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Abstract

Forty-five gifted students and 45 regular education students without identified exceptionalities were rated by teachers and administrators on the Clinical Assessment of Behavior (CAB), a third-party behavior rating scale that rates students’ adaptive and behavior problems. The gifted students in this study were rated significantly higher on three adaptive behavioral scales/clusters: Competence, Executive Function, and Gifted and Talented. In addition, the gifted students were rated significantly lower on several clinical scales/clusters, including Anxiety, Depression, Attention Deficit, Learning Disability, Autistic Spectrum, Mental Retardation, as well as the total scale score. The results indicated that gifted and talented students displayed overall better behavioral adjustment than their regular education peers and that the CAB may be useful as part of the identification process for gifted and talented students.

Keywords

psychosocial adjustment gifted identification behavioral assessment

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Behavioral Identification and Assessment of Gifted and Talented Students

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