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ABAS II: Adaptive Behavior Assessment System

A Presentation by Damien Holloway and Joanne Morgan
by

Joanne Morgan

on 3 October 2013

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Transcript of ABAS II: Adaptive Behavior Assessment System

ABAS II: Adaptive Behavior Assessment System
ABAS II: What is it?
Adaptive Behavior Assessment System (second edition)
Patti L. Harrison & Thomas Oakland
Published in 2003 (revision of the 2000 version)
Assess adaptive behavior skills of individuals from birth to 89 years
What are
adaptive behavior skills?
Conceptual, social & practical skills individuals have learned and use in their daily lives
Why test adaptive behavior?
Assess individuals with intellectual disabilities, learning difficulties, ADD/ADHD or other exceptionalities
Determine how an individual is responding to daily demands
Identify individuals' strengths and limitations
Develop interventions and training goals
Monitor performance over time
Determine eligibility for services
How does it work?
Is the test
technically adequate?
Administered by a clinician
15 - 20 minutes
Forms completed by guardians, teachers and/or client (depending on age and ability of individual)
Respondents rate behavior skills using a 4-point Likert-type scale
http://www.pearsonassessments.com/NR/rdonlyres/98A1CF98-2AD1-4946-9D15-D5D88E95A16E/0/80099_ABASII_Sample_Report_f_Hr2.pdf
Social Domain
Leisure
Social
Practical Domain
Community Use
Health & Safety
Home Living
Self-Care
Work
Conceptual Domain
Communication
Functional Academics
Self-Direction
Standardization
Normed and standardized based on a representative sample of the English‐speaking U.S. population ages 0 – 89
Infant‐preschool norms consisted of 750-teacher/daycare provider and 1,350 parent/primary caregiver completed forms.
School‐age norms consisted of 1,690 teacher and 1,670 parent-completed forms.
Adult norms consisted of 990 self-report and 920 rated by others completed forms.
The sample was stratified by sex, race/ethnicity, geographic region, clinical cases, and education level.
The administration procedures are generally simple and well-defined.
Validity
"Theoretically sound.." (Spies & Plake, 2005)
Age group differences
Construct & convergent validity
Concurrent validity (VABS-CE, BASC, WISC, etc.)
Sensitivity and Specificity
NOTED WEAKNESS: more than one form appropriate for individuals 5 & 16-21 years old
Reliability
Four reliability measures used to evaluate the test:
internal consistency
test-retest reliability
inter-rater reliability
cross-form reliability
All measures found to be adequate
http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8004-507
Advantages
Quick and comprehensive scoring/assessment
Follows AAMR recommendations
Scores for 10 skill areas as specified by the DSM-IV-TR
Does not require parent or teacher interview
Broader coverage of children
Correlates with Wechsler Scales of Intelligence
Scoring assistant software allows examiners to track progress over time
Test can be administered multiple times
Intervention planning software very helpful
Disadvantages
Normative sample of school-age children with disabilities is an under-representation of actual population
Normative sample acquired in the U.S., so the tool might not be completely reliable for use in Newfoundland
Possible bias exist for population sub-groups based on gender, culture, ethnicity, or language
No parent interview
Data collection (before 16 years old) via third-party observation
Overlapping forms for some age groups yet no instruction on how to chose which form takes precedence
Separate scores reported for each skill area & each domain
A general adaptive composite (GAC) score also provided
Adaptive skills classifications include:
extremely low
borderline
below average
average
above average
superior
very superior
Full transcript