Background: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. Aims: The study was conducted to norm the CAIMPS (instrument) with gifted…

Teacher perceptions of school-based behavior assessments were assessed over the course of a school year. Specifically, the utility and relevance of Direct Behavior Ratings-Single Item Scales, a hybrid direct observation method, relative to two school-based behavioral rating scales, the Social Skills Improvement System-Performance Screening Guide…