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Introduction
The Adaptive Behavior Assessment System, Third Edition (ABAS-3), is a 
comprehensive, norm-referenced assessment of adaptive skills needed to 
effectively and independently care for oneself, respond to others, and meet 
environmental demands at home, school, work, and in the community. The 
ABAS-3 is a revision of the widely used Adaptive Behavior Assessment System, 
Second Edition (ABAS-II). It preserves the strongest aspects of the ABAS-II 
while incorporating many improvements.
The ABAS-3 is a versatile instrument. A variety of respondents (e.g., parents, 
teachers, family members, supervisors, self ) complete a rating form that, 
when scored and interpreted by the professional user, provides informa-
tion about an individual’s adaptive behavior relative to a national, norma-
tive sample of peers. The ABAS-3 can be used with individuals from birth to 
89 years in many different settings, such as schools, clinics, hospitals, residen-
tial facilities, and community agencies. The ABAS-3 can be administered and 
scored using printed forms or through the WPS Online Evaluation System™. 
A desktop software program is also available for scoring forms administered 
on paper. All three methods of scoring and administration may make use of 
the ABAS-3 Intervention Planner™ (WPS product number W-620A), a com-
panion resource that links specific interventions to the deficits assessed in 
the ABAS-3 items.
The ABAS-3 reflects current standards for describing adaptive behavior and 
diagnosing conditions in which it may be impaired (e.g., American Associa-
tion on Intellectual and Developmental Disabilities, 2010; American Associa-
tion on Mental Retardation, 2002; American Psychiatric Association, 2000, 
2013; Individuals with Disabilities Education Improvement Act, 2004; World 
Health Organization, 2001, 2007). These standards promote assessment of 
adaptive behavior to target daily living skills that may be improved through 
intervention, thus enhancing an individual’s quality of life.
2 ABAS-3 Chapter 1 Introduction
Uses of the ABAS-3
Results of an ABAS-3 administration can help iden-
t ify a person’s strengths and limitations, and allow 
professionals to plan, implement, and monitor inter-
ventions. ABAS-3 results can be applied in many ways:
 ·Assist in diagnosing and classifying various 
developmental and behavioral disorders 
(e.g., intellectual, learning, behavioral, or emo-
tional disabilities).
 · Identify functional limitations displayed by chil-
d ren and adults with a variety of challenges or 
disorders (e.g., ASD, ADHD, Alzheimer’s).
 ·Document a person’s eligibility for services and 
programs (e.g., special education, Social Security 
benefits, placement for interventions).
 ·Plan and monitor interventions designed to 
improve an individual’s adaptive skills and daily 
functioning.
 ·Facilitate research efforts such as program evalua-
tion and treatment outcome studies.
ABAS-3 Rating Forms and Administration
The ABAS-3 consists of five rating forms used to 
gather information about an individual’s adaptive 
behaviors in relevant settings. The forms, which 
require a sixth-grade reading ability, can be com-
pleted in about 20 minutes. All five forms are avail-
able in English and Spanish.1
 ·Parent/Primary Caregiver Form (Ages 0–5). 
This form measures the adaptive functioning of 
infants, toddlers, and preschoolers in the home 
and other settings, and can be completed by par-
ents or other primary care providers. The Parent/
Primary Caregiver Form is used for children ages 
birth to 5 years, 11 months.
 ·Parent Form (Ages 5–21). This form measures 
the adaptive functioning of children in the home 
and community, and can be completed by par-
ents or other primary care providers. The Parent 
Form is used for children in grades K–12 or 
ages 5 to 21 years, 11 months. The form extends 
through age 21 to include special-education 
students and others who continue to be served 
through a secondary school setting.
 ·Teacher/Daycare Provider Form (Ages 2–5). 
This form measures the adaptive functioning 
of toddlers and preschoolers in a day-care cen-
ter, home day-care, preschool, or school setting. 
Teachers, teacher’s aides, or other day-care or 
childcare providers can complete this form. The 
Teacher/Daycare Provider Form is used for chil-
dren ages 2 to 5 years, 11 months.
 ·Teacher Form (Ages 5–21). This form measures 
the adaptive functioning of children and adoles-
cents in a school setting, and can be completed 
by teachers, teacher’s aides, or other school-based 
staff. The Teacher Form is used for students in 
grades K–12 or ages 5 to 21 years, 11 months. The 
form extends through age 21 to include special-
education students and others who continue to be 
served through a secondary school setting.
1 Spanish versions were translated from the English forms, back-translated, and then reviewed for accuracy. Normative, validity, and 
reliability data do not currently exist for the ABAS-3 Spanish rating forms. Therefore, results obtained from the Spanish forms should 
be interpreted with caution.
ABAS-3 3ABAS-3 Content and Scores
 ·Adult Form (Ages 16–89). This form measures 
the adaptive functioning of adults in home and 
community settings. Family members, super-
visors, or other respondents who are familiar 
with the individual in his or her environment 
can complete this form. The Adult Form also 
may be self-rated by the individual if his or her 
functional skills are adequate to provide valid 
responses to the items. Two separate norms 
tables are provided for the Adult Form, one 
for ratings by others and one for use with self-
reports. The Adult Form is used for individuals 
ages 16 to 89 years, 11 months.
Respondents rate ABAS-3 items by indicating 
whether the individual is able to independently 
display a behavior and, if so, how frequently the 
behavior is displayed (i.e., never, sometimes, or 
almost always) when it is needed. Respondents also 
may specify a rating based on more limited informa-
tion by indicating that they guessed or estimated 
the rating. Information from multiple respondents 
promotes a more comprehensive understanding of a 
person’s adaptive behavior. Thus, whenever possible, 
two or more respondents should complete separate 
ABAS-3 rating forms. Chapter 2 includes detailed 
information about the selection of appropriate 
respondents and rating forms.
ABAS-3 Content and Scores
The ABAS-3 measures adaptive behavior at three 
different levels. At the highest level is the General 
Adaptive Composite (GAC), which is composed of all 
measured skill areas and thus provides an overall 
estimate of adaptive behavior. At the next level are 
three adaptive domains, each comprising multiple 
individual skill areas:
 ·Conceptual: Behaviors needed to communicate 
with others, apply academic skills, and manage 
and accomplish tasks
 ·Social: Behaviors needed to engage in inter-
personal interactions, act with social responsibility, 
and use leisure time
 ·Practical: Behaviors needed to address personal 
and health needs; take care of home, classroom, 
or work settings; and function in a community
At the third level are the individual adaptive skill areas 
assessed by the ABAS-3 and outlined in Table 1.1: 
Communication, Community Use, Functional 
Academics/Pre-Academics, Home/School Living, 
Health and Safety, Leisure, Self-Care, Self-Direction, 
Social, Work (for employed adolescents and adults), 
and Motor (for young children). Table 1.2 summarizes 
the content of each skill area.
ABAS-3 scores compare an individual’s adaptive skills 
with those of same-age peers included in the national 
standardization samples. Scores for the GAC and 
adaptive domains include standard scores (M = 100, 
SD = 15), confidence intervals for standard scores, 
and percentile ranks. Scores for the adaptive skill 
areas are scaled scores (M = 10, SD = 3). Descriptive 
classifications (Extremely Low, Low, Below Average, 
Average, Above Average, andHigh) may be used for 
the GAC, adaptive domains, and adaptive skill areas 
to aid interpretation by expressing numerical ranges 
in everyday language. Chapter 3 provides detailed 
information about the interpretation of scores.
4 ABAS-3 Chapter 1 Introduction
Table 1.1. Adaptive Skill Areas Included in the GAC and Adaptive Domains
Adaptive skill area
Adaptive domain
Parent/Primary 
Caregiver Form
(0–5 years)
Teacher/Daycare 
Provider Form
(2–5 years)
Parent Form
(5–21 years)
Teacher Form
(5–21 years)
Adult Form
(16–89 years)
Conceptual Communication
Functional 
Pre-Academicsa
Self-Direction
Communication
Functional 
Pre-Academics
Self-Direction
Communication
Functional 
Academics
Self-Direction
Communication
Functional 
Academics
Self-Direction
Communication
Functional 
Academics
Self-Direction
Social Leisure
Social
Leisure
Social
Leisure
Social
Leisure
Social
Leisure
Social
Practical Community Usea
Home Livinga
Health and Safety
Self-Care
School Living
Health and Safety
Self-Care
Community Use
Home Living
Health and Safety
Self-Care
Community Use
School Living
Health and Safety
Self-Care
Community Use
Home Living
Health and Safety
Self-Care
Workd
Motorb Motorb Workc Workc
Note. For all forms, the GAC includes all adaptive skill areas except as noted below.
aFunctional Pre-Academics, Community Use, and Home Living are not administered for children under 1 year of age.
bMotor 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.
cWork 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.
dWork 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.
ABAS-3 5ABAS-3 Content and Scores
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 
(Pre-) Academics a
Basic skills that form the foundations for reading, writing, mathematics, 
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 affection, 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).
Home/School 
Living b
Skills needed for basic care of a home or living setting or a school 
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 caution, 
keeping out of physical danger).
Self-Care Skills needed for personal care (for example, eating, dressing, bathing, 
toileting, grooming, hygiene).
Motor c Basic fine and gross motor skills needed for locomotion, manipulating 
the environment, 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 d 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.
aOn the Parent/Primary Caregiver and Teacher/Daycare Provider forms, the adaptive skill area is titled Functional 
Pre-Academics; on the Parent, Teacher, and Adult forms, the adaptive skill area is titled Functional Academics.
bOn the Parent/Primary Caregiver, Parent, and Adult forms, the adaptive skill area is titled Home Living; on the 
Teacher/Daycare Provider and Teacher forms, the adaptive skill area is titled School Living.
c The Motor adaptive skill area is included only on the Parent/Primary Caregiver and Teacher/Daycare Provider 
forms.
dThe 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.
6 ABAS-3 Chapter 1 Introduction
Summary of the ABAS-3 Revision
The primary components of the ABAS-3 revision 
were the collection of new, nationally representa-
tive standardization samples, the development of 
updated forms, and the addition of new adminis-
tration and scoring options. The five ABAS-3 rating 
forms were developed based on their predecessors, 
the ABAS-II forms (Harrison & Oakland, 2003). In 
preparing the ABAS-3, the items, scale structure, and 
research base of the ABAS-II were evaluated against 
current standards for the assessment of adaptive 
behavior. In addition, user feedback helped iden-
tify features to retain or revise for the new edition. 
Although the essential characteristics of the ABAS-II 
remain unchanged, the following important updates 
were included in this edition.
Item content: The ABAS-II item pool was revised with 
three goals in mind. First, in order to more accurately 
measure persons of lower and higher ability, new 
items of low difficulty were added to the infant and 
preschool forms, and new items of high difficulty 
were added to the school and adult forms. Second, 
items were revised or added to better assess adaptive 
skill deficits associated with three disorders: intellec-
tual disability (ID), autism spectrum disorder (ASD), 
and attention-deficit/hyperactivity disorder (ADHD). 
Third, to keep pace with technology, references in 
items to newer technologies, such as the Internet, 
supplemented or replaced references to older tech-
nologies, such as printed encyclopedias. Although 
items were added to and deleted from each skill area 
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.
Online administration: In addition to administra-
tion and scoring using paper forms or desktop scor-
ing software, the ABAS-3 may be administered and 
scored online. The WPS Online Evaluation System, 
a platform for online testing, allows administra-
tion of the ABAS-3 on any computer with Internet 
access. Respondents may complete the ABAS-3 form 
remotely via the online platform, or they can com-
plete the form on the professional’s local device. Mul-
tiple forms on the same individual can be scored and 
integrated into a combined report, and an interven-
tion plan can be generated from selected items. For 
more information, visit platform.wpspublish.com.
Comparing data from two ABAS-3 rating forms: 
Based on feedback from ABAS-II users, the ABAS-3 
includes the ability to examine differences between 
two respondents’ ratings of an individual in order 
to determine if the differences warrant additional 
attention. This new feature provides the user with an 
objective basisto interpret varying scores between 
respondents.
Intervention Planner: The ABAS-3 Intervention Plan-
ner, previously available only through the desktop 
scoring software, is now available to paper-form and 
online users. The Intervention Planner helps profes-
sionals identify appropriate treatment options based 
on individual item content. The ABAS-3 Intervention 
Planner is available for all five forms, with new and 
revised interventions based on the revised item pool.
ABAS-3 7Summary of ABAS-3 Standardization and Technical Properties
Summary of ABAS-3 Standardization and Technical Properties
The ABAS-3 was standardized on nationally represen-
tative samples of 4,500 individuals ages 0 to 89 years, 
with 7,737 research forms completed by respondents 
for these individuals. The normative samples were 
selected to be proportionate to the U.S. population 
on the variables of gender, race/ethnicity, and socio-
economic status (education level, U.S. Bureau of 
the Census, 2010). The samples primarily included 
typically developing individuals as well as those with 
disabilities. Chapter 4 includes detailed information 
about the standardization sample characteristics.
Reliability was examined through the internal con-
sistency, temporal stability, interrater reliability, and 
cross-form consistency methods. Validity studies 
included test content validation, factor analysis, clini-
cal group comparisons, equivalency with the ABAS-II, 
and concurrent administrations of other measures of 
adaptive behavior. Chapter 5 includes detailed reli-
ability and validity information.
Principles of ABAS-3 Use
Professionals with relevant training, knowledge, and 
experience in basic principles of psychological and 
educational assessment and test interpretation are 
qualified to be professional users of the ABAS-3. They 
are responsible for selecting respondents, coordinat-
ing the completion of rating forms, and scoring and 
interpreting results. They may be involved in deci-
sion making using ABAS-3 results. Professional users 
should abide by relevant legal and ethical standards 
and other professional and institutional require-
ments. Before using the ABAS-3 for the first time, pro-
fessional users should read this manual and review 
the rating forms to become familiar with administra-
tion, scoring, and interpretation procedures, as well 
as the measure’s psychometric properties.
Professional users may supervise other adequately 
trained service providers who assist in administer-
ing and scoring the ABAS-3. Professional users are 
responsible for ensuring that other service providers 
have adequate training and supervision in adminis-
tration and scoring, are able to provide appropriate 
answers to questions from respondents, know when 
to refer questions to the professional users, and follow 
legal and ethical standards and other requirements.
Although the ABAS-3 provides a comprehensive 
assessment of adaptive behavior, it should not be 
used in isolation to diagnose or plan treatment for an 
individual. Instead, it should be used in concert with 
other data, such as information derived from con-
current or former assessments; detailed interviews 
and history taking; developmental, school, or work 
records; and direct observations.