This study assessed the reliability and criterion-related validity of teacher ratings on the Adapted Skillstreaming Checklist for a sample of 133 children, aged 6-11 years, with autism spectrum disorder (without intellectual disability). Internal consistency for the total sample was 0.93. For a subsample, test-retest reliability was very good (r =…

The identification of gifted children is an interactive procedure consisting of two consecutive steps--screening for above-average cognitive abilities, followed by their monitoring. Teacher nomination is among the most widely used methods of screening. However, it is not free from bias. The analysis of screening criteria is of prime importance for…

The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and…

Interrelationships among IQ, academic achievement, and teacher ratings of pupils' classroom achievement were evaluated in a large sample of children from various racial and socioeconomic backgrounds. A substantial relationship between standardized measures of IQ and achievement was found and was independent of race, but decreased with increasing…

Experimental results indicated that verbal intelligence was the best predictor of childrens' overall performance on a paired-associate learning task. Teachers' ratings provided a surprising degree of predictive efficiency for abstract recall which was redundant with verbal intelligence. (Author/JAC)