ADAPTIVE BEHAVIOR ASSESSMENT SCALE (ABAS-II)

what is ABAS?

The adaptive behavior assessment system (ABAS-II) provides a comprehensive norm-referenced assessment of adaptive skills for individual’s age birth to 89 years. The ABAS-II can be used to assess an individual’s adaptive skills for assessment and diagnosis and classification of disabilities and disorders, identification of strengths and limitations, and to document and monitor an individual’s progress over time. The ABAS-II measures ranges of adaptive skills according to American Association on Mental Retardation (AMAR) and Diagnostic and Statistical Manual of Mental Disorders- Fourth Edition (DSM-IV). It is a complete assessment tool to measure multiple respondents, evaluating functioning across multiple settings and to assessment of daily functioning’s of an individual.

The basic components of ABAS-II include the manual and five rating forms. Relevant respondents of the person being evaluated can rate these forms. Respondents can be parents, teachers, family members, day care staff, supervisors, counselors, care providers or any significant others. An adult can be rated by others and self-administration can be possible. The rating forms can be completed by the individual himself and can be read by the administrator out loud who has limited reading skills. The scoring requires approximately 20 minutes to complete and 5-10 minutes to hand-score. Computer scoring software is also available.

Note:

The ABAS-II is a multifunctional tool and can be used for several purposes. The obtained information through assessment can be used for the comprehensive and diagnostic assessment of individuals who may have difficulties in daily adaptive skills and functioning difficulties with the reference to the people of same age. It can be used along with other diagnostic tools. For the purpose of assessment it is necessary for the assessment to meet the national, international and state, social security and Medicaid requirements. ABAS-II can be used for the assessment of variety of disorders like intellectual disabilities, developmental delays, learning and emotional disorders, and dementias. This type of information is also necessary to develop and meet the intervention or treatment goals.

The five rating forms were developed during 8 years of research. Data collected during pilot and national tryout phases were analyzed to select items for the national standardization editions. For the process of standardization the forms of parent and primary care giver from birth to age 5 years comprised of 2100 individuals and the parent, teacher and adult forms together include 5270 individuals. The standardization sample was representative of US population. The normative data help clinician in comparing individual’s adaptive skills and skills of people of that age. The ABAS-II has also validity data for special populations like developmental delay, intellectual disability etc.

Nature of Adaptive Skills

The ABAS-II is based on three types of information

1.      Concept of adaptive behavior promoted by AAMR

2.      Legal and professional standards for special population

3.      Research investigating for diagnosis, classification and intervention for special population

All these three information systems suggested that every individual require range of skills in order to meet the daily demands and expectation of everyday life. Examples of adaptive skills are related to daily living like eating, dressing, expressing needs, taking care of personal things, making purchases, interacting with others, following a schedule, communicating with others, practicing safety, managing money and holding a job.

The ABAS-II is designed to evaluate whether an individual can perform his daily tasks without assistance of others.  Adaptive skills as measured by ABAS-II are defined as those practical, everyday skills required to function and meet the environmental demands, including effectively and independently taking care of oneself and interacting with other people. According to AAMR (1992) and DSM-IV TR defined the adaptive skills as

§  Communication

§  Community use

§  Functional academics

§  Home and school living

§  Health an d safety

§  Leisure

§  Self-care

§  Self-direction

§  Social

§  Work

These all categories has three main adaptive domains

1)      Conceptual (communication, academic skills)

2)      Social (interpersonal social competence skills)

3)      Practical (independent an daily living skills)

Focus and Content of the Rating Forms

The five rating forms provide for the measurement of adaptive skills of individuals through 89 years of age and across multiple environmental settings including home, preschool, school, daycare, community and work. Some adaptive skills are only observable in certain settings and by some respondents. Therefore, separate rating forms are necessary to assess the adaptive skills most relevant for the specific setting and respondent. Each rating form is completed by the respondent individually and can be read to the respondent if he or she don’t have reading abilities. A respondent completes the form by reading the instructions and responding to each item The rating scale for the items ranges from always, sometimes to never. There is also an option of less opportunity due to limited observation. An individual can be assessed by using a single rating form and usage of multiple rating forms is recommended for the comprehensive assessment.

Parent Primary Caregiver Form (Ages 0-5)

This is a comprehensive diagnostic measurement of the adaptive skills that have primary relevance for the functioning of infants, toddler and preschooler in the home and other settings and can be completed by parents or other primary care providers. It includes 241 items with 22 to 27 items per skill area.

Parent Form (Ages 5-21)

This rating form has primary relevance in for children’s functioning in the home and community and can be completed by parents or other care providers. The parent form is used for the children in grades Kindergarten (K) through 12 or ages 5-21 years. This form can be used for students studying in special education schools. There are 232 items in this form and 21 to 25 items per skill area.

Teacher/ Daycare Provider Form

This scale is primarily relevant to toddlers and preschoolers functioning in a day care center, home care, pre-school or school setting. It includes 216 items with 21 to 27 items per skill area.

Teacher Form (Ages 5-21)

It is relevant for children functioning in a school setting and can be completed by teachers and teacher aides. This form includes 193 items with 15 to 22 items per skill area.

Adult form (Ages 16-89)

It is relevant to an adult functioning in home and community settings. It can be completed by the individual being evaluated for a self-rating if his or her functioning skills are to be judged for the adequacy of providing responses to the items. Family members, supervisors or other respondents who are familiar with the individual in his or her various environments can also complete this form. It includes 239 items and 20 to 27 items per skill area.

Adaptive Skills and Intellectual Disability

Adaptive skill measurement has traditionally been associated with the study, evaluation and treatment of intellectual disability. Assessment of adaptive behavior along with assessment of intelligence has been required for classification and diagnosis of intellectual disability for many years. All the systems of mental disorders are agree on the inclusion of adaptive behavior deficits for the diagnosis of intellectual disability.

For the diagnosis of mental retardation significant limitations in adaptive behaviors should be established through the use of standardized measures normed on the general population including people with disabilities and people without disabilities. On these standardized measures significant limitation in adaptive behaviors is operationally defined as performance that is at least two standard deviations below the mean of either (a) one of the following three types of adaptive behaviors

·         Conceptual

·         Social

·         Practical

Or (b) an overall score on a standardized measure of conceptual, social and practical skills.

Use of ABAS-II with Individuals Other Than Those with Intellectual Disability

Adaptive skills are very important for all individuals. Adaptive skills should be assessed routinely for children and adults who have difficulties, disabilities or disorders that interfere with daily functioning. Adaptive skills assessment may provide important information for the diagnosis and planning of treatment or intervention for individuals with developmental delays, biological risk factors, traumatic brain injuries, Autistic disorders, ADHD, learning and behavior disorders, sensory impairments, physical disabilities or injuries, health impairments, motor impairments, emotional disorders, brain injuries, strokes, dementia, Alzheimer’s disease, substance-related disorders, psychotic disorders and multiple disabilities.

Applications of the ABAS-II

Uses of the ABAS-II include diagnostic assessment, identification of adaptive skill strengths and weaknesses, identification of service needs, program planning and monitoring, and research and evaluation. It can be used in many settings and agencies including settings that provide services for children such as public or private schools, day care programs, community agencies and medical or residential settings. It can also be used as a comprehensive part of the assessment of individuals who are being evaluated for the possible diagnosis of disabilities or problems.

Diagnosis and Classification

Disability and special education regulations as set forth by community, state, federal and international classification systems routinely require a comprehensive adaptive behavior assessment as part of the multifactor, multimethod assessment conducted for individuals with intellectual disability. The ABAS-II assists in determining diagnosis and classifications other than intellectual disability and in determining need for special programs. The assessment of adaptive skills is often required for special education or disability categories e.g. serious emotional disturbances, traumatic brain injuries, pervasive developmental disorders or other mental impairments and specific categories according to DSM-IV TR.

Identification of Strengths and Weaknesses in Adaptive Skills

The assessment through ABAS-II helps the clinician to evaluate the extent to which an individual displays the skills necessary to meet environmental demands, can take care of themselves and relate to others during daily living in critical skill areas. Determination of adaptive skill strengths and limitations is important for individuals with intellectual disability, developmental delays and disabilities or disorders.

Identifying Service Needs and Planning and Monitoring Programs

When the goal of intervention or treatment is to improve the independent daily functioning and quality of life for an individual whose adaptive skills limitations are of concern a comprehensive diagnostic assessment is essential. The ABAS-II provides an analysis of strengths and weaknesses in adaptive functioning that the professional user needs to develop appropriate intervention plan and support services for the individual. After services and programs have been implemented the ABAS-II is a useful tool for monitoring an individual’s gains in adaptive skills and in evaluating his or her responses to different environments and support services.

Research and Evaluation

The ABAS-II measures a variety of adaptive skills and encompasses a wide age range therefore it is useful for research and evaluation that describes or investigates the development and display of skills of many groups of people including individuals with disabilities, special needs, programs and services. It can be used to investigate the short and long-term effects of intervention programs and facilitates institutional research and evaluation efforts. The unique features of ABAS-II are

·         Consistency between ABAS-II, AAMR and DSM-IV TR about definition and conception of intellectual disability.

·         Up-to-date norms.

·         Ease in use, administration and scoring.

·         Availability of separate forms for different age groups.

·         Availability of separate norms for self-rating and ratings by others according to each age group.

Qualifications of Users, Confidentiality and Test Security

The professional user of the ABAS-II is responsible for selecting respondents, coordinating the completion of rating forms and scoring and interpreting the results. Test user can be an individual independently or as a team member. The test user is involved in different decisions like determine diagnosis or classification, eligibility for special needs, planning interventions, and monitoring the effectiveness of a program. An individual trained in basic principles of psychological and educational assessment and the interpretation, the strengths and limitations, the use of assessment and decision making are qualified to be professional user of ABAS-II. Test user should also follow the ethical and legal principles.

Professional user can also supervise other service providers and can give them training about administration and scoring. Protection of the individual’s rights, use of reliable and valid assessment methods, and appropriate use of assessment instruments, including the ABAS-II. The results of assessment can only be shared with the person being evaluated, his or her guardian or any individual concerned with legal information. The confidentiality and privacy of test taker or respondent is also very important to keep under consideration. Rating forms cannot be distributed without any authorization.

Administration and Scoring

The ABAS-II is east to administer and score. The respondent can complete the rating form independently or a trained service provider may administer the ABAS-II by reading items aloud. After scoring a rating form the professional user may obtain norm-referenced scores for the skill areas, adaptive domains and the GAC (i.e. total score).

General Considerations

The professional user should initially consider several factors related to administration and interpretation including selection of respondents, establishing rapport, use of service providers for administering and scoring and general issues in using behavior rating scales.

Selecting Respondents

The ABAS-II was designed to be completed by various respondents who have knowledge about the daily adaptive skills of an individual who have extended and frequent opportunities to observe the individual’s skills and responses to environmental demands. For all forms respondents generally should have frequent contact with respondents, contact of long duration, recent contact, and opportunities to observe the variety of skills measured by the ABAS-II.

For parent and primary caregiver form the respondent can be parents, grandparents, care providers, aunts or uncles, adult siblings, and foster parents.

For teacher and daycare provider form the respondents may include teachers, daycare providers, nurses, other personnel of daycares, schools, hospitals, community programs for toddler and young children. 

For teacher form respondents may include teachers, teacher’s aides, other school professionals or paraprofessionals.

For adult form respondents may include family members, counselors, and professional caregivers in residential or non-residential facilities, work supervisors, aides, or other individuals in home or community settings.

Rapport and Communication with Respondents

Establishing and maintaining a rapport and communication with respondents is essential for obtaining valid results. Establishing a good rapport fulfills many purposes in the process of assessment.

Purpose of the overall assessment

Individuals who are rated with the ABAS-II are participating in a comprehensive assessment process to identify or diagnose a problem or disability and to plan special services programs. Explain the purpose of the overall assessment process to the respondent and answer his or her questions.

Reason for administering

Explain to the respondent the reason for administering the ABAS-II as part of the overall assessment.

Expectations for respondent

Ask the respondent questions designed to determine if he or she understands the directions and has knowledge and skills to rate the items appropriately. If the respondent does not have the necessary familiarity with individual the user should select one or more other respondents.

Explaining the instructions

Provide a brief description of the items and instructions for completing rating form and responding to relevant rating form.

Answering respondent’s questions

Users may answer a respondent’s questions before during and after completion of rating form. Some questions may relate to the instructions for completing the rating forms, other questions may relate to the individuals problems or to services available for the individual and his or her family.

Completion of rating form off the site

Although it is preferable for the rating form to be completed in a controlled setting such as clinic, school, or agency office, some circumstances may require that the respondent complete the rating form off-site.

Multiple Respondents

Whenever possible professional users should obtain ratings form multiple respondents. Using multiple sources of information about an individual improves the validity of the assessment and can provide information about the individual’s skills in a variety of settings and in response to various environmental demands. Use of multiple respondents can provide information about the degree of consistency of an individual’s adaptive skills across settings in response to different environmental demands and from the unique perspectives of different respondents.

General Issues in Rating Scale Assessment

The rating scale approach has many advantages for assessing adaptive skills: it provides for a comprehensive assessment of numerous adaptive skills, it involves relevant respondents in the assessment process, it obtain information from multiple perspectives and sources of information and it focuses on adaptive skills occurring in naturalistic settings. Another assessment technique, direct testing of an individual’s abilities, is used for the evaluation of traits such as intelligence and academic ability. However, direct testing of adaptive skills would result in a measure of the individual’s abilities in a structured test environment only and unlike a rating scale would not provide information about the individual’s actual behaviors in home, school, community or work setting. A rating scale approach is considered to be the most valid, practical and efficient technique for assessing adaptive skills. Gersham and Elliot (1990) provide an excellent summary of important issues regarding the administration, scoring and interpretation of rating scales.

Administration Guidelines

Materials and Settings

Administration require the relevant rating form and a pencil with an eraser. Provide the respondent with a chair and table. The respondent should complete the rating form in an environment as free from distractions as possible.

Completing the demographic section of the rating form

The demographic section located on the first page of the rating form provides important information about the individual being evaluated and about the respondent. This section can be completed by the respondent or by professional user. The professional user should verify the accuracy of the individual’s date of birth and the current date.

Checking the Completed Rating Form

Following completion of the rating form by the respondent the professional user should immediately check the form to determine that a rating was recorded for each item. If a respondent failed to record a rating for an item, the user should ask the respondent to provide a rating. All items in each appropriate skill area must be completed to compute the raw scores for the skill areas and to obtain normative scores. If a respondent indicates that he or she is uncertain about how to rate an item, tell the respondent to estimate or guess, and to place a check to indicate that he or she guessed on item. Reassure respondents that guessing is appropriate and that many respondents guess about the ratings of a few items. If a respondent refuses to provide a rating even after encouragement leave the rating blank and score item 0 when scores are computed for the skill areas. Although not preferred one or two items with no ratings per skill area may be allowed.

Administration by Reading the Items to Respondents

Items on all rating forms require at least 5^th grade reading level. This is appropriate for the majority of respondents. However, if a respondent does not have the skill to read the items independently read each item to the respondent and ask him or her to respond verbally. At first respondents are asked to complete the demographic section and then reading and explaining the directions to the respondent. Verbatim of each item is read by the test user to the respondent and he or she is asked to rate the accurate response.

Scoring

The process of scoring involved basic nine steps.

1.      Check the guessing factor

2.      Add the item scores for each skill area to obtain the raw score

3.      Transfer the skill area raw scores to the summary page

4.      Obtain scaled scores for the skill areas

5.      Obtain the standard scores for the GAC and adaptive domains

6.      Plot profiles of scores (Optional)

7.      Identify skill area strengths and weaknesses (Optional)

8.      Compare adaptive domain composite scores (Optional)

9.      Obtain the test-age equivalents of skill area raw scores (Optional)

Interpretations and Interventions

The ABAS-II measures skills that are important to everyday life. The need to communicate, display suitable social and academic skills, function effectively at home and in the community, engage in leisure and work and care for individual health and safety needs begin early in life and remains important until death.

Most individuals have sufficient adaptive skills necessary to function independently. Some individuals have one or more deficits that interfere with daily functions. Deficits in adaptive skills are often apparent in individuals with specific medical and psychological problems.

Description of Scores

Normative scores are provided for skill areas, adaptive domains and GAC. Scaled scores are derived from the raw scores of each of the skill areas. These scaled scores are used to derive standard scores for the adaptive domain scores and the GAC. The conversion of raw scores into normative scores enables users to interpret scores within the ABAS-II, and between the ABAS-II and other measures. Scaled scores of skill areas and composite scores of three adaptive domains and the GAC are age-corrected standard scores that enable the users to compare each individual’s adaptive skill with other individuals in the same age group.

The GAC is derived from the sum of scaled scores from seven, nine or ten skill areas depending on the age of the individual and the type of rating form. The conceptual domain score is derived from the sum of scaled scores from the communication, functional academics and self-direction skill areas. The social domain score is derived from the sum of scaled scores from the social and leisure skill areas. The practical domain score is derived from the sum of scaled scores from self-care, home/skill living, community use, health and safety and work areas.

Distribution of the Skill area Scaled Scores

The distribution of scaled scores of each of the skill areas has a mean of 10 and a standard deviation of 3.

Distribution of the Adaptive Domain and GAC Standard Scores

The distribution of scores of the three adaptive domains and the GAC has a mean of 100 and a standard deviation of 15. Standard scores provide the most accurate description of test data.

Percentile Ranks

Age-based percentile ranks are provided for the adaptive domains and GAC. Percentile ranks indicate an individual’s standing relative to the individuals of the same age. Percentile ranks reflect points on a scale below which a given percentage of scores fall based on the standardization sample.

Test age Equivalents

Test-age equivalents represent the average age in years and months at which a given raw score is typical.

Descriptive Classifications

GAC/ Domain Composite Scores	Percentiles	Classification
130 or more	≥ 98	Very Superior
120-129	91-97	Superior
110-119	75-90	Above Average
90-109	25-74	Average
80-89	9-24	Below Average
71-79	3-8	Borderline
70 or Less	≤ 2	Extremely Low

Skill Area Scaled Scores	Classification
15 or more	Superior
13-14	Above Average
8-12	Average
6-7	Below Average
4-5	Borderline
3 or less	Extremely Low

Interpretation of Scores

Interpretations of ABAS-II data are based on information about an individual’s general adaptive skills such as represented in the GAC scores, composite scores from the three adaptive domains and scores from each of the skill areas. To interpret the results some basic considerations are important to be follower carefully by the test user

·         Verify the administration and scoring rating forms

·         Answer respondent’s questions

·         Consider the effect of guessing

·         Review the accuracy of data

·         Resolve conflicting data

·         Consider information from additional sources

Interpreting the GAC

The GAC represents a comprehensive and global estimate of an individual’s adaptive functioning. The GAC describes the degree to which an individual’s adaptive skills generally compare to the adaptive skills of other individuals within the same age group. It is based on the information obtained from all relevant skill areas.

Examining Scatter

Determine the level of score variability by examining skill area scaled scores. Variability is evident in scores range from high to low. Profiles that have similar scores indicate considerable consistency of an individual’s adaptive skills. If the scores do not differ significantly the GAC and adaptive domain scores are likely to summarize an individual’s adaptive behavior accurately and a strengths and weaknesses analysis at the skill area level will not be meaningful.

Use of ABAS-II Scores within a Comprehensive Assessment

Review other assessments, background information and personal qualities

            Information about additional assessments results, background information and personal qualities enhance the understanding of an individual’s adaptive skills. For example, knowledge of an individual’s family, schooling, work history, intelligence, achievement, temperament, and personality can help a user develop a broad understanding of the individual’s level of functioning.

Understanding the nature and needs of an individual’s environment

            Information about the nature of an individual’s environment allows users to understand the context within which an individual’s adaptive skills were developed. Professional users should incorporate information provided by the ABAS-II and other evaluative information with the current and forthcoming needs of the individual.

Avoid relying solely on ABAS-II profiles to diagnose

Professional users are encouraged to use profile analysis for clinical interpretation and for the generation of the hypothesis. A single assessment tool never should be used to develop a diagnosis or determine a placement for a child or adult.

Utilize ABAS-II Information for Planning Interventions

            The ABAS-II provides important information to the diagnosis of intellectual disability as well as other mental, physical, social and emotional difficulties. Professional users employ the ABAS-II to enhance program planning and monitoring. Information from ratings on specific items and scores from skill areas, adaptive domains, and the GAC may be used to support the diagnosis, assist in the decision making and serve as a benchmark for later evaluations.

ABAS-II items in program planning

            Item-level data can provide a basis for developing interventions. Each item identifies an important life skill. For example, individuals unable to state or write their home address should be taught these skills and encouraged to practice them.

Skill area in program planning

            Evaluate information from each of the skill areas for program planning. Identify strengths and weaknesses and the skill areas in which further development is most important.

Adaptive domains in program planning

            Knowledge of the development of conceptual, social and practical skills may assist in program planning. When appropriate adaptive domains may be used to conceptualize a general area of strength or limitation within an individual’s profile and to guide program planning to meet personal needs and environmental expectations.

Guidelines for Program Planning and Monitoring

Step 1: Identify skill levels needed for an individual’s current environment or the environment into which the individual is moving

Step 2: Identify current areas of strengths and weaknesses relative to the environmental requirements

Step 3: Identify and prioritize intervention objectives based on discrepancies between environmental needs and personal attainment

Step 4: Implement interventions to achieve specific objectives

Step 5: Monitor the implementation and effectiveness of the interventions

Reliability

The reliability data suggest that the scaled scores for the skill areas as well as the adaptive domain and GAC scores reflect a high degree of internal consistency in the items and the ABAS-II is equally reliable for assessing individuals with different levels of adaptive functioning or individuals with different clinical diagnosis.

            The reliability coefficients for the GAC were consistent across the six standardization sample, average reliability coefficients ranged from .97 to .99. Average reliability coefficients for the adaptive domains ranged from .91-.98. Average reliability coefficients for the skill area ranged from .80-.98.

Validity

            The various forms of evidence that are relevant to the validity of ABAS-II are as follows:

Test content. The theory and constructs of the ABAS-II are derived from the AAMR’S (1992) premise that ten skills are important to successful and independent functioning. The items in the each of the skill area reflect the importance of adaptive skills in the lives of individuals who differ by age, gender, race, social status and other demographic qualities. Item pool was analyzed by experts of developmental psychology, education, developmental disability and other related fields. Item selection and data collection were followed by standardized procedures.

Response process. The ABAS-II uses a four-point response option which allows the individuals to indicate either the presence or absence of the skills and frequency of their display. The feedback of the respondents was also taken about ease of the test. The use of different respondents across home, school, work and other settings and the use of multiple sources of information is an important principle to the comprehensive assessment.

Internal structure. The AAMR and DSM-IV TR provided the internal theoretical structure of the ABAS-II by defining adaptive skill areas, domains of conceptual, social and practical adaptive functioning, and overall adaptive behavior important in the assessment of individuals with intellectual disability.

Age group differences. ABAS-II items are sensitive to age differences. Differences on the various items can be translated into the age differences on each of the skill areas.

 (Assignment send to us by AAbla)