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This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical Appearance and Attributes, as well as Happiness and Satisfaction. These findings concur with previous research, suggesting that academic acceleration for gifted students is not related to decreases in self-concept. (Contains 4 tables.)

Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern.

Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.

Young children's positive affect in scripted laboratory procedures and in flee-flowing social interactions may reflect the activation of related but distinct aspects of positive emotionality (PE), with different implications for self-regulation. The authors observed children's PE in scripted laboratory procedures and in naturalistic interactions with mothers in 2 studies: at 9, 14, 22, 33, and 45 months (the Parent--Child Study, N = 112) and at 7, 15, 25, 38, and 52 months (the Family Study, N = 102). Measures of self-regulation included effortful control (observed in the Parent--Child Study at 22, 33, and 45 months and in the Family Study at 25, 38, and 52 months) and rule-compatible conduct (observed in the Parent--Child Study at 56 and 73 months and in the Family Study at 38 and 52 months). In both studies, 2 PE measures had distinct implications: PE in scripted procedures related negatively, whereas PE in mother--child interactions related positively to self-regulation. In both studies, those differential effects were particularly clear for children's effortful control. A view of early PE as having a heterogeneous nature may inform researchers' understanding of its role in the developing personality. Keywords: positive emotionality, self-regulation, children