Adaptive Behavior Assessment System: A Supplemental Assessment to IQ Tests in Determining IntD Label in School Psychological Evaluations

The determination of an intellectual disability in an individual is determined through many components. The first factor in this label is a below average IQ, typically an IQ score below 70. However, the IQ is not the only component of the intellectual disability label. Additionally, these individuals have deficits in adaptive behavior. Finally, these characteristics occur during the time of development in an individual's life (birth, childhood). Without all three of these components, an individual cannot be labeled with an Intellectual Disability according to the DSM-V.

Adaptive behavior can be defined as, "the collection of conceptual, social, and practical skills that all people learn in order to function in their daily lives," according to the American Association of Intellectual and Developmental Disabilities. (2017). Adaptive behavior is critical because the assessment of these skills in addition to significantly below average intellectual functioning coincide with one another when determining whether or not a child has an intellectual disability. Therefore, although adaptive behavior assessments rate children differently than tests of intelligence, both types of assessment are important when psychologically evaluating a child with a disability.

One type of assessment of adaptive behavior is the Adaptive Behavior Assessment System (ABAS). 

ABAS

This assessment has been designed to provide "a complete assessment of adaptive skills that can occur across a lifespan." (ABAS). The system scores individuals across three domains: conceptual, social, and practical skills. In the conceptual domain, students are assessed on communication, functional academics, and self-direction skills. In the social domain, students are assessed on social and leisure skills. In the practical domain, students are assessed on self-care, home/school living, community use, work (or motor for infant/preschool), and health and safety skills. A further description of the domains and skills can be viewed in the chart below:

Domains/Skills

The ABAS utilizes the perspectives of many individuals when rating an individual in their adaptive behavior. The assessment has multiple versions of surveys/observation forms for "parents, family members, teachers, daycare staff, supervisors, counselors, or others who are familiar with the daily activities of the individual being evaluated." (ABAS). There is even a version for adults to complete a self-rating.

Proper scoring for this assessment is critical as the results heavily influence an individual's interpretation of adaptive behavior. The scores are "norm-referenced standard scores for the 10 skill areas and three broad domains assessed, as specified by AAIDD and DSM-IV-TR guidelines." (ABAS). Additionally, a "total score—the General Adaptive Composite—is provided as well. Skill area scores are also available as test-age equivalents, while domain and composite scores can be represented as age-based percentile ranks. In addition, all scores can be categorized descriptively (Extremely Low, Borderline, Below Average, Average, Above Average, Superior, or Very Superior). The Manual includes clear guidelines for using ABAS-II scores to plan and monitor interventions." (ABAS). Scoring takes into consideration the results from all of the surveys/forms/observations from all persons participating in order to determine the most accurate assessment of the child's adaptive behavior.

My personal experience using the ABAS tool in my classroom setting during re-evaluation periods for students with disabilities has been positive. Despite the length of time required to accurately complete the rating scales, I have found the assessment process very helpful in assessing my students skills and deficits. The tool helps provide accurate present levels of performance and assists in the development of meaningful IEP goals. It also is a good tool for involving parents in the process of evaluation, because sometimes their perspectives are even more accurate than the perspective of the school professional.

Overall, adaptive behavior assessment tools relate to intelligence tests in the sense that both provide a descriptive glance at a child's abilities and deficit areas. Both types of assessments are critical when labeling a child with an intellectual disability.

References:

(ABAS™-II) Adaptive Behavior Assessment System™, Second Edition. (n.d.). Retrieved July 08, 2017, from https://www.wpspublish.com/store/p/2637/abas-ii-adaptive-behavior-assessment-system-second-edition