Manual ABAS 3 (7) (1)

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<p>wps unlocking potential ABAS-3 Adaptive Behavior Assessment System Third Edition Manual Patti L. PhD Thomas Oakland, PhD</p><p>Table 1.1. Adaptive Skill Areas Included in the GAC and Adaptive Domains Adaptive skill area Parent/Primary Teacher/Daycare Caregiver Form Provider Form Parent Form Teacher Form Adult Form Adaptive domain (0-5 years) (2-5 years) (5-21 years) (5-21 years) (16-89 years) Conceptual Communication Communication Communication Communication Communication Functional Functional Functional Functional Functional Pre-Academics Academics Academics Academics Self-Direction Self-Direction Self-Direction Self-Direction Self-Direction Social Leisure Leisure Leisure Leisure Leisure Social Social Social Social Social Practical Community School Living Community Use Community Use Community Use Home Health and Safety Home Living School Living Home Living Health and Safety Self-Care Health and Safety Health and Safety Health and Safety Self-Care Self-Care Self-Care Self-Care Work Motorb Motorb Work Work Note. For all the GAC includes all adaptive skill areas except as noted below. Community and Home Living are not administered for children under 1 year of age. Motor is included only on the Parent/Primary Caregiver and Teacher/Daycare Provider forms. The Motor adaptive skill area is included in the GAC but not in the adaptive domains. is optional on the Parent and Teacher forms and is administered only if the individual is 17 years or older and has a part- or full-time job. It is not included in the GAC or the adaptive domains. Work is optional on the Adult Form and is administered only if the individual has a part- or full-time job. The Practical adaptive domain standard score and the GAC score can be derived either with or without the Work adaptive skill area scaled score.</p><p>Table 1.2. Adaptive Skill Area Descriptions Skill area Description Communication Speech, language, and listening skills needed for communication with other people (for example, vocabulary, responding to questions, conversation skills, nonverbal communication skills). Functional Basic skills that form the foundations for reading, writing, mathematics, (Pre-) and other skills needed for daily, independent functioning (for example, recognizing letters, counting, drawing simple shapes [pre-academic], telling time, measuring, writing notes and letters). Self-Direction Skills needed for independence, responsibility, and self-control (for example, making choices, starting and completing tasks, following a daily routine, following directions). Leisure Skills needed for engaging in and planning leisure and recreational activities (for example, playing with others, playing with toys, engaging in recreation at home, following rules in games). Social Skills needed for interacting socially and getting along with other people (for example, expressing having friends, showing and recognizing emotions, assisting others, using manners). Community Use Skills needed for functioning and performing important behaviors in the community (for example, getting around in the community, expressing interest in activities outside the home, recognizing different facilities).</p><p>Home/School Skills needed for basic care of a home or living setting or a school Living b or classroom setting (for example, cleaning, straightening, helping adults with household or classroom tasks, taking care of personal possessions). Health and Safety Skills needed for protecting health and responding to illness and injury (for example, following safety rules, using medicines, showing keeping out of physical danger). Self-Care Skills needed for personal care (for example, eating, dressing, bathing, toileting, grooming, hygiene). Motor Basic fine and gross motor skills needed for locomotion, manipulating the and developing more complex skills such as those used in sports (for example, basic skills such as sitting, standing, walking, fine motor control, kicking). Work Skills needed for successful functioning and holding a part- or full-time job in a work setting, including completing work tasks, working with supervisors, and following a work schedule. the Parent/Primary Caregiver and Teacher/Daycare Provider forms, the adaptive skill area is titled Functional Pre-Academics; on the Parent, Teacher, and Adult the adaptive skill area is titled Functional Academics. the Parent/Primary Caregiver, Parent, and Adult forms, the adaptive skill area is titled Home on the Teacher/Daycare Provider and Teacher the adaptive skill area is titled School Living. Motor adaptive skill area is included only on the Parent/Primary Caregiver and Teacher/Daycare Provider forms. The Work adaptive skill area is included only on the Parent, Teacher, and Adult forms and is completed only when individuals have a part- or full-time job.</p><p>Summary of the ABAS-3 Revision The primary components of the ABAS-3 revision Online administration: In addition to administra- were the collection of new, nationally representa- tion and scoring using paper forms or desktop scor- tive standardization samples, the development of ing software, the ABAS-3 may be administered and updated forms, and the addition of new adminis- scored online. The WPS Online Evaluation System, tration and scoring options. The five ABAS-3 rating a platform for online testing, allows administra- forms were developed based on their predecessors, tion of the ABAS-3 on any computer with Internet the ABAS-II forms (Harrison & Oakland, 2003). In access. Respondents may complete the ABAS-3 form preparing the ABAS-3, the items, scale structure, and remotely via the online platform, or they can com- research base of the ABAS-II were evaluated against plete the form on the professional's local device. Mul- current standards for the assessment of adaptive tiple forms on the same individual can be scored and behavior. In addition, user feedback helped iden- integrated into a combined report, and an interven- tify features to retain or revise for the new edition. tion plan can be generated from selected items. For Although the essential characteristics of the ABAS-II more information, visit platform.wpspublish.com. remain unchanged, the following important updates were included in this edition. Comparing data from two ABAS-3 rating forms: Based on feedback from ABAS-II users, the ABAS-3 Item content: The ABAS-II item pool was revised with includes the ability to examine differences between three goals in mind. First, in order to more accurately two respondents' ratings of an individual in order measure persons of lower and higher ability, new to determine if the differences warrant additional items of low difficulty were added to the infant and attention. This new feature provides the user with an preschool forms, and new items of high difficulty objective basis to interpret varying scores between were added to the school and adult forms. Second, respondents. items were revised or added to better assess adaptive Intervention Planner: The ABAS-3 Intervention Plan- skill deficits associated with three disorders: intellec- ner, previously available only through the desktop tual disability (ID), autism spectrum disorder (ASD), scoring software, is now available to paper-form and and attention-deficit/hyperactivity disorder (ADHD). online users. The Intervention Planner helps profes- Third, to keep pace with technology, references in sionals identify appropriate treatment options based items to newer technologies, such as the Internet, on individual item content. The ABAS-3 Intervention supplemented or replaced references to older tech- Planner is available for all five forms, with new and nologies, such as printed encyclopedias. Although items were added to and deleted from each skill area revised interventions based on the revised item pool. in each form, the total item count for each ABAS-3 form is the same as for the corresponding ABAS-II form. Chapter 4 includes additional information about the development of the ABAS-3 item pool.</p><p>Summary of ABAS-3 Standardization and Technical Properties The ABAS-3 was standardized on nationally represen- Reliability was examined through the internal con- tative samples of 4,500 individuals ages to 89 years, sistency, temporal stability, interrater reliability, and with 7,737 research forms completed by respondents cross-form consistency methods. Validity studies for these individuals. The normative samples were included test content validation, factor analysis, clini- selected to be proportionate to the U.S. population cal group comparisons, equivalency with the ABAS-II, on the variables of gender, race/ethnicity, and socio- and concurrent administrations of other measures of economic status (education level, U.S. Bureau of adaptive behavior. Chapter 5 includes detailed reli- the Census, 2010). The samples primarily included ability and validity information. typically developing individuals as well as those with disabilities. Chapter 4 includes detailed information about the standardization sample characteristics.</p><p>Principles of ABAS-3 Use Professionals with relevant training, knowledge, and Professional users may supervise other adequately experience in basic principles of psychological and trained service providers who assist in administer- educational assessment and test interpretation are ing and scoring the ABAS-3. Professional users are qualified to be professional users of the ABAS-3. They responsible for ensuring that other service providers are responsible for selecting respondents, coordinat- have adequate training and supervision in adminis- ing the completion of rating forms, and scoring and tration and scoring, are able to provide appropriate interpreting results. They may be involved in deci- answers to questions from respondents, know when sion making using ABAS-3 results. Professional users to refer questions to the professional users, and follow should abide by relevant legal and ethical standards legal and ethical standards and other requirements. and other professional and institutional require- ments. Before using the ABAS-3 for the first time, pro- Although the ABAS-3 provides a comprehensive fessional users should read this manual and review assessment of adaptive behavior, it should not be used in isolation to diagnose or plan treatment for an the rating forms to become familiar with administra- individual. Instead, it should be used in concert with tion, scoring, and interpretation procedures, as well other data, such as information derived from con- as the measure's psychometric properties. current or former assessments; detailed interviews and history taking; developmental, school, or work records; and direct observations.</p><p>Administration and Scoring This chapter describes in detail the administration and scoring procedures for the ABAS-3. Selecting ABAS-3 Respondents The ABAS-3 is completed by respondents who know Teacher/Daycare Provider Form (Ages 2-5) the daily adaptive behaviors of the individual being and Teacher Form (Ages 5-21) assessed. Careful selection of respondents is critical to obtaining complete and valid information. Respondents may include teachers, day-care provid- ers, teacher aides, and other education staff in the All respondents should have had frequent, recent, child's school or day-care program. Respondents also prolonged contact with the individual (e.g., most may include teachers or education staff in residential days, over the last few months, for several hours each or nonresidential facilities, hospitals, or community day). These contacts must have offered the respon- programs. dent an opportunity to observe the various adaptive skill areas measured by the ABAS-3.</p><p>Adult Form (Ages 16-89) Parent/Primary Caregiver Form (Ages 0-5) Respondents may include relatives, partners, room- mates, close friends, caregivers, and others in the and Parent Form (Ages 5-21) adult's home. Respondents also may include profes- Respondents may include parents, foster parents, and sional caregivers, counselors, education staff, work other primary caregivers (e.g., grandparents, aunts, supervisors and colleagues, aides, and others work- uncles, adult siblings) in the child's home. Respon- ing in home or community settings who are familiar dents also may include care providers from home liv- with the adaptive skills of the adult being rated. ing and residential facilities responsible for infants, Adults also may use the Adult Form to perform a toddlers, children, youth, or young adults. self-rating. However, you should examine the valid- ity of self-reports from persons who display intel- lectual disability or other disorders that may impair their understanding, memory, judgment, honesty, or objectivity. As with all of the data collected during the assessment process, the professional user is responsi- ble for verifying the validity of information provided by a self-rating.</p><p>Selecting the ABAS-3 Rating Form Use the following guidelines to select the ABAS-3 rat- Ages 16 to 21: Use the appropriate school-age ing form appropriate for the age and situation of the form or the Adult Form based on the following person being evaluated: guidelines: Age 4 or younger: Use the Parent/Primary Care- Parent or Teacher forms for youth or young giver and Teacher/Daycare Provider forms for adults ages 16 to 21 who are participating in children 4 years of age or younger. a secondary education program or who were Age 5: Use the forms for younger or older chil- assessed previously with these forms. dren based on the following guidelines: Adult Form for persons ages 16 to 21 who are Parent/Primary Caregiver or Teacher/Daycare no longer in secondary school. These youth or Provider forms for 5-year-olds who display young adults may be living at home or in a resi- lower functioning or more severe disabilities, dential facility or participating in a community or who have not yet entered kindergarten. or work setting, job training program, post- secondary setting, or college or university. Parent or Teacher forms for 5-year-old children who are thought to have less severe problems, Ages 22 to 89: Use the Adult Form. or who have entered kindergarten. Ages 6 to 15: Use the Parent and Teacher forms for children 6 to 15 years old.</p><p>General ABAS-3 Administration Procedures Select Paper or Online Administration Prepare Materials and Setting The ABAS-3 paper forms may be administered locally Give the respondent the correct ABAS-3 rating in the professional setting, or they may be completed form and a pencil with an eraser. Provide a quiet, by the respondent elsewhere and returned for scor- distraction-free space that includes a chair and ing and interpretation. Likewise, the ABAS-3 may be table or other writing surface. If the respondent is administered through the WPS Online Evaluation to complete the form elsewhere, encourage them System, on a device in the professional setting, or to select an environment as free as possible from remotely on a device of the respondent's choosing. distractions and interruptions. Although the following procedures apply generally Establish Rapport and Communicate to all administration methods, they describe a paper administration. Online administration includes Establish and maintain rapport with respondents. additional considerations related to materials and Be open, friendly, and helpful toward them. The settings, preparation of the rating form, explana- assessment process may be new to some respondents, tion of the directions, and privacy and security. especially parents or other relatives of the individual Please visit the WPS Online Evaluation System at being assessed. Thus, acknowledge that they may platform.wpspublish.com for a full description have concerns and questions, and that you under- of online procedures. stand their concerns and will answer their questions.</p><p>Explain Purposes of ABAS-3 Assessment Explain why the ABAS-3 is being used in the assess- ment. For example, you may say to the respondent, "As you know, Josh has been having trouble in school and we are conducting an assessment using differ- ent forms and questionnaires. Today, we are assess- ing Josh's adaptive skills to better understand his behavioral strengths and weaknesses, including those needed to care for himself and get along well with others at home and other places. You are very knowl- edgeable about Josh's behaviors at home and else- where, we are asking you to complete the ABAS-3." Determine that the respondent is willing and able to complete the ABAS-3 independently. Also determine that they have sufficient knowledge of the individual's adaptive skills, can read and understand the direc- tions and items, and will be honest and objective in rating items.</p><p>Complete Demographics Section of Rating Form The professional user or the respondent completes the demographics section on the first page of the rat- ing form (see Figure 2.1). Verify the accuracy of the individual's birth date and the current date. Provide Instructions Review the directions on the ABAS-3 rating form with the respondent and answer any questions they may have. Then provide a general description of ratings (e.g., the 0-3 scale) and discuss the specific instruc- tions for rating items (e.g., ability versus frequency). Tell the respondent that they will read each item on the rating form and circle a rating for each of the items. Figure 2.2 provides a sample of an ABAS-3 rat- ing form in which items in an adaptive skill area have been rated by a respondent. Inform respondents that they should circle a rating for every item, even if they must guess or estimate some ratings. Explain that the items cover a wide age range and the person is not expected to display all skills. Encourage respondents to report as accurately as they can about the person's skills.</p><p>Explain item ratings to the respondent by describing the conditions under which a rating of 0, 1, 2, or 3 should be circled. Page 3 of each rating form provides a table to help respondents rate items. Figure 2.3 shows an example of a rating assistance table. Review the following information with respondents, telling them that the table is available in the rating form as a reminder. Sample language for explaining item scores to respondents is provided below. However, professional users should develop their own instruc- tions based on the characteristics of the respondent and the individual being evaluated. "If (individual's name) is not able to perform the behavior, circle under Ability. Circle if they can't do this behavior because they don't have the ability." (Point to 0 on the rating form.) "If (individual's name) is able to perform the behavior, you have three options. Rate how often they perform the behavior when needed, without reminders and without help, by circling 1, 2, or 3 under Frequency. (Point to the three frequency columns on the rating form.)</p><p>Circle 1 if (individual's name) never (or almost never) performs the behavior when needed. Circle 2 if (individual's name) sometimes per- forms the behavior when needed. Circle 3 if (individual's name) always (or almost always) performs the behavior when needed." You may find it helpful to discuss the difference between a skill deficit, in which a behavior is absent because the person lacks the ability to perform it, and a performance deficit, in which the person has the ability but does not perform the behavior (or does only sometimes) without help. A skill deficit may occur when the person has not acquired the adaptive skills needed for normal, age-appropriate functioning in an environment. In contrast, a performance deficit occurs when the person has acquired the skills yet never or only sometimes displays them when needed. Use examples like the following to clarify. Select examples that are consistent with the age or ability of the individual being assessed. Also, develop your own instructions, using language appropriate for the respondent.</p><p>AGES 5-21 wps unlocking potential TM ABAS-3 - Adaptive Behavior Assessment System TM Third Edition Patti L. Harrison, PhD Thomas Oakland, PhD Child Information Name of child being evaluated middle. last) Sex Katie J. Sample Female Male Today's date Date of birth Age Grade 2/17/15 4/2/09 Years: 5 Months: 10 K School City State Larkspur Elementary San Antonio TX Race/Ethnicity The child has White No job Part-time job Full-time job Does the child being evaluated have any disabilities or other limitations? Yes No If yes, please describe:</p><p>Parent Information Parent/Caregiver's name (first, last) Occupation Lauren Sample Accountant Number of siblings the child has at home None 1 2 3 or more Your relationship to the child you are rating Parent Guardian Other (describe):</p><p>BEHAVIOR RATINGS Ability Frequency Communication Never (or Sometimes Always (or Check Is not almost never) when almost always) ONLY if you able when needed needed when needed GUESSED 1. Says the names of other people (for example, "Mama," or names 0 1 2 3 of friends). 2. Shakes head or says "Yes" or "No" in response to a simple question (for 1 2 3 example, "Do you want something to drink?"). 3. Says "Hello" and "Good-bye" to others. 0 1 2 3 4. Names 20 or more familiar objects. 0 1 2 3 5. Tells friends, or others about his or her favorite activities. 0 1 2 3 6. Uses sentences with a noun and verb. 1 2 3 7. Answers the telephone by saying "Hello." 0 1 2 3 8. Speaks clearly and distinctly. 1 2 3 9. Looks at other people's faces when they are talking to him or her. 1 2 3 10. Listens closely for at least 5 minutes when people talk. 0 1 2 3 11. Nods or smiles to encourage others when they are talking. 0 1 2 3 12. Says irregular plural nouns correctly (for says "feet" instead of 1 2 3 "foots" and "men" instead of "mans"). 13. Follows parent's or caregiver's verbal instructions when completing tasks 0 1 2 3 or participating in activities (for example, a household chore or new game). 14. Gives verbal instructions to others that involve two or more steps or 1 2 3 activities. 15. States his or her telephone number. 0 1 2 3 16. Participates in conversations without talking too much or too little. 0 1 2 3 17. Starts conversations on topics of interest to others. 1 2 3</p><p>Starts conversations on topics or interest to others. U 1 3 18. Discusses a topic for at least 3 minutes. 1 2 3 19. Refrains from repeating what he or she says over and over again. 0 1 2 3 20. States his or her home including zip code. 1 2 3 21. Distinguishes truthful from exaggerated claims by or 1 2 3 others. 22. Talks about realistic future educational or career goals. 1 2 3 23. Answers complex questions that require careful thought and opinion 0 1 2 3 (for questions about politics or current events). 24. Talks with others about complex topics for at least 10 minutes (for example, 0 1 2 3 about politics or current events). FOR EXAMINER USE ONLY Raw total 39 / 72 Total guessed</p><p>The following table is provided to further assist you in filling out this questionnaire. Rating The individual: o cannot perform the behavior: Is not able is too young to have tried the behavior: does not have the skill to perform the has not been taught to perform the or has some limitation that prevents performing the behavior. 1 is able to perform the behavior, but Never never or almost never does it when (or almost never) never or almost never does it without being reminded; when needed another person does it for the individual instead of the individual doing or refuses to perform the behavior. 2 is able to perform the behavior, but Sometimes only does it sometimes when needed: when needed sometimes does it without help, but sometimes needs help: or sometimes does it on his or her but sometimes needs to be reminded. 3 is able to perform the behavior, and Always does it most or all of the time without help and without being or (or almost always) displayed the behavior at a younger age but has now outgrown it. when needed Check ONLY if After you rate an item 2. or fill in the square in this column if: you GUESSED your rating was a guess or you have not had the opportunity to see the individual perform this behavior: or you have seen the individual perform similar behaviors, but not this one. Figure 2.3. Sample of the rating assistance table included in every ABAS-3 form</p><p>"Let's talk about possible skill and performance For example, a child who has learned to throw deficits that (individual's name) may display and and catch a ball but refuses to play catch with how you should rate them on the ABAS-3." other children when asked would be rated 1 on an item that asks about throwing or catching." "A person has a skill deficit when they have not acquired a needed skill or are too young 2 "A person with more developed skills also may to have developed the skill. have a performance deficit if they use them only sometimes when needed. Rate these skills for (individual's name) with a If (individual's name) has skills but uses them For example, an infant who hasn't yet learned only sometimes, rate these skills for (individu- to walk would be rated 0 on an item that asks al's name) with a 2. about walking." For example, a child who has learned to wait 1 "A person has a performance deficit when his turn in classroom activities, but sometimes they have a skill but don't always use it when cuts in front of others, would be rated 2 on an needed. Skills like these may need to be used item asking about waiting for a turn. more often. A rating of 2 may also be used to describe the If (individual's name) has skills but never or emergence of a new skill, such as a child who is almost never uses them when needed, rate learning to use a tool but only sometimes uses these skills for (individual's name) with a 1. the tool because they have not yet fully mas- tered the skills for safe, independent use."</p><p>3 "Skills displayed always or almost always when needed are not deficits and are rated 3. If (individual's name) has skills and always or almost always uses them, rate these skills for (individual's name) with a 3. For example, a teenager who routinely starts conversations on topics of interest to others would be rated 3. A rating of 3 should also be applied to skills that were mastered at an earlier age and are no longer relevant, such as an older child who crawled well at a young age but now walks and no longer crawls." "Remember that, to rate an item as 2 or 3, (indi- vidual's name) must display the behavior indepen- dently, on their own, without being reminded or helped. Or, that behavior may have been mastered in the past and is no longer needed." After explaining item ratings, remind the respondent to circle only one rating of 0, 1, 2, or 3 for each item. Also remind the respondent to rate every item, even if some items do not seem to apply to the individual's age group or are difficult to rate.</p><p>Explain Guessing Instruct the respondent to check the box in the "Check only if you guessed" column next to an item if they are not sure about a rating and have to guess. Reas- sure the respondent that occasional guessing is accept- able because they will probably not have observed all of the behaviors described. It is nonetheless important to rate to every item, and respondents may answer based on their general knowledge of the person. Identify Adaptive Skill Areas to Be Completed The adaptive skill areas rated on each form vary with the age of the rated individual. On the rating form, you may wish to cross out adaptive skill areas you will not administer to save the respondent from acci- dentally completing them. Parent/Primary Caregiver Form: For children younger than 12 months: complete only the following seven adaptive skill areas: Communication, Health and Safety, Leisure, Self-Care, Self-Direction, Social, and Motor.</p><p>For children 1 year of age or older: complete all adaptive skill areas on the rating form. Teacher/Daycare Provider Form: Complete all adap- tive skill areas on the rating form. Parent, Teacher, and Adult forms: Complete the first nine skills areas. In addition, complete the Work adaptive skill area only if the individual: Holds a part- or full-time job, and Is 17 to 21 years old (Parent and Teacher forms) or 16 to 74 years old (Adult Form). Answer Questions Ask the respondent if they have any questions about ABAS-3 procedures. Refer to Table 2.1 for a list of frequently asked questions and appropriate answers. If the respondent has questions while completing the form, they may write them in the Comments section at the end of the form, and you can read and answer the questions after the form has been completed.</p><p>Check Completed Rating Form After the respondent completes the rating form, immediately check the form to determine that all items were rated and that each item has only one rating. Ask the respondent to record a rating for any incomplete items or to select one rating if two or more ratings are recorded for an item. If a respondent is uncertain about how to rate an item, discuss their uncertainty and encourage them to record a rating. Remind the respondent that they may, if necessary, mark the item as a guess in the "Check only if you guessed" column. An ABAS-3 adaptive skill area cannot be scored if three or more items are left unrated. When a respon- dent leaves three or more items in an adaptive skill area unrated, even after encouragement, you may wish to identify another respondent who knows the individual better and is willing and able to rate all items. On occasion, a respondent may be unwilling or unable to assign a rating to only one or two items. In this case, the item(s) may be scored as 0, or you may rely on your professional judgment to determine if you have enough information, from other item rat- ings in the adaptive skill area and from other sources, to estimate the missing rating(s). This applies only when a respondent leaves two or fewer items in an adaptive skill area unrated.</p><p>Table 2.1. Frequently Asked Questions and Answers Question Answer If I am not sure how to rate an item, may No, please respond to all items. Decide if you have observed the behavior I leave it blank? or whether you are estimating or guessing the frequency of the behavior. If your answer is based on an estimate or guess, place a check mark in the column under the heading "Check only if you guessed." What if (individual's name) is too young to Circle o (Is not able) if (individual's name) is too young to perform the perform this activity? activity. What if (individual's name) has a disability Circle o (Is not able) if (individual's name) has a disability or condition or condition that prevents performance of that prevents performance of the activity. this activity? What if (individual's name) is able to Because they are able to perform the do not circle O. Circle 1 if perform this but needs reminders they never or almost never perform it on their own without reminders or prompting to perform it? or prompting. Circle 2 if they only sometimes perform it on their own without reminders or prompting. You should only circle 3 if they perform the activity most of the time on their own without reminders or prompting. (Professional users may elect to ask respondents to note if the individual needs reminding or prompting.) What if (individual's name) is able to Because such supports are designed to enable independent behavior, perform this activity, but relies on an rate the individual based on his or her performance using the assistive assistive device (such as a wheelchair) or device or service animal. Thus, do not circle for an activity that the a service animal to perform it? person is able to perform only with the support. Instead, circle 1, 2, or 3 based on the frequency of the behavior using the support. What if (individual's name) is not able to Unless specifically noted otherwise in an item, the focus is on perform this activity by himself or herself, independent behavior, meaning that the individual is able to perform the but needs help or assistance from another activity or behavior without assistance or help. Thus, circle o if they are person? not able to perform this activity on their own, but need help or assistance from another person. (Professional users may elect to ask respondents to note if the client needs assistance or help.)</p><p>What if (individual's name) performed this Circle 3 if they accomplished the activity fully when but are now activity by himself or herself at a younger too old for the activity. However, if the activity is still appropriate for their age, but now has outgrown it? age, rate the item according to what they do now. What if (individual's name) has never had There may be several reasons that a person has not had an opportunity an opportunity to perform this activity? to perform an activity. For example, their environment might not have this type of a parent might not allow the or a spouse or someone else may typically handle this activity. In this case, the respondent should be instructed to or guess, about the individual's performance of the activity and to rate the item according to whether or not (individual's name) would be able to perform the activity or behavior described if given the and if so, how often would they perform it when needed. Some respondents may ask questions Give a respondent enough information to understand an item's meaning about an item itself (for example, if they while being careful to avoid influencing their rating. do not understand the item).</p><p>Completing Rating Forms Off-Site The ABAS-3 rating forms ideally should be completed in a distraction-free, quiet, and controlled environ- ment such as a school or agency office, clinic, or other professional setting in which you are present to explain the administration, answer questions, and monitor completion of the form. However, circum- stances may require the respondent to complete the ABAS-3 off-site. Before an ABAS-3 form is taken off-site, take steps to ensure that the off-site completion will be valid and appropriate. For example, discuss the instructions provided above and go over each section of the form with the respondent, including identification, direc- tions, and adaptive skill areas to be rated. Make sure the respondent knows when, where, and to whom the ABAS-3 form should be returned. Give the respon- dent an envelope for the completed form, and include your contact information in case questions arise. If a rating form is to be mailed to a respondent, write or verbally discuss the necessary information about the assessment and instructions for completing and returning the rating form, following up with a phone call or meeting in person. When the rating form is returned, use the procedures described above to review with the respondent (in person or by tele- phone) any items that have not been rated along with any questions or written comments the respondent may have.</p><p>Two or More Respondents At times, due to practical limitations, ratings can be obtained from only one respondent. However, when possible, obtain rating forms from two or more respondents to provide information about an individ- ual's adaptive skills across settings, in response to dif- ferent environmental demands, and from the unique When a Respondent Rates More Than perspectives of different respondents. The use of two One Individual or more respondents, each completing a separate rat- ing form, provides more comprehensive information One respondent may be asked to rate two or more about the individual, thus improving decision mak- individuals. For example, a teacher may rate several ing about program planning and services as well as students, or a supervisor may rate several adults. diagnostic decisions. For example, when assessing a Instruct the respondent to focus carefully on each child, obtain ABAS-3 rating forms from a parent and person separately and to take a break between com- one or more teachers or day-care providers. When pleting the forms for different people. assessing an adult living at home, obtain both a self-rating and rating forms from one or more family members or other persons living with or supervising the adult. When assessing an adult living in a residen- tial facility, obtain a rating form from each of two or more care providers or supervisors.</p><p>Special Circumstances in Administration The procedures described above represent the ways administration before proceeding. Descriptions of in which the ABAS-3 is typically administered. At the ABAS-3 in reports and decision-making activities times, however, professional users may determine must clearly explain the nature and purpose of the that alternate administration methods are war- nonstandard administration, note that the ABAS-3 ranted. Two nonstandard administration options was not normed using this method, and provide are described below. Because the ABAS-3 was not appropriate cautions regarding use (or non-use) of standardized using these methods, professional users the scores. should consider the implications of a nonstandard</p><p>Reading Items to Respondents No more than a sixth-grade reading level is needed to understand and rate most ABAS-3 items, and most At the beginning of each adaptive skill area, read that respondents meet this threshold. However, should area's name (e.g., "These questions are about Com- a respondent lack the visual acuity or reading skills munication"). Then, read each item verbatim and ask needed to complete the ABAS-3 independently, you may read each item to them and ask them to provide the respondent to rate it, saying, "Would you say that ratings verbally. Then record those scores on the they are able or not able to do this?" If the respondent rating form. Exercise caution when interpreting the replies that the individual is able, say "Do they do it ABAS-3 norm-referenced scores, noting the adminis- never, sometimes, or always when needed?" In addi- tration procedures in any verbal or written reports. tion, ask the respondent to inform you about any When administering the ABAS-3 by reading items ratings that were guesses. It helps to place an extra to respondents, adapt the ABAS-3 instructions rating form, opened to the item ratings, in front of the as needed to reflect that items will be read to the respondent, and review the directions periodically respondent. For example, replace phrases about the to ensure that the respondent understands the four respondent reading items and circling ratings with item ratings. phrases that indicate that you will read items aloud and circle a rating based on their verbal response.</p><p>Reading Items to Respondents During a Structured Interview Note, however, that when administered in this way, ABAS-3 results are qualitative only. That is, the Another option is to administer the ABAS-3 using ABAS-3 may be used to generate structured clinical a structured interview format. Administering the information on adaptive behavior, but should not ABAS-3 in this way is consistent with the DSM-5 be scored. Alternatively, you may elect to administer requirement to use both a clinical evaluation and the ABAS-3 in the standard manner, which may be a psychometrically sound measure when assessing a person for possible intellectual disability (Ameri- scored, and then follow up with the respondent using a structured interview. can Psychiatric Association, 2013). A structured format may be especially useful when a respondent During the structured interview, generally follow the exhibits concerns about the individual being evalu- instructions outlined above about reading the items ated or about the assessment process, or when you to respondents. You and the respondent may then desire additional information about the individual's discuss items as needed. activities.</p><p>For example, if a respondent replies that the indi- vidual is able to perform the behavior described in an item but never does it, you may ask, "Why doesn't (individual's name) do this?" You also may ask respondents for: examples or additional information about the individual's specific activities ("You said that [individual's name] does this sometimes. When is [individual's name] more likely to do this?"); more details about the individual's strengths and weaknesses ("Although [individual's name] is not able to do this, what are some similar things that [individual's name] can do?); and the respondent's expectations or concerns about the individual ("You indicated that [individual's name] is not able to do this. Do you believe this skill is important and should be developed?").</p><p>ABAS-3 Scores Professional users have three options for obtaining ABAS-3 scoring procedures allow users to sum item ABAS-3 scores from a paper form: scoring by hand, ratings into adaptive skill area raw scores. These are using the Scoring Assistant software, and using the WPS converted to adaptive skill area scaled scores, adaptive Online Evaluation System (platform.wpspublish.com) domain standard scores, and the General Adaptive This section discusses scoring ABAS-3 forms by hand. Composite (GAC) score. Together, these scores form the basis of an individual's comparison with same- age peers from the standardization sample. These scores are recorded on the Score Summary page of the ABAS-3 rating form, as illustrated in Figure 2.4. See Table 2.2 for a quick look at these scoring rules.</p><p>Table 2.2. Quick Look: Obtaining ABAS-3 Norm-Referenced Scores Scoring step Description Reference tables Step 1: Prepare the rating form to obtain Record information about the rater and norm-referenced scores. the individual being rated. Step 2: Check the guessing factor. Determine whether the guessing rate is within acceptable limits. Step 3: Add the item scores for each Calculate the raw score for each adaptive adaptive skill area to obtain raw scores. skill area, taking note of any missing values. Step 4: Transfer the total raw score for Prepare the Score Summary page to each adaptive skill area to the Score convert adaptive skill area raw scores to Summary page of the rating form. scaled scores. Step 5: Obtain scaled scores (M = 10. Look up each raw score to obtain the Appendix A Tables A.1. A.7. A.13, SD = 3) for the adaptive skill areas. corresponding scaled score. or A.15. depending on which form is used. Step 6: Sum adaptive skill area scaled Calculate the sum of scaled scores for scores for the GAC and Conceptual, each domain, taking note of form-specific and Practical domains. summing rules. Step 7: Obtain standard scores Look up the sum of scaled scores for Appendix A Tables A.5. A.11. A.14. (M = 100, SD = 15) with confidence each domain to obtain the corresponding or depending on which form is used. intervals and percentile ranks for the standard score. GAC and Conceptual, Social, and Practical adaptive domains. Step 8 (optional): Plot profiles of scores. Mark points on the Score Profile page of the form to represent the individual's performance visually. Step 9 (optional): Obtain test-age Look up each raw score to obtain the Appendix A Tables A.3. A.6. A.9. or A.12. equivalents for adaptive skill area raw corresponding test-age equivalent. depending on which form is used. scores.</p><p>Parent Form wps Ages 5-21 unlocking potential TM ABAS-3 Adaptive Behavior Assessment Third Edition Patti L. Harrison, PhD Thomas Oakland, PhD Score Summary Name of child being evaluated (first, last) ID Grade Katie J. Sample 000-01-0003 K Rater's name last) Examiner Lauren Sample Stephanie Thomas Year Month Day Raw Score to Scaled Score Conversions 2015 17 A See Appendix A. Table A.4 Today's date 2 Adaptive skill area Raw score B Scaled scores Date of birth 2009 4 2 Communication 39 7 7 Age 5 10 15 Community Use 9 7 7 Functional Academics 31 12 12 Home Living 23 8 8 Health and Safety 34 9 9 Leisure 46 11 11 Self-Care 52 10 10 Self-Direction 14 6 6 Social 49 8 8 (Work) Work is not included in the GAC or adaptive domains Sum of scaled scores 78 25 19 34 C GAC Conceptual Social Practical</p><p>Sum of Scaled Scores to General Adaptive Composite (GAC) and Adaptive Domain Score Conversions See Appendix Table A.5 E Confidence interval Sum of scaled scores Standard score Percentile rank 90% 95% D F General Adaptive Composite (GAC) 78 92 30 89 - 95 Conceptual 25 91 27 86 - 96 Social 19 96 39 91 - 101 Practical 34 90 P 25 85 - 95 Figure 2.4. Sample of a completed Score Summary page of the Parent Form (Ages 5-21)</p><p>The following directions describe the steps used to obtain and record scores. Chapter 3 discusses ways to interpret and use ABAS-3 scores. Step 1: Prepare the rating form to obtain scores. Review the demographic information on the first page of the rating form. Ensure that it is complete and accurate. Record the individual's name, the rater's name, and your name on the Score Summary. Transfer the current date and the individual's date of birth from the first page of the rating form to the Score Summary. Calculate the individual's chronological age by subtracting the date of birth from the current date (day, then month, then year). Use the individual's age in years and months to obtain the ABAS-3 norm-referenced scores. Drop the number of days, as this information is not used in normative tables. Never round up the chronological age. For example, the age of 3 years, 0 months should be used in normative tables for a child who is 3, years, 0 months, and 29 days.</p><p>Step 2: Check the guessing factor. On each adaptive skill page of the rating form, in the "Check only if you guessed" column, tally the total number of guessed responses and record this in the "Total guessed" box (Figure 2.2). If there are four or more guesses in any adap- tive skill area, discuss with the respondent whether some guesses might be legitimately removed. If four or more guesses remain, decide whether to continue scoring the adap- tive skill area. Continue scoring if, in your professional judg- ment, the data are useful, but report the extent of guessing in any relevant documentation. For comparison, Table A.17 in Appendix A shows the guessing rates for the standardization samples for the adaptive skill areas included in each form. Alternatively, you may wish to identify another respondent who knows the individual better.</p><p>Step 3: Add the item scores for each adaptive skill area to obtain raw scores. For each adaptive skill area, sum the behavior Step 4: Transfer the total raw score for each adap- frequency scores of the items (scores of 1, 2, or tive skill area to the Score Summary page of the 3) to obtain the total raw score for that area. rating form. If the respondent left three or more items in an Transfer the total raw score for each adaptive adaptive skill area unrated, that area cannot skill area to the appropriate cell in the "Raw be scored. See "Check Completed Rating Form" scores" column in the Raw Score to Scaled Score earlier in this chapter to determine the value of Conversions table (A in Figure 2.4). two or fewer missing items. Record the total raw score in the box labeled "Raw total" (Figure 2.2). The total raw score should never exceed the maximum score indi- cated in this box.</p><p>Step 5: Obtain scaled scores (M = 10, SD = 3) for For each adaptive skill area, locate the scaled the adaptive skill areas. score corresponding to the individual's total raw To look up adaptive skill area scaled scores in score in the Appendix A table, by rating form and Appendix A, locate the table for the specific rat- age. Find the total raw score for each adaptive skill ing form and the individual's chronological age: area in the central area of the table. Then look across to the outer columns and find the scaled Parent/Primary Caregiver Form (Ages 0-5): score corresponding to each total raw score. Table A.1, pages 129 to 145 Parent Form (Ages 5-21): Table A.4, pages 160 to 174 Record each adaptive skill area scaled score on the Score Summary page of the rating form in Teacher/Daycare Provider Form (Ages 2-5): the first column (GAC) to the right of the raw Table A.7, pages 187 to 194 score (B in Figure 2.4). Teacher Form (Ages 5-21): Table A.10, Also record each scaled score in any additional pages 203 to 217 unshaded box in its row. The unshaded boxes Adult Form (Self-Report) (Ages 16-89): correspond to the adaptive skill areas included Table A.13, pages 230 to 233 in each adaptive domain (Conceptual, Social, or Practical). Adult Form (Rated by Others) (Ages 16-89): Table A.15, pages 241 to 244</p><p>Step 6: Sum adaptive skill area scaled scores for the GAC and Conceptual, Social, and Practical adaptive domains. Sum the scaled scores of all adaptive skill areas used for the GAC and for each adaptive domain. Record this number in each column under "Scaled scores" on the line "Sum of Adult Form: The Work adaptive skill area scaled scores" in Figure 2.4). may be completed if an individual is 16 to Form-specific summing rules 74 years old and has a part- or full-time job. Parent/Primary Caregiver Form: For infants If the Work adaptive skill area was completed, younger than 1 year, the Community Use, include the Work adaptive skill area scaled Functional Pre-Academics, and Home Living score in the calculation of both the Practical adaptive skill areas are not completed by adaptive domain and the GAC. Be sure to respondents and thus should not be included refer to the correct columns ("with Work" or in the GAC or adaptive domain composites. "without Work") in Tables A. 14 and A.16 when Parent and Teacher forms: The Work adaptive obtaining standard scores in Step 7 below. skill area may be completed if an individual is 17 to 21 years old and has a part- or full- time job. However, do not use the Work adap- tive skill area scaled score when calculating scores for the Practical adaptive domain or the GAC.</p><p>Step 7: Obtain standard scores (M = 100, SD = 15) with confidence intervals and percentile ranks for the GAC and the Conceptual, Social, and Practical adaptive domains. To look up GAC and adaptive domain stan- dard scores, percentile ranks, and confidence intervals in Appendix A, locate the table for Transfer the sums of scaled scores for GAC the specific rating form and the individual's chronological age: and the three adaptive domains to the Sum of Scaled Scores to General Adaptive Composite Parent/Primary Caregiver Form (Ages 0-5): Table A.2, pages 146 to 158 (GAC) and Adaptive Domain Score Conversions table (D in Figure 2.4). Parent Form (Ages 5-21): Table A.5, pages 175 to 185 Teacher/Daycare Provider Form (Ages 2-5): Table A.8, pages 195 to 201 Teacher Form (Ages 5-21): Table A. pages 218 to 228 Adult Form (Self-Report) (Ages 16-89): Table A.14, pages 234 to 240 Adult Form (Rated by Others) (Ages 16-89): Table A.16, pages 245 to 251</p><p>For each Sum of Scaled Scores (GAC, Concep- tual, Social, Practical) in the conversion table (D in Figure 2.4), locate the value in the Appendix A table listed above that corresponds to the correct form and the individual's chrono- logical age. Then, read to the left across the columns and find the standard score and percentile rank for each "Sum of scaled scores" value. Record these scores on the rating form (E in Figure 2.4). These tables (A.2, A.5, A.8, A.11, A.14 A.16) also provide confidence intervals for GAC and adap- tive domain standard scores. A confidence inter- val is a range of standard scores containing the individual's hypothetical "true" score for a given probability level. Select a desired confidence interval (90% or 95%) for the GAC and the three adaptive domains by locating the critical values at the bottom of the table. Then both add and subtract this figure from the standard scores to obtain their upper and lower bounds in the con- fidence interval. In the Sum of Scaled Scores to General Adaptive Composite (GAC) and Adaptive Domain Score Conversions table, in the "Confi- dence interval" column (F in Figure 2.4), mark the confidence level used (90% or 95%) and enter scores for the upper and lower bounds.</p><p>Step 8: Plot profiles of scores (optional). Step 9: Obtain test-age equivalents for adaptive To facilitate interpretation, you may plot the skill area raw scores (optional). individual's adaptive skill area scaled scores, Test-age equivalents are not reported on the rat- adaptive domain standard scores, and GAC on ing form, but users may look up test-age equiva- the Score Profile page. lents for adaptive skill areas in Appendix A: To plot a score, mark the point on the graph that Parent/Primary Caregiver Form (Ages 0-5): corresponds to the value of the GAC, adaptive Table A.3, page 159 domain standard score, or adaptive skill area Parent Form (Ages 5-21): Table A.6, page 186 scaled score, and draw a line to connect the points (see Figure 2.5). If desired, place vertical Teacher/Daycare Provider Form (Ages 2-5): lines to the right and left of the GAC and adap- Table A.9, page 202 tive domain composite standard score marks to Teacher Form (Ages 5-21): Table A.12, reflect the confidence intervals, as shown. page 229 Note: Adaptive skill areas under "Adaptive Note: Test-age equivalents are not provided for skill area scaled scores" are grouped by adap- the Adult Form. tive domain (not administration order) to aid interpretation. Using the relevant test-age equivalent table, locate the individual's total raw score for each adaptive skill area, reading across from the raw score to the "Test age" column to identify the test-age equivalent. Test-age equivalents have a number of limi- tations and should be used with caution, as described in Chapter 3.</p><p>Percentage of cases 2.2 6.7 16.1 50 16.1 6.7 2.2 Standard scores 70 80 90 100 110 120 Qualitative descriptions Extremely Below Low Above low average Average High average Adaptive skill area scaled scores Score ranges <3 4-5 6-7 8-12 13-14 10 11 12 13 14 15 16 17 18 19 Communication Functional Academics Self Direction Leisure Social Community Use Home Living Health and Safety Self-Care Work 2 3 10 11 12 13 14 15 16 17 19 GAC and adaptive domain standard scores Score ranges <70 71-79 80-89 90-109 110-119 40 so 60 90 100 110 120 GAC Conceptual Social Practical 40 so 60 100 120</p><p>Percentage of cases 2.2 6.7 16.1 50 16.1 6.7 2.2 70 80 90 100 110 120 Standard scores Below Above Extremely Low Average High Qualitative descriptions low average average Adaptive skill area scaled scores <3 4-5 6-7 8-12 13-14 >15 Score ranges 12 13 14 15 16 17 18 19 1 2 3 4 5 6 7 8 9 10 11 Communication Functional Academics Self-Direction Leisure Social Community Use Home Living Health and Safety Self-Care Work 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 1</p><p>GAC and adaptive domain standard scores Score ranges <70 71-79 80-89 90-109 110-119 >120 40 50 60 70 80 90 100 110 120 GAC Conceptual Social Practical 40 50 60 70 80 90 100 110 120</p><p>Optional ABAS-3 Analyses To aid ABAS-3 interpretation, you may elect to exam- This section summarizes statistical procedures for ine whether differences exist within an individual's conducting these analyses and recording their results adaptive skill area or adaptive domain score profile. on the Optional Analyses page of the rating form These types of analyses are often called "ipsative." (see Figure 2.6). Chapter 3 describes application of For example, although a person's GAC may be low these optional analyses when interpreting ABAS-3 compared to others their age, their adaptive domain results. For reference, Table 2.3 presents a quick look or adaptive skill area scores may cover a relatively at these optional analyses. wide range. The following optional analyses may be used to identify whether an individual's own profile contains meaningful differences among scores: Adaptive Domain Comparisons Scatter in Adaptive Skill Area Scaled Scores Strengths and Weaknesses in Adaptive Skill Areas Comparisons Between Two Raters Using Different Rating Forms</p><p>Table 2.3. Quick Look: ABAS-3 Optional Analyses Optional analysis General description Reference tables Adaptive Domain Comparisons Determine whether differences among Appendix B Tables B.1 and B.2. B.8 and Social, and Practical B.9. B.15 and B.16, B.20 and B.25 adaptive domain standard scores are and or B.32 and B.33, depending on statistically significant. If so, determine which form is used. if they are unusual (i.e., have a low base rate) and warrant clinical attention. Scatter in Adaptive Skill Area Determine whether the degree of scatter Appendix B Tables B.3 and B.10 and Scaled Scores (score range) among adaptive skill areas B.11, B.17 and B.22 and B.23, B.27 is statistically significant. If so, determine and B.28, or B.34 and B.35, depending on if it is unusual (i.e., has a low base rate) which form is used. and warrants clinical attention. Strengths and Weaknesses in Adaptive Determine whether specific adaptive Appendix B Tables B.5. B.19, Skill Areas skill area strengths and weaknesses are B.29, or B.36, depending on which form statistically significant. If so, determine is used. if they are unusual (i.e., have a low base rate) and warrant clinical attention. Comparisons Between Two Raters Using Determine whether score differences Appendix B Tables B.6 and B.13 and Different Rating Forms between two respondents are statistically or B.30 and B.31, depending on significant. If determine if they are which form is used. unusual (i.e., have a low base rate) and warrant clinical attention. Note. Conduct the first three analyses (adaptive domain comparisons; strengths and weaknesses) using the Optional Analyses page of the ABAS-3 form. Download the rater comparison worksheet to conduct the fourth analysis (see full instructions).</p>