Early Identification of High-Ability Students: Clinical Assessment of Behavior

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Abstract
This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently functioning with ability test scores ≥ 120; comparisons also were made across the students' full ability range and according to their race/ethnicity. The Bracken Basic Concept Scale–Revised and the Naglieri Nonverbal Ability Test were contrasted with the CAB in terms of the proportions of culturally diverse students identified as high ability. A discernable CAB scale and cluster profile was evident for high-ability students, showing significantly better adjustment among the high-ability students as compared to the typical student from the general population. High-ability students evidenced adaptive strengths on the CAB Social Skills and Competence scales and on the Executive Function and Gifted and Talented clusters.

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