Elementary School Teachers' and Counselors' Decisions on Referring Students for Evaluation: The Impact of ADHD Traits, Achievement, and Giftedness.

The present study examined the effect of ADHD-related traits, academic-achievement level, and giftedness label on elementary school teachers' and counselors' referral recommendations for assessment. 532 teachers and counselors were presented with one of 12 vignettes describing a hypothetical pupil. Participants were asked to report the likelihood they would refer the pupil for ADHD diagnosis and address them during a high-level interdisciplinary school-team meeting (HISTM).

Increased intra-individual variability among individuals with ADHD: first evidence from numerosity judgment and verbal and quantitative reasoning.

Background: This article presents the results of two studies investigating increased intra-individual variability (IIV) in the performance of individuals with attention deficit hyperactivity disorder (ADHD), in two cognitive domains: numerosity judgments and quantitative and verbal reasoning.

Methods: Study 1, a pre-registered experiment, involved approximately 200 participants (42.66% female; mean age: 36.

General Ability or Distinct Scholastic Aptitudes? A Multidimensional Validity Analysis of a Psychometric Higher-Education Entrance Test.

The present study explored the construct validity of the Psychometric Entrance Test (PET) for higher education in Israel, as represented by the factorial structure of the scholastic aptitudes it measures, and focused on whether the test presents a single measure of overall ability or a measure of the fields of knowledge that are being tested. In Study 1, we used Exploratory Factor Analysis to generate hypotheses regarding the factorial structure of the test. In Study 2, Confirmatory Factor Analysis was carried out to compare competing models that were constructed based on theoretical considerations and the results of Study 1.