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Copy of ABAS-II
Transcript of Copy of ABAS-II
Retired professor at FU
Worked in over 50 countries
Authored or co-authored 10 standardized test & assisted on 6
Served as the president of The International School Psychology Association
Board certified in neuropsychological & school psychology
High degree of internal consistency
Adaptive skills have some relation but are independent
General adaptive composite score (GAC) has an internal consistency of .98 to .99
The GAC for the different forms correlate near or above .90 for the different forms.
Reliably predicts individual adjustment to real life situations.
Patti L. Harrison
Professor and coordinator of school psychology at The University of Alabama
2012 National Association of School Psychologist lifetime achievement award
Author or co-author of 5 standardized test
Served as president for The Society for the Study of School Psychology &
Alabama Association of School Psychologists
Adaptive Behavior Assessment System. (2003). In Pearson Assessments. Retrieved from http://www.ecasd.k12.wi.us/student_services/assessments/ABAS-II.pdf
Harrison, P. L., & Oakland, T. (2003). Adaptive Behavior Assessment System–Second Edition. San Antonio, TX: The Psychological Corporation.
Rust, J. O. (2004). Test Review. Journal of Psychoeducational Assessment, 367-373.
The purpose of the ABAS is to find out if the person being assessed is exhibiting the proper behaviors to appropriately adjust through out their days events.
Purpose of ABAS
Takes into account 10 adaptive skills
Covered under three domains
191 to 242 items on assessment
Choice if scorer is guessing
Revised 3 years after the original
The American Association of Mental Retardation (AAMR)
Incorporates the 10 adaptive skills in the DSM-IV-TR
Covers an individual through out their life
Used in schools for diagnosis of mental retardation, screening, and placement.
The ABAS standardized sample that was take from the 1999 and 2000 U.S. Census and 20 clinical samples
.55-.78 correlation between the ten adaptive skills and their respective domains
.78-.93 correlation between domains and GAC
.70-.84 correlation between the ABAS-II GAC & Adaptive Behavior composite
.80 correlation between the ABAS-II GAC and The SIB-R.
The ABAS-II has direct instructions and is uncomplicated.
Assessment kit comes with a manual & protocol forms
Kit eliminates manual scoring, and comes with examinations of an individuals strengths and weaknesses.
Not cost effective
ABAS-II can help place students in the appropriate environment
Teachers will be able to understand students attributes and work on strengthening
Counselors can work on individual skills
No information regarding the ten adaptive skills or the composite score to be tested on a control group.