Zoom Out
Zoom In


Screen student behavior in six areas associated with successful school performance.

31221 Universal Multidimensional Abilities Scales (UMAS) Kit DISC
31221R UMAS Record Booklets, Pk/25 DISCONTINUED


Screen student behavior in six areas associated with successful school performance.R. Steve McCallum and Bruce A. Bracken

  • Age Range: 5.0 through 17.11 years
  • Time: 15 minutes
  • Restricted Use: Level B- requires that the user has completed graduate-level courses in tests and measurement at a university or has received equivalent documented training.

The UMAS are rating scales to screen student behavior in:

  • Cognition 
  • Creativity 
  • Leadership
  • Literacy 
  • Mathematics 
  • Science

Elevated performance in these areas will characterize students who may be gifted and/or talented, while limited performance identifies those with cognitive and academic limitations, such as intellectual or learning disabilities. Each of the six UMAS subscales can be interpreted independently, or combined into a total scores, the General Aptitude Index (GAI).

Psychologists, diagnosticians, special educators and other professionals can use the UMAS to:

  • Support a referral for diagnostic assessment, supportive services or special placements
  • Support a comprehensive evaluation of intelligence, adaptive behavior and creativity
  • Help plan interventions by revealing problematic behaviors or skills lacking
  • Investigate intelligence, adaptive behavior and creativity

UMAS was developed to provide the fairest assessment possible. Raters focused on the six areas assessed, rather than on the sophistication of the spoken language. They also considered the school, community and peer standards when rating individual students.

The UMAS normative sample is composed of 2,492 students, ages 5.0 through 17.11, residing in 22 states.  The sample is demographically representative of the U.S. Census projections for 2011. 

Reliability and Validity
Internal consistence (content sampling) reliability coefficients exceed .97 for all subscales and is .99 for the GAI. Test-retest (time sampling) coefficient for the subscales range from .84 ti .96, and for the GAI is .96.  Correlations of the GAI with measures of giftedness and achievement are large, or very large, in magnitude.  Binary classification studies indicate the UMAS is able to accurately identify students with low cognitive ability (i.e., sensitivity=.83, specificity=.97, ROC/AUC=.99, cut score=70, low false-positives) and high cognitive ability (i.e., sensitivity=.75, specificity=1.0. ROC/AUC=.98, cut score=115, no false positives).