Findings from three field tests evaluations of early childhood intervention practitioner performance checklists and three parent practice guides are reported. Forty-two practitioners from three early childhood intervention programs reviewed the checklists and practice guides and made (1) social validity judgments of both products, (2) judgments of…

The Hellenic WISC-III (Wechsler, 1997) is currently the only standardized and officially published tool for the assessment of the intelligence of children and adolescents in Greece. The test is also used with caution in Cyprus, among Greek speakers, but no specific norms exist for use in this country. The purpose of this study was to provide…

The validity, reliability and factor structure of the Autism Spectrum Disorder Behaviour Checklist-Revised (ASDBC-R) were measured in a sample of 140 boys with Autism Spectrum Disorder (ASD) aged between 6 and 18 years. Internal consistency (Cronbach's alpha) was satisfactory and the ASDBC-R significantly correlated with the Social Responsiveness…

K-12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an…

Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to…

This study used a single-case, multiple baseline design to examine the effectiveness of collaborative coaching on three Early Head Start (EHS) teachers' use of responsive communication strategies with toddlers with communication delays. Child communication targets and teacher communication strategies were measured as secondary outcomes. The…

Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. To do so, we developed a Long- and Short-Form instrument to assess barriers in clinical and research settings. Using the Barriers to Healthcare…

In empirical applied linguistics research it is essential that the key variables are operationalized in a valid and reliable way, and that the scores are treated appropriately, allowing for a proper testing of the hypotheses under investigation. The current article addresses several theoretical and practical issues regarding the use of measurement…

Teacher learning is of significant importance in mainstream education and a number of attempts have been made to measure the quality of teacher learning across different contexts. The available instruments, however, have been originally developed to assess teachers' perceptions of a single contributive element of teacher learning; therefore,…

The criterion-related validity of divergent thinking (DT) tests has been questioned because of relatively low correlations between DT test scores and creative performance. A possible inhibiting factor in previous correlations--heterogeneity of the sample--has been ignored. If groups with different DT profiles are involved in this line of research,…

We report findings of a convergent validity study examining the internalizing subscale (SRSS-I6) of the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991). Participants included 227 sixth- through 12th-grade students from nine schools across…

Adolescents with Down syndrome can demonstrate increased behavior problems as compared with typical peers. Few studies have explored whether behavior impacts adaptive functioning. Caregiver report from the Behavioral Assessment System for Children, 2nd Edition (BASC-2; Reynolds & Kamphaus, 2004) and the Child Behavioral Checklist (CBCL;…

Background: Social (pragmatic) communication disorder (SPCD) is a new diagnosis introduced by DSM-5, characterised by problems with verbal and nonverbal social communication. It is currently unclear whether SPCD is a valid diagnostic category, because little is known about the characteristics of those who meet its criteria. We sought to identify…

Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the…

In this paper, the Classroom Learning Activities Checklist (CLAC) is proposed as a classroom observation measure that effectively captures the classroom environments and strategies that support self-regulation via task-oriented learning in young students. The CLAC's dimensionality, reliability, and concurrent and predictive validity evidence are…