Title: Adaptive Behavior and Skills: Professional Standards, Assessment, and Uses
1Adaptive Behavior and Skills Professional
Standards, Assessment, and Uses
2Conceptual Foundations of Adaptive Skills
Assessment
3Adaptive skills assessment has been important in
a data-based, decision-making model of
psychological, educational, social, and
rehabilitative services. A data-based,
decision-making model is applicable for
- assessing daily functional adaptive skills
- identifying deficits or problems in adaptive
skills - designing and implementing interventions for
increasing adaptive skills - monitoring the effectiveness of adaptive skill
interventions
4An emphasis on adaptive skills, not merely the
more general concept of adaptive behavior, is
needed to better promote functional development.
5Adaptive skills comprise everyday competence.
- Adaptive skills are defined as practical,
everyday skills needed to function and meet the
demands of one's environment, including the
skills necessary to effectively and independently
take care of oneself and to interact with other
people.
6Professional Standards Governing Adaptive
Assessment
7Adaptive skills have been closely tied to mental
retardation.
- Deficits in adaptive skills, in addition to
subaverage intelligence, have been included as
part of definitions of mental retardation by the
AAMR, DSMIV, and IDEA.
8The 1992 definition of mental retardation from
the AAMR placed greater emphasis on adaptive
skills than previous AAMR definitions
- Mental retardation refers to substantial
limitations in present functioning. It is
characterized by significantly subaverage
intellectual functioning, existing concurrently
with related limitations in two or more of the
following applicable adaptive skill areas
communication, self-care, home living, social
skills, community use, self-direction, health and
safety, functional academics, leisure, and work.
Mental retardation manifests before age 18
(AAMR, 1992, p. 5).
9Mental retardation is a disability characterized
by significant limitations both in intellectual
functioning and in adaptive behavior as expressed
in conceptual, social, and practical adaptive
skills. This disability originates before age 18.
Mental Retardation is a disability characterized
by significant limitations both in intellectual
functioning and in adaptive behavior as expressed
in conceptual, social, and practical adaptive
skills. This disability originates before age 18.
10Implications of AAMRs 2002 definition of mental
retardation
11Limitations in present functioning must be
considered within the context of community
environments, including schools and homes,
typical of the individuals age peers and
culture.
12Within an individual, limitations often coexist
with strengths (i.e., studies that examine a
persons pattern of scores is likely to reveal a
persons relative strengths).
13A persons personal life functioning generally
will improve with appropriate personalized
education and support provided over a sustained
time period.
14Adaptive Behavior is important to Current
Neuropsychological Approaches
- lesion guessing game is over due to neuroimaging
methods - new focus the impact of cerebral dysfunction on
executive and adaptive skills
15Although adaptive skills traditionally have been
associated with mental retardation, adaptive
skills are important for all individuals,
including individuals with disabilities or with
other mental, physical, and social difficulties.
16 Adaptive skills should be assessed routinely for
individuals who have difficulties that could
interfere with daily functioning.
17For example, individuals with the following
difficulties may haveproblems with daily
functioning. Adaptive skills assessment may
provide important information for diagnosis and
in planning treatment or other interventions
- developmental delays
- social-emotional disorders
- attention disorders
- behavior disorders
- brain disorders and injuries
- sensory or motor impairment
- learning disorders and disabilities
18Adaptive Behavior Assessment
19Adaptive skill measures should assess a
comprehensive range of skills. AAMR identifies 10
adaptive skill areas. The ABAS-II assesses these
10 plus motor development.
20Communication
- Speech, language, and listening skills needed for
communication with other people, including
vocabulary, responding to questions, conversation
skills, etc.
21Community Use
- Skills needed for functioning in the community,
including use of community resources, shopping
skills, getting around in the community, etc.
22Functional Academics
- Basic reading, writing, mathematics, and other
academic skills needed for daily, independent
functioning, including telling time, measurement,
writing notes and letters, etc.
23Home Living
- Skills needed for basic care of a home or living
setting, including cleaning, straightening,
property maintenance and repairs, food
preparation, performing chores, etc.
24Health and Safety
- Skills needed for protection of health and to
respond to illness and injury, including
following safety rules, using medicines, showing
caution, etc.
25Leisure
- Skills needed for engaging in and planning
leisure and recreational activities, including
playing with others, engaging in recreation at
home, following rules in games, etc.
26Self-Care
- Skills needed for personal care including eating,
dressing, bathing, toileting, grooming, hygiene,
etc.
27Self-Direction
- Skills needed for independence, responsibility,
and self-control, including starting and
completing tasks, keeping a schedule, following
time limits, following directions, making
choices, etc.
28Social
- Skills needed to interact socially and get along
with other people, including having friends,
showing and recognizing emotions, assisting
others, and using manners.
29Work
- Skills needed for successful functioning and
holding a part-time or full-time job in a work
setting, including completing work tasks, working
with supervisors, and following a work schedule.
30Motor Skills Fine and Gross Motor Development is
included in the ABASII for children ages 05
31The Conceptual skill domain includes Communicat
ion Functional Academics Self-Direction The
Social skill domain includes Social Skills
Leisure The Practical skill domain includes
Self-care Home/School Living
Community Use Health and Safety Work
32Motor skill scores contribute to the General
Adaptive Composite but not to the adaptive
domains.
33Thus, one can utilize data from each of the 10
adaptive skill areas, three adaptive skill
domains (i.e., Conceptual, Social, and Practical
skills ) and the General Adaptive Composite (GAC).
34Assessment within a data-based, decision-making
model
35Assessment within a data-based, decision-making
model attempts to link assessment with
interventions and other needed services.The use
of assessment to diagnose is not sufficient.
36Traditional and currenttrends in assessment
- Assumptions about behavior
- Traditional Behavior is stable.
- Current Behavior is dynamic.
- Assumptions about focus of assessment
- Traditional Past and present
- Current Present and future
37Assumptions about theassessment process
- TRADITIONAL
- Use paper/pencil
- Test simulated outcomes
- Judge attainment in light of behavioral
objectives - Emphasize summative evaluation
- CURRENT
- Use multi-sources, methods, and traits displayed
in multiple settings - Test authentic outcomes
- Judge attainment in light of developmental
outcomes - Emphasize formative evaluation
38Comprehensive assessment within a data-based,
decision-making model includes
- Multiple domains
- Multiple environments
- Across time
- Multiple methods
- Multiple sources of information
39The use of rating scales is just one method of
assessment within a data-based, decision-making
model.
40Rating Scale Advantages
- allow for a comprehensive assessment of a large
number of adaptive skills - involve important informants in the assessment
process. - obtain information from multiple perspectives and
multiple sources of information. - focus on adaptive skills occurring in
naturalistic settings. - provide information about what a client actually
does and how often he or she does it when needed
at home, school, community, and work settings - considered to be one of the most valid,
practical, and efficient techniques for assessing
adaptive skills.
41Rating Scale Limitations
- Ratings for individual items reflect a summary of
the relative frequency, rather than exact
frequency, of the clients skills. - Ratings reflect respondents standards for skills
that may differ from respondent to respondent and
setting to setting. - Thus, use of multiple respondents assists in
providing information from different
perspectives. - Respondents ratings may be influenced by
characteristics of the client (e.g., appearance,
ability, background) other than the trait being
assessed. - Ratings reflect the respondents perceptions and
honesty in communicating these perceptions.
42Selection ofAdaptive Behavior Scales
- There are a number of adaptive behavior scales
with good psychometric and clinical properties. - For each individual client, professionals should
select the instrument(s) in light of a clients
characteristics and purposes of assessment.
43Overview of the Adaptive Behavior Assessment
SystemII (ABASII)
44ABASII is based on three sources of information
- A conception of adaptive skills promoted for many
years by the American Association on Mental
Retardation (1992, 2002) - Legal and professional standards applicable to a
number of special education and disability
classification systems, such as state special
education regulations, IDEA (Department of
Education,1997), and DSMIVTR (2000) - Research investigating diagnosis and intervention
for people with various disabilities.
The three sources of information are uniform in
their conclusion that every person requires a
repertoire of skills in order to meet the daily
demands and expectations of his or her
environment.
45General Description
- Assesses the 10 areas of adaptive skills
specified by AAMR (1992, 2002). - Measures adaptive skills in the multiple
environments in which individuals of various ages
may participate, including home, school,
community, and work settings. - Multi-informantProvides separate forms for
parents, teachers, and adults. Users of the
instrument may elect to use one or some
combination of the three rating forms, depending
on their needs of assessment.
46- Norms for ages 089 were established using large
standardization samples stratified according to
1999 and 2000 census data. - Each form is designed in a checklist format that
can be completed by a teacher/daycare worker,
parent, or adult. - The ABASII can be completed in about 1520
minutes and scored in about 5 minutes. - Separate scores are provided for each of the 10
areas of adaptive skills and three domains,
facilitating analysis of strength and weakness
across these areas. - A General Adaptive Composite also is provided.
47Applications
- To provide a comprehensive, norm-referenced
assessment of adaptive skills for diagnosis,
classification, and planning programs. - To assist in the assessment of individuals with
known or suspected difficulties in daily adaptive
skills needed to function effectively in their
environment, especially individuals with mental
retardation. - To assist in the assessment of individuals with
known or suspected disabilities in other areas,
including learning, behavior, medical,
psychological, and neuropsychological disorders. - To assist in program planning.
- To assist in research, program monitoring, and
evaluation.
48Parent/Primary Caregiver Form (Ages 05)
- The infant-preschool version of the parent form
may be completed by parents or other primary-care
providers of children ages birth to 5 years. - This form is available in Spanish.
49Parent Form (Ages 521)The school-age version
of the parent form may be completed by parents or
other primary-care providers of children in
grades kindergarten (K)12 or ages 521 years.
This form is available in Spanish.
50Teacher/Day Care Provider Form (Ages 25)The
infant-preschool version of the teacher form may
be completed by teachers, teachers aides,
daycare instructors, and other daycare or
child-care providers of children ages 25 years.
51Teacher Form (Ages 521)The school-age version
of the teacher form may be completed by teachers
or teachers aides of students in grades K12 or
ages 521 years.
52Adult Form (Ages 1689)There is one rating form
for adults ages 1689 years. It can be completed
by self or others
53The Parent, Teacher, and Adult forms are
completed independently by respondents. Items may
be read to the respondent if he or she does not
have the reading skills to complete the rating
scale independently.
54A respondent typically completes the ABAS-II by
reading the instructions and responding to each
item.
55Some adaptive skills are more important or
observable in some settings and by some
respondents more than others. Thus, the five
forms are designed to assess the adaptive
skills most relevant for the specific setting
and type of respondent.
56The ABAS-II allows you to use one or more
informants, depending on the needs for an
adaptive skills assessment.
- For a school-age child, both the Parent and
Teacher Forms may be completed to obtain ratings
from two types of important informants, parents
and teachers, about the childs daily adaptive
skills. - For a 30-year-old client, the Adult Form may be
completed by three different informants the
client himself or herself, a family member, and a
work supervisor or caregiver.
57Select respondents using the following
guidelines.
- The Parent Form should be completed by parents
and other primary care-providers. Care-providers
should be living with the child and familiar with
the daily activities. - The Teacher/Day Care Form should be completed by
teachers and other school personnel. The
respondent should be familiar with the childs
adaptive skills in a structured classroom and
school setting. - The Adult Form should be completed by informants
for adults. Informants may include family
members, supervisors, care-providers, and others
familiar with the daily activities of the client.
For higher functioning clients, the respondent
may be the client himself or herself.
58Respondents generally should have the following
qualifications
- frequent contact with the client, for example,
almost everyday - contacts of long duration, for example, several
hours for each contact - recent contact, for example, over the past 12
months - opportunities to observe the variety of skills
measured by the ABASII.
59ABAS-II Reliability
60Internal Consistency
- Reliability coefficients for the GAC are in the
high.90s for all age groups, ranging from .98 to
.99. - Average reliability coefficients of the adaptive
skill areas across age groups are typically in
the .90s, ranging from .86 to .97.
61Test-Retest Reliability
- Test-retest reliability coefficients of the GAC
are all in .90s. The mean GAC scores of the two
testing (in a 1- to 2-week period) are also very
consistent, with the mean retest scores slightly
higher. As expected, the test-retest reliability
coefficients of 10 adaptive skill areas are
slightly lower, mainly in .80s to .90s.
62Inter-Rater Reliability Teacher Form-Ratings by
Two Teachers
- Inter-rater reliability coefficients on the GAC
scores are .91 for students between ages 5 and 9,
.87 for students between ages 10 and 21, and .89
for students from all ages. The inter-rater
reliability coefficients for the adaptive skill
areas generally were in the .60 to.70s.
63Inter-Rater Reliability Parent Form-Ratings
byBoth Parents
- The inter-rater reliability coefficients on the
GAC scores are .83 to .85 for both age groups
(ages 511 and 1221) and the overall sample. The
inter-rater reliability coefficients for the
adaptive skill areas generally are in the .60s to
.70s.
64Inter-Rater Reliability Adult Form-Ratings
byTwo Adult Informants
- The inter-rater reliability coefficients on the
GAC scores are .90 without the Work Scale and .93
with the Work Scale. The inter-rater reliability
coefficients for the adaptive skill areas
generally are in the .80s. (Correlations
corrected for variability in sample).
65Cross-Form ConsistencyParent and Teacher Forms
- The correlation between the teacher and parent
rating is .70 for GAC. The average scores differ
by about 1 point. The correlation coefficients
for the adaptive skill areas generally are in the
.60s to .70s. Mean scores differ by less than 1
scaled score.
66Cross-Form ConsistencyAdult Form with
Self-Ratings and Ratings by Other Respondents
- The correlation between self-ratings and ratings
by others is .94 for the GAC (without Work Scale)
and .88 for the GAC (with Work Scale). The
average scores differ by about 1 point. The
correlation coefficients for the adaptive skill
areas generally are in the .80s. Mean scores
differ by less than 1 scaled score.
67ABASII Validity
68Age Group Differences
- All ABASII items display age differences (i.e.,
persons who are older tend to display the
behavior more frequently than those who are
younger).
69Intercorrelations amongthe adaptive skill areas
- Intercorrelations among the 10 adaptive skill
areas for the total sample generally are in the
.60s.
70Summary of Clinical Findings
- The ABAS-II can assist in validly assessing
individuals with various disabilities and
disorders. - Further research is needed with larger samples.
- Assessment of adaptive skills can provide
important information to a comprehensive
assessment. - Information on strengths and weaknesses in
adaptive skills may provide useful information
for program planning and monitoring.
71Summary of Clinical Findings
- The ABAS-II has good clinical sensitivity in
distinguishing (1) some clinical from
non-clinical groups and (2) individuals with mild
and moderate levels of mental retardation. - The mean GACs are significantly lower for
clinical groups than matched control groups. - Most clinical cases obtained GACs lt 71.
- Most clinical cases obtained adaptive skill
scaled cores lt5.
72Summary
- The ABASII provides
- current norms
- norms reflect the racial/ethnic US population
- consistency with current AAMR recommendations re
diagnosis and treatment - consistency with DSMIVTR criteria for mental
retardation - comprehensive yet rapid assessment of adaptive
skills - does not require a parent or teacher interview
73Summary
- The ABASII provides
- a guessing score
- greater coverage of infants, children, and youth
- a computer scoring system that allows score
profiles to be obtained quickly - parent and teacher forms in Spanish
- evidence of relationships with the WISCIII,
WISCIV and WPPSIIII
74ABASs Evaluation (Journal of Psychoeducational
Assessment, 21, 4, 390-396)
- The ABAS provides a truly comprehensive
assessment of adaptive skills as defined by the
AAMR and DSM/IV diagnostic criteria. - The ABAS is psychometrically and theoretically
sound and can be used with individuals with from
ages 5-89. - The standardization sample matches the most
recent 1999 census data but is limited to
English-speaking US citizens.
75Evaluation continued
- Although factor analysis and reliability data
suggest the GAC score is the best representation
of an individuals adaptive skills, information
gleaned from the scores in the 10 adaptive skill
areas can also be used to target specific areas
in which the individual may need intervention. - The content, divergent, and convergent validity
of the ABAS strongly support its use.
7616th MM Yearbook
- Developed from a sound theory and empirical
methodology - Validity data are impressive
- Authors should be commended for exploring the
usefulness of the data for intervention planning
and progress monitoring - ABAS-II data could strengthen most comprehensive
assessments