The CAB is an objective, comprehensive, and highly reliable behavior rating scale that is closely aligned with current diagnostic criteria found in the DSM-IV-TR™ and IDEA.

Features and benefits

• Assists in the identification of children and adolescents across a wide age range who are in need of behavioral, educational, or psychiatric treatment or intervention.
• Assesses behaviors that reflect current societal concerns and issues about youth and their behavior (e.g., bullying, aggression, executive function, gifted and talented).
• A balanced theoretical framework of both competence-based qualities and problem-based concerns makes the CAB useful for evaluating adaptive strengths and clinical risks.
• IDEA requires that emotional disturbance, an educationally related disorder, be differentiated from social maladjustment; two CAB scales, Emotional Disturbance and Social Maladjustment, can be used to help differentiate these conditions. The Professional Manual addresses these scales with a case example, discussion of interpretation, and, to further differentiate ED and SM, discrepancy score tables for each of the CAB forms.

Test structure

• Three separate rating forms (Parent Extended [CAB-PX], Parent, and Teacher) contain corresponding items, allowing parents and teachers to contribute equally to the evaluation of target behaviors.
• Requires an eighth-grade reading level for completion.
• Included with the introductory kit, the CAB-SP calculates raw scores, T scores, and percentiles for all scales and clusters after hand-entry of item responses. The software generates unlimited complete Score Reports and profiles for all CAB forms.

Technical information

• Normative data include 2,114 parent ratings and 1,689 teacher ratings.
• Scale and cluster internal consistency necessary coefficients are .88 and higher across the three CAB forms.
• Test-retest reliability coefficients across the three CAB forms ranged from .77 to .95.
• Scales and clusters on all CAB forms demonstrate good evidence of validity based on test content; factor analytic studies; convergent and discriminant evidence; and concurrent validity studies across various clinical groups, including conduct/disruptive behavioral disorders, cognitive dysfunction, and ADD/ADHD.