The Academic Behaviors and Skills of College Students (ABS-C) Scale is a measure that assesses in- and out-of-classroom behaviors and skills that may be affecting current academic standing. The measure inquires for self-perceptions of why college students may be having difficulty in courses. The ABS-C Scale demonstrates promising utility as a single instrument that encompasses a variety of specific academic behaviors and skills. The 42-item scale includes six subscales that measure academic preparedness, time management, study skills, academic outcomes, assistance seeking, and classroom engagement. The ABS-C Scale can be easily and quickly administered via an online-based survey. The present study evaluated and provided further evidence for the psychometric properties of the ABS-C Scale. The findings provided evidence of reliability and validity by means of internal consistency, factorial validity (confirmatory factor analysis), and discriminant validity (group differences among those with ADHD, SLD, or no diagnosis). The ABS-C Scale has the potential to inform preventive measures and interventions that could increase achievement and be targeted to identify the academic needs of those with learning difficulties. This scale could be used to evaluate the effectiveness of programs designed to teach or remediate the use of effective academic competencies, as well as the efficacy of research efforts investigating these factors. In working with students with disabilities, this measure could also be useful in allowing practitioners to identify specific academic behaviors and skills that need remediation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]