Adaptive Behavior Assessment System-II: Clinical Use and Interpretation
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Table of contents
- CONTENTSv
- PREFACExvii
- LIST OF CONTRIBUTORSxix
- SECTION I: INTRODUCTION1
- CHAPTER 1 ADAPTIVE BEHAVIORS AND SKILLS: AN INTRODUCTION3
- Some Historic Background for Adaptive Behavior and Its Use4
- 1848: The Impact of an Organic Theory of Evolution5
- 1920s: Challenges to Eugenics and Efforts to Improve Methods Used with Persons with Mental Retardati7
- Definitions of Mental Retardation and the Increasing Importance of Adaptive Behavior and Skills7
- The Development of Tests to Assess Adaptive Behavior11
- Models and Concepts of Adaptive Behavior and Skills13
- Age and Demographic Differences on Adaptive Behavior Scales13
- Age14
- Gender14
- Race/Ethnicity and Socioeconomic Status14
- Applications of Adaptive Behavior Information15
- External Reviews of the ABAS-II18
- References18
- CHAPTER 2 PROFESSIONAL AND LEGAL ISSUES IN ADAPTIVE BEHAVIOR ASSESSMENT21
- Professional Standards Governing Test Development and Use21
- Standards Governing Test Development and Use21
- Standards for Educational and Psychological Testing22
- Diagnostic Standards24
- State Board of Education Standards for Diagnosing School-Based Disorders24
- Applications of Adaptive Behavior to the Above Diagnostic Standards25
- Test Ethics26
- Legal Issues that Impact Adaptive Behavior Assessment26
- Federal Legislation and Related Policies and Practices26
- Individuals with Disabilities Education Improvement Act26
- Medicaid28
- Supplemental Security Disability and Supplemental Security Income29
- Assessment of Persons on Death Row: Do They Display Mental Retardation?29
- To Whom Do Professionals Release Test Data?30
- Ethical Standards Governing Release of Test Data30
- Legal Standards Governing Release of Test Data30
- Conclusion32
- References32
- Appendix A33
- CHAPTER 3 ABAS-II ASSESSMENT METHODS37
- Overview of the ABAS-II37
- ABAS-II Forms37
- ABAS-II Content38
- ABAS-II Uses40
- ABAS-II Administration, Scoring, and Interpretation41
- Respondents' Completion of the ABAS-II Forms41
- ABAS-II Scoring43
- ABAS-II Interpretation and Applications45
- Summary48
- References49
- SECTION II: ABAS-II AND ADAPTIVE SKILL AREAS51
- CHAPTER 4 COMMUNICATION SKILLS53
- ABAS-II Measurement54
- Receptive Language55
- Expressive Language55
- Nonverbal Communication56
- Additional Assessments56
- Direct Observations57
- Direct Tests of Skills57
- Intervention Methods59
- Receptive Language60
- Expressive Language61
- Nonverbal Communication62
- Child Case Study63
- References69
- CHAPTER 5 ADAPTIVE BEHAVIOR AND SKILLS IMPORTANT TO COMMUNITY USE71
- Description of Community Use Adaptive Skill Area71
- Importance of Community Use Adaptive Skill Area72
- Conditions that Impact Development and Performance of Community Skills73
- Issues with Special Populations75
- Special Considerations for Children76
- Additional Techniques to Assess Community Use in Combination with the ABAS-II77
- Community77
- Individual/Parent Preferences and Priorities78
- Individual's Skills79
- Intervention Methods79
- Prioritization and Selection of Skills for Instruction79
- Location of Instruction80
- Type of Instruction81
- Generalization Strategies84
- Instructional Prompting Strategies84
- Methods for Providing Instruction Alongside Same-Age Peers85
- Case Study: Brian85
- References90
- CHAPTER 6 FUNCTIONAL ACADEMIC ADAPTIVE SKILLS93
- Introduction93
- Measurement of Functional Academic Adaptive Skills Using the ABAS-II94
- Importance of Functional Academics95
- Implications for General Functioning95
- Conditions That Impact Development and Performance of Functional Academics96
- Impact On and Issues with Special Populations97
- Possible Age and Gender Issues98
- Additional Tools Used for Assessment of Functional Academic Adaptive Skills99
- Information from the ABAS-II99
- Ecological Inventories100
- Person-Centered Planning101
- Standardized Tests101
- Intervention Methods that Promote and Accommodate Functional Academic Adaptive Skills101
- Functional Reading101
- Functional Pre-Academics for Reading102
- Functional Academics for Reading104
- Functional Writing105
- Functional Mathematics107
- General Functional Skills108
- Case Study109
- References112
- CHAPTER 7 SCHOOL AND HOME LIVING ADAPTIVE SKILLS115
- Introduction115
- Importance of the Adaptive Skill Area118
- Assessment of School and Home Living Adaptive Skills121
- Ecological Inventory121
- Task Analytic Assessment121
- Assessment of Choices123
- Assessment of Generalized Abilities123
- Intervention Methods for School and Home Living Skills Acquisition124
- Intervention Factors124
- Intervention Methods125
- ABAS-II Guidelines for Program Planning and Monitoring130
- Case Study131
- Summary133
- References134
- CHAPTER 8 HEALTH AND SAFETY ADAPTIVE SKILL AREA137
- Importance of Health and Safety137
- ABAS-II Measurement in Health and Safety139
- Value of Health and Safety for General Functioning139
- Prevalence and Epidemiology139
- Predisposing Persons with Disabilities to Injury140
- Health and Safety Curriculum140
- Home and Community Living141
- Work Safety142
- Fire Safety143
- Crime Prevention144
- HIV/AIDS Prevention146
- Substance Use146
- Self-Medication and Health Care147
- Conducting Ecological Assessments147
- Teaching Health and Safety Skills148
- Case Study Using the ABAS-II151
- Conclusion154
- References154
- CHAPTER 9 THE USE OF LEISURE TIME159
- Introduction and Description of Leisure Skill Area159
- The Adaptive Behavior Assessment System-II160
- The Use of the ABAS-II to Assess Leisure Activities161
- Importance of Leisure Adaptive Skill Area162
- Leisure Ability Model163
- Functional Intervention163
- Leisure Education164
- Recreation Participation164
- Additional Observation, Direct Assessment, and Other Techniques to Assess Leisure Adaptive Skill Are165
- Curriculum to Promote Leisure Education165
- Tests and Other Evaluation Methods166
- Intervention Methods to Promote and Accommodate Deficiencies in Leisure Skills167
- Case Study173
- References176
- CHAPTER 10 PROMOTING SELF-CARE SKILLS179
- Introduction179
- Definition and Description of Self-Care Skills179
- Assessment of Self-Care Adaptive Skills on the Adaptive Behavior Assessment System-II (ABAS-II)180
- The Importance of Self-Care Skills for General Functioning181
- Conditions That Impact Development and Performance of Self-Care Skills182
- Additional Assessment Techniques183
- Interventions to Promote Self-Care Skills184
- Specific Interventions That Can Be Used to Promote Self-Care Skills185
- Use of Assistive Technologies188
- Sample Case Study Using the ABAS-II189
- References194
- CHAPTER 11 SOCIAL SKILLS197
- Introduction197
- Measurement of the Social Adaptive Skill Area Using the ABAS-II198
- Importance of Social Skills199
- Implications for General Functioning200
- Implications for School Success200
- Impact on Relationships201
- Impact on Successful Employment and Community Integration201
- Factors that Impact the Development and Performance of Social Skills201
- Additional Tools Used to Assess Social Adaptive Skills203
- Person-centered Planning203
- Functional Behavior Assessment203
- Indirect and Direct Assessment Methods204
- Social Skills Instruction205
- Linking Assessment to Instruction205
- Designing Social Skills Instruction205
- Case Study210
- References214
- CHAPTER 12 ABAS-II AND WORK SKILLS AND ATTITUDES219
- Introduction and Description of the Work Adaptive Skill Area219
- General Description of Work Skills and Attitudes219
- Description of the ABAS-II and Work Adaptive Skill Area220
- Importance of the Work Adaptive Skill Area and Review of Research221
- Implications of the Work Skill Adaptive Area for General Functioning221
- Conditions That Impact Individuals' Development and Performance in the Work Adaptive Skill Area222
- Impact on and Issues in Special Populations223
- Age and Gender Issues224
- Additional Techniques to Assess the Work Adaptive Skill Area224
- Intervention Methods That Promote Development and Accommodate Deficiencies in the Work Adaptive Skil227
- Sample Case Report Using ABAS-II234
- References241
- CHAPTER 13 MOTOR FUNCTIONING AND ADAPTIVE BEHAVIOR245
- ABAS-II Case Study253
- Assessment of Motor Function258
- References263
- SECTION III: ABAS-II AND ASSESSMENT ACROSS AGE RANGES267
- CHAPTER 14 USING THE ABAS-II WITH INFANTS, TODDLERS, AND PRESCHOOLERS269
- Overview of Assessment with Infants, Toddlers, and Preschoolers270
- Conditions Associated with Disability among Infants and Preschoolers270
- Disabilities Identified among Infants, Toddlers, and Preschoolers273
- Challenges Unique to the Assessment of Young Children276
- Services Provided for Infants and Preschoolers under IDEIA 2004276
- Use of the ABAS-II with Infants and Preschoolers278
- Scoring the ABAS-II280
- Psychometric Properties of the ABAS-II for Use with Infants and Preschoolers281
- Case Example Using the ABAS: Alex284
- References290
- CHAPTER 15 USING THE ABAS-II WITH ELEMENTARY AND MIDDLE SCHOOL STUDENTS293
- Developmental and Diagnostic Issues294
- Evaluation of Evidence Supporting Use and Interpretation of ABAS-II School-Age Forms295
- Norming Sample296
- Reliability297
- Scale/Item Characteristics298
- Validity Evidence299
- Evidence Based on Content299
- Evidence Based on Responses Processes300
- Evidence Based on Internal Structure300
- Evidence Based on External Relations301
- Evidence Based on Consequences303
- Summary304
- Case Studies305
- Case Study 1: Mental Retardation305
- Case Study 2: Grief, Emotion Regulation, and Social Skill Deficits308
- References310
- CHAPTER 16 USING THE ABAS-II WITH ADOLESCENTS AND YOUNG ADULTS313
- Adaptive Behavior and Characteristics of Adolescents and Young Adults313
- Adolescent Development and Importance of Adaptive Behavior313
- Disorders and Disabilities Affecting Adaptive Behavior of Adolescents and Young Adults315
- Assessing Adaptive Behavior and Validity of the ABAS-II with Adolescents and Young Adults318
- Adaptive Behavior Assessment of Adolescents and Young Adults318
- Suitability of ABAS-II Structure to Understanding Adolescents and Young Adults319
- Contributions of ABAS-II Composites320
- Validity Studies on the ABAS-II321
- Case Study323
- References327
- SECTION IV: ABAS-II AND ASSESSMENT FOR SPECIAL POPULATIONS331
- CHAPTER 17 USING THE ABAS-II IN PROMOTING AND EVALUATING AUTONOMY FOR ADULTS WITH COGNITIVE IMPAIRME333
- Adaptive Behavior Considerations334
- Interventions Related to Adaptive Behavior335
- Standardization of ABAS-II on Adult Population337
- Edward: ABAS-II Case Study342
- References346
- CHAPTER 18 ABAS-II: ADAPTIVE BEHAVIOR ASSESSMENT FOR CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DI349
- Characteristics of Individuals with IDD and Adaptive Behavior350
- Legal, Professional, and Diagnostic Issues and Assessment of Adaptive Behavior352
- Legal, Professional, and Diagnostic Issues352
- Assessment of Adaptive Behavior352
- Advances in Prevention and Early Intervention for IDD353
- ABAS-II: Validity and Assessment of Individuals with IDD353
- Evidence of Validity for the ABAS-II354
- Test Content354
- Response Process354
- Internal Structure355
- Other Variables356
- Clinical Validity Studies357
- Individuals Identified with IDD358
- Summary of Special Group Performance on the ABAS-II361
- Case Study of a 5 Year Old Boy with Fragile X Syndrome361
- Summary366
- References366
- CHAPTER 19 INTERVENTION DESIGN AND DIAGNOSIS FOR YOUNG CHILDREN WITH AUTISM USING THE ABAS-II369
- Core Components of Autism Spectrum Disorder370
- Essential Characteristics of Autism Spectrum Disorder371
- Relevant Research371
- Case Study375
- Summary379
- References379
- CHAPTER 20 ASSESSMENT OF ADAPTIVE BEHAVIOR IN ADULT FORENSIC CASES: THE USE OF THE ABAS-II381
- Definitions of Mental Retardation/Intellectual Disability382
- Challenges in Adaptive Behavior Assessment in Atkins Cases384
- The Nature of Adaptive Behavior384
- The Issue of Retrospective Assessment386
- Reliance on Multiple Sources387
- Use of the Adaptive Behavior Assessment System in Atkins Cases387
- Attributes of the ABAS-II388
- Informant Selection388
- Time Frame for Scoring389
- Conducting the Interview in Person390
- Administering the ABAS-II to the Defendant391
- Other Sources of Information392
- Interview the Defendant392
- Test the Defendant's Knowledge392
- Test the Defendant's Performance392
- Interview Family Members, Former Neighbors, Friends, and Employers393
- Seek Objective Archival Information394
- Seek Subjective Archival Information395
- Clinical Judgment395
- Conclusion396
- References396
- INDEX399
- A399
- B402
- C402
- D403
- E403
- F403
- G404
- H404
- I404
- J405
- K405
- L405
- M406
- N406
- O407
- P407
- Q407
- R407
- S407
- T409
- U410
- V410
- W410
This book summarizes information on adaptive behavior and skills as well as general issues in adaptive behavior assessment with the goal of promoting sound assessment practice during uses, interpretations, and applications of the Adaptive Behavior Assessment System-II.
Adaptive behavior and skills refer to personal qualities associated with the ability to meet one’s personal needs such as communication, self-care, socialization, etc. and those of others. Data from measures of adaptive behavior have been used most commonly in assessment and intervention services for persons with mental retardation. However, the display of adaptive behaviors and skills is relevant to all persons. The Adaptive Behavior Assessment System-II (ABAS-II) provides a comprehensive, norm-referenced assessment of the adaptive behavior and skills of individuals from birth through age 89. The comprehensive natures of the ABAS-II, ease in administration and scoring, and wide age range have resulted in its widespread use for a large number of assessment purposes. The book provides practical information and thus serves as a valuable resource for those who use the ABAS-II.
* Assists in the functional use of the ABAS-II
* Provides case studies illustrating use of the ABAS-II in comprehensive assessment and intervention planning
* Reviews scholarship on adaptive behaviors and skills
* Describes legal, ethical, and other professional standards and guidelines that apply to the use of the ABAS-II and other measures of adaptive behavior
* Discusses the use of the ABAS-II with autism, mental retardation; young children and those in elementary and secondary school; as well as incarcerated persons being evaluated for possible mental retardation
Adaptive behavior and skills refer to personal qualities associated with the ability to meet one’s personal needs such as communication, self-care, socialization, etc. and those of others. Data from measures of adaptive behavior have been used most commonly in assessment and intervention services for persons with mental retardation. However, the display of adaptive behaviors and skills is relevant to all persons. The Adaptive Behavior Assessment System-II (ABAS-II) provides a comprehensive, norm-referenced assessment of the adaptive behavior and skills of individuals from birth through age 89. The comprehensive natures of the ABAS-II, ease in administration and scoring, and wide age range have resulted in its widespread use for a large number of assessment purposes. The book provides practical information and thus serves as a valuable resource for those who use the ABAS-II.
* Assists in the functional use of the ABAS-II
* Provides case studies illustrating use of the ABAS-II in comprehensive assessment and intervention planning
* Reviews scholarship on adaptive behaviors and skills
* Describes legal, ethical, and other professional standards and guidelines that apply to the use of the ABAS-II and other measures of adaptive behavior
* Discusses the use of the ABAS-II with autism, mental retardation; young children and those in elementary and secondary school; as well as incarcerated persons being evaluated for possible mental retardation