Using Exploratory and Confirmatory Factor Analysis to Measure Construct Validity of the Traits, Aptitudes, and Behaviors Scale (TABS)

This study evaluated the construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Data for this study were collected from two separate school districts across three different academic years in the Southeastern United States. Of the total sample (N = 2,330), 64.6% of the children were identified as African American, 29.0% as Caucasian, and 6.4% had no or other racial category specified. A two-step process was used to assess evidence of construct validity in the TABS. The first step was to identify an optimal factor structure using exploratory factor analysis (EFA) techniques. The second step was to confirm the structure using confirmatory factor analysis (CFA) methods. Results point to a one-factor solution as the optimal factor structure for the TABS EFA sample; however, CFA showed mixed results for model fit. Despite these limitations, results of this study suggest that the TABS might help reduce teacher bias during the referral/nomination process of gifted children. Although the TABS factor structure suggests that it measures a single construct of giftedness, additional studies need to be conducted to confirm these findings.