Previous research using the Cattell-Horn-Carroll (CHC) theory of cognitive abilities has shown a relationship between cognitive ability and academic achievement. Most of this research, however, has been done using the Woodcock-Johnson family of instruments with a higher order factor model. For CHC theory to grow, research should be done with other assessment instruments and tested with other factor models. This study examined the relationship between different factor models of CHC theory and the factors' relationships with language-based academic achievement (i.e., reading and writing). Using the co-norming sample for the Wechsler Intelligence Scale for Children--4th Edition and the Wechsler Individual Achievement Test--2nd Edition, we found that bifactor and higher order models of the subtests of the Wechsler Intelligence Scale for Children-4th Edition produced a different set of Stratum II factors, which, in turn, have very different relationships with the language achievement variables of the Wechsler Individual Achievement Test--2nd Edition. We conclude that the factor model used to represent CHC theory makes little difference when general intelligence is of major interest, but it makes a large difference when the Stratum II factors are of primary concern, especially when they are used to predict other variables.

Purpose There is literature indicating cognitive ability and depression are related, but few studies have examined the direction of the relationship. This study examined the relationship between depression levels and cognitive abilities from adolescence to early adulthood. Methods Using the National Longitudinal Study of Adolescent Health, (n=14,322), this study used path modeling to investigate the relationship between depression and cognitive ability at baseline and again 8 years later. Results After controlling for initial levels of depression, cognitive ability, and other covariates, depressive symptoms in adolescence are related to cognitive ability in early adulthood, but adolescent cognitive ability is not related to adult depression levels. Moreover, after controlling for adolescent levels of depression and cognitive ability, the cognitive ability-depression relationship disappears in adulthood. Conclusions The cognitive ability-depression relationship appears early in life, and it is likely that the presence of depressive symptoms leads to lower cognitive ability. Thus, intervening at early signs of depression not only can help alleviate depression, but will likely have an effect of cognitive ability as well.

Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA’s focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and talents within their RTI frameworks (National Association for Gifted Children [NAGC] & the Council of State Directors of Programs for the Gifted [CSDPG], 2013). This article describes (a) how gifted and talented students might access services within a comprehensive RTI framework and (b) research-based models and practices in gifted education.

We examined parental perceptions of academic performance and attainment of children with attention deficit hyperactivity disorder (ADHD) according to both parent and child gender along with the interaction of parent and child gender. The current study adds to the body of research by examining the perceptions of parents of children with ADHD according to both parent and child gender. The results indicate that fathers, on the whole, seemed less likely to consider ADHD to have negative academic implications for their children as compared with mothers. With regard to child gender, the fathers seemed less likely to consider ADHD to have negative academic implications for their sons over their daughters. The results suggest that interventions for parents of children with ADHD should be targeted to fathers with sons with ADHD.

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