AAMR Adaptive Behavior Scale-School Second Edition

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AAMRAdaptive Behavior Scale-SchoolSecond Edition

• Ryan Zator
• Lauren Payne
• Allison Verde
• Laura Phillips

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Instrument Introduction

• Author- Nadine Lambert, Kazuo Nihira Henry
  Leland
• Publisher- Pro-ed
• Cost- 165.00

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Description

• Purpose of Assessment
• Determine strengths and weaknesses among adaptive
  domains and factors
• Identifies students who are significantly below
  their peers in important areas of adaptive
  behavior
• Document the progress of individuals who are
  enrolled in intervention programs
• Measure adaptive behavior in research studies
• Can be used in the differential diagnosis of
  Mental Retardation

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Target Population

• Individuals ages three to twenty-one whose
  adaptive behavior suggests possible mental
  retardation, emotional disturbance, or other
  learning handicaps.

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Subtests

• Part 1
• Nine Domains
• Independent functioning
• Physical Development
• Economic Activity
• Language Development
• Numbers Time
• Prevocational/Vocational Activity
• Self-Direction
• Responsibility
• Socialization

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Subtests Continued

• Part 2
• Seven Domains
• Social Behavior
• Conformity
• Trustworthiness
• Stereotyped Hyperactive Behavior
• Self-Abusive Behavior
• Social Engagement
• Disturbing Interpersonal Behavior

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Administration

• Time
• Manual suggest 1-2 hours
• Qualifications
• May be administered by any trained person who has
  either direct knowledge of the person being
  evaluated or is able to gain information from a
  third party.
• Training
• Person should have formal training in assessment
  and adaptive behavior instruments.

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Administration Continued

• Individual administration
• Ratings obtained in two ways
• Personal knowledge of the individual being rated
• Another persons knowledge obtained from the
  interview

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Scoring

• Part 1
• Some items require a yes/no response and others
  require selecting the appropriate level on a
  scale of 0-3.
• Part 2
• Scoring is based on frequency
• Five Scoring Types
• Raw Scores
• Percentiles
• Domain Standard Scores
• Factor Standard Scores
• Age Equivalence

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Use of Results

• Planning Adjusting I.E.Ps
• Determining L.R.E

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Development

• The ABS-S2 is the 1993 revision of the 1975 and
  1981 AAMD Adaptive Behavior Scales.
• Numerous Modifications
• Based on Authors suggestions and critical
  analysis, there is a third edition in the future

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Technical

• Reliability
• Internal Consistency was only tested for the
  original version in 1975
• Test-Retest Reliability (Perry Factor 1989)
• Included 15 children and adolescents with
  Autism.
• Part One .53(prevocational activity) to .98
  (numbers time)
• Part Two .50 (vocal habits) to .90 (symptomatic
  behavior)

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Technical Continued

• Test-Retest Reliability
• Cheramine Edwards (1990)
• 66 Elementary school children ranging in age from
  7-13y/o and classified as having behavior
  disorders, referred for problems but not
  classified, and children who were not referred.
• Ranged from .63 (acceptability of vocal habits)-
  .99 (withdrawal vs. involvement)

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Technical Continued

• Test-Retest Reliability
• Givens Givens Ward (1982)
• 49 regular class children using sub domain and
  domain scores for both part one and part two.
• Part One .43 ( vocational activity) - .89 (
  language development and self direction)
• Part Two Values were lower, possibly resulting
  in the expected restricted range of these ratings
  for regular class children.

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Technical Continued

• Validity
• Part One
• Construct Validity- Correlation with age 0-18.
  (.41)
• Criterion Validity- Correlation with IQ. There
  is a range depending on whether or not the
  student had disabilities or not. (.41-.72)
• Part Two
• There was no validity

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Technical Continued

• Standardization
• Scale was normed over 2,000 persons with MR and
  over 1,000 persons without MR across the U.S
• Results of studies of children differing with
  respect to socio-economic level and ethnic status
  showed that the items of the scale were not
  affected by social or ethnic status bias.
  (supported by Lambert 1979 Boyd and Chissom
  1979)

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References

• Benet, W. PhD, Psy.D. Retrieved November 12,
  2006, www.assessmentpsychology.com/adativebehavior
  .htm.
• Lambert, N. , Leland, H. , Nihira, K. (1993)
  AAMR Adaptive Behavior Scale-School Second
  Edition.

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Commentary

• Strengths
• Specific criteria guides test administrator(s)
• The norm sample consisted of individuals with
  disabilities and individuals without
  disabilities.

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Commentary Continued

• Weaknesses
• Not all items are clear
• The items aren't scaled according to severity
• Some items are questionably grouped under a
  domain
• Not all categories are applicable to all students
  
• Some information obtained from a third party, can
  be biased
• Certain domains allow for subjective answers
• No matter what, students cannot be observed at
  all times

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Summary

• Lack of experience
• Found more weaknesses than strengths
• Conversion of Scores
• Recommendation
• Vineland Adaptive Behavior Scales
• Completely Comprehensive Adaptive Behavior Scale