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AAMR Adaptive Behavior Scale-School Second Edition

AAMR Adaptive Behavior Scale-School Second Edition. Ryan Zator Lauren Payne Allison Verde Laura Phillips. Instrument Introduction. Author- Nadine Lambert, Kazuo Nihira & Henry Leland Publisher- Pro-ed Cost- $165.00. Description. Purpose of Assessment:

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AAMR Adaptive Behavior Scale-School Second Edition

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  1. AAMRAdaptive Behavior Scale-SchoolSecond Edition Ryan Zator Lauren Payne Allison Verde Laura Phillips

  2. Instrument Introduction • Author- Nadine Lambert, Kazuo Nihira & Henry Leland • Publisher- Pro-ed • Cost- $165.00

  3. 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

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

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

  6. Subtests Continued • Part 2: • Seven Domains • Social Behavior • Conformity • Trustworthiness • Stereotyped & Hyperactive Behavior • Self-Abusive Behavior • Social Engagement • Disturbing Interpersonal Behavior

  7. 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.

  8. Administration Continued • Individual administration • Ratings obtained in two ways: • Personal knowledge of the individual being rated • Another persons knowledge obtained from the interview

  9. 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

  10. Use of Results • Planning & Adjusting I.E.P’s • Determining L.R.E

  11. Development • The ABS-S:2 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

  12. 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)

  13. 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)

  14. 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.

  15. 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

  16. 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)

  17. 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.

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

  19. 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

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

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