As many as 1 in 5 youth in the United States experience social, emotional, and behavioral problems. However, many students with mental health concerns are unidentified and do not receive adequate care. The purpose of this study was to evaluate the factor structure, measurement invariance, and the concurrent and predictive validity of the Early…

This study evaluated the construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Data for this study were collected from two separate school districts across three different academic years in the Southeastern United States. Of the total sample (N = 2,330), 64.6% of the children were identified as African American, 29.0% as…

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because of this, new means of identifying such children must be developed. This article presents the findings of exploratory and confirmatory factor analyses…

This study examined measurement invariance of the Gifted Rating Scales--School Form (GRS-S) across the United States, Puerto Rico, China, South Korea, and Turkey, using multigroup confirmatory factor analysis. A total of 1,817 students were rated by 287 teachers using either translated versions of GRS-S or the original English GRS-S. Results…