Since Howard Gardner proposed the theory of multiple intelligences as an alternative to the unitary concept of general intelligence, educators have been searching for an acceptable method of assessment. To help with this search, three studies that describe the development and validation of a self- (and parent-) report measure of children's multiple intelligence disposition ("The Multiple Intelligence Developmental Assessment Scales for Children") (MIDAS-for-KIDS) are reported. In the first study, a preliminary version of the instrument was administered to 49 children and 74 parents. In the second study, 170 elementary school children and parents were used to examine item response patterns and scale consistency; in-depth interviews were conducted with 13 children. The third validation study involved over 2,100 children in grades K-8 from 5 states and across a range of socioeconomic levels. Exploratory factor analysis of the final 80-item version identified an appropriate 7-factor solution. This factor structure was confirmed on the other half of the sample. Findings indicate high internal consistency estimates, inter-rater ratings, and test-retest statistics. For the most part, scale scores also correlated in expected ways with appropriate criterion variables. Multiple intelligence definitions and tentative subscales, representative MIDAS items, lists of student activities as well as schools and programs, and seven tables are appended. (RJM)