The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples

The present paper is based on data of two samples concerning the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) that aimed to gain insight into the psychometric properties (internal consistency reliability, structural and convergent validity) of the Greek version of the GRS-P. In both studies, teachers estimated their students' giftedness with the GRS-P and executive functions with the Childhood Executive Functioning Inventory (Study 1). In Study 2, kindergarteners were examined in cognitive measurements which included the colored progressive matrices, the children category test, the Athena test, and the mini-mental state examination. Statistical analyses (EFA, CFA, Cronbach's α, and Pearson's r coefficients) revealed the excellent internal consistency of the scales as well as their good factorial and convergent/discriminant validity. In relation to the children's cognitive ability measures, it emphasized the fact that the GRS-P is a reliable and valid tool for teachers to assess their gifted students in a Greek cultural context.

Diversity of Intelligence is the Norm Within the Autism Spectrum: Full Scale Intelligence Scores Among Children with ASD

Although previous research helped to define differences in intelligence between neurotypicals and those with ASD, results were limited by small sample sizes or restricted subtests. Using data from the NIMH Data Archive, this study examined the intelligence of children with ASD (N = 671). Results demonstrate an average standard deviation of 25.75, which is 1.72 times greater than that of the normative sample for the WISC-III. Moreover, students with ASD are 12 times more likely than the general population of students to score within the intellectual disability range, but are also 1.5 times more likely to score in the superior range, suggesting that more students with ASD should be considered for giftedness. Determining the diversity of intelligence among those with ASD has implications for research, clinical practice, and neurological understanding.

Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

The factor structure, the concurrent validity, and test–retest reliability of the Czech translation of the Gifted Rating Scales-School Form [GRS-S; Pfeiffer, S. I., & Jarosewich, T. (2003). GRS (gifted rating scales) - manual. Pearson] were evaluated. Ten alternative models were tested. Four models were found to exhibit acceptable fit and interpretability. The factor structure was comparable for both parent ( n = 277) and teacher raters ( n = 137). High correlations between the factors suggest that raters might be subject to a halo effect. Ratings made by teachers show a closer relationship with criteria (WJ IE II COG, CFT 20-R, and TIM3–5) than ratings made by parents. Test–retest reliability of teacher rating (with median 93 days) was quite high for all GRS-S subscales ( r = .84–.87).

Introduction to the special section on the development of motivational resilience in school

We introduce the umbrella construct of “motivational resilience and vulnerability in school” and explain how this special section contributes to initial field building efforts aimed at integrating complementary work on motivational, regulatory, developmental, and social processes that foster the academic development of children and youth.