning behaviors are believed to enhance both…

Assesses the complementary ability of childhood intelligence and learning-related behavior to explain variation in achievement outcomes. Results reveal substantial proportions of assigned grade variance explained primarily by learning behavior and achievement test score explained by intelligence. Implications for educational assessment and…

Identifies the structure and composition of profile types most representative of the 2,200 children comprising the normative sample for the Wechsler Intelligence Scale for Children--Third Edition. Provides a case example using the method recommended for "everyday" decision making. (Author/MKA)

Explores the role of diagnostic practices in school psychology. Basic principles related to diagnostic typology and concepts of reliability and validity are reviewed in the context of recent diagnostic decision-making research. The intrusion and eventual reduction of particular errors of consistency and inconsistency in psychodiagnosis are…

A description of the manner in which legal processes affect school psychologists is presented. Legal terms are defined and examples provided of how laws and court decisions regulate privileged communications and access to psychological records. (Author)

For a representative national sample (n=1,200) of children from 5 to 17 years old, ability constructs were assessed through the Differential Abilities Scale. Adjustment constructs were assessed through teacher ratings with the Adjustment Scales for Children and Adolescents. Partialled canonical redundancy and regression analyses revealed that…