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RELATIONSHIP BETWEEN CHILDREN'S PERFORMANCE ON SELECTED TESTS OF THE NEUROBEHAVIORAL EVALUATION SYSTEM (NES) AND PERFORMANCE IN SCHOOL (REPORT 2)
Citation:
Arcia, E., P. Ornstein, AND D. Otto. RELATIONSHIP BETWEEN CHILDREN'S PERFORMANCE ON SELECTED TESTS OF THE NEUROBEHAVIORAL EVALUATION SYSTEM (NES) AND PERFORMANCE IN SCHOOL (REPORT 2). U.S. Environmental Protection Agency, Washington, D.C., EPA/600/1-90/002 (NTIS PB90186412).
Description:
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--(1) teacher ratings of classroom attention and (2) the California Achievement Test (CAT). he utility of NES test scores in predicting classroom performance was assessed. he utility of NES test scores inpredicting classroom performance was assessed. he utility of several alternative measures derived from NES tests and the assocaition of NES performance measures with important covariates including socio-economic status (SES), age and gender were also evaluated. he results indicated that variability measures of performance are useful adjuncts to traditional NES measures. etween 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. omewhat better predictions were obtained using SES scores. ES scores are highly correlated with SES in children. ES is clearly an important covariate to consider in future NES studies of children and adults. redictable age-related changes in test performance were also observed.
