Relationship between Children's Performance on Selected Tests of the Neurobehavioral Evaluation System (NES) and Performance in School. Report 2

摘要

A study was conducted to evaluate the validity of the Neurobehavioral Evaluation System (NES) test scores in children relative to two widely used measures of performance in school--teacher ratings of classroom attention and the California Achievement Test (CAT). The utility of NES test scores in predicting classroom performance was assessed. The utility of several alternative measures derived from NES tests and the association of NES performance measures with important covariates including socioeconomic status (SES), age and gender were also evaluated. The results indicated that variability measures of performance are useful adjuncts to traditional NES measures. Between 25 and 50 percent of the variability of reading and mathematics achievement scores on the CAT could be predicted using NES test scores and teacher ratings. Somewhat better predictions were obtained using SES scores. NES scores are highly correlated with SES in children. SES is clearly an important covariate to consider in future NES studies of children and adults. Predictable age-related changes in test performance were also observed.