patti l. harrison, phd thomas oakland, phd 41...patti l. harrison, phd thomas oakland, phd presented...
TRANSCRIPT
Patti L. Harrison, PhD Thomas Oakland, PhD
Presented in October, 2015 by WPS for the Illinois Association of School Social Workers
Ann K. Rogers PhD, NCSP
Agenda
Adaptive Behavior
ABAS-3
- Revisions
- Administration and Scoring
- Interpretation and Intervention
- Online assessment system
Applications of Adaptive Behavior Assessment
- DSM5
- Illinois
Other Measures for Adaptive Behavior Assessment
Questions/Discussion
What is adaptive behavior?
The skills needed to effectively and independently
- Care for oneself
- Respond to others
- Meet environmental demands at home, at work,
and in the community
Adaptive behavior includes the age-appropriate
behaviors necessary for people to live independently
and to function safely and appropriately in daily life.
Adaptive behavior refers to behavior that enables a
person to get along in his or her environment with
greatest success and least conflict with others.
Adaptive behavior refers to the ability to perform a
change in behavior to successfully meet changes in
environmental circumstances.
What is adaptive behavior?
Why do we use measures of adaptive behavior in the evaluation process?
To accurately describe behavior
Screen for special needs
Diagnose
To assist in eligibility and placement decisions
Identify specific areas of need
Establish intervention methods
Monitor intervention effectiveness
Evaluate progress
Research5
ISBE: School Social Work ManualChapter IV: Roles in Special Education
The school social worker needs to be competent in
adaptive behavior assessment.
A simplified definition of adaptive behavior is the
effectiveness with which an individual functions
independently and meets culturally imposed standards of
personal and social responsibility across different
settings.
A sampling of the domains usually represented
in an adaptive behavior instrument includes
perceptual-motor, communication, daily living
skills, socialization, application of academic
principles, both inside and outside the school
environment, and personal responsibility.
ISBE: School Social Work ManualChapter IV: Roles in Special Education
The school social worker should weigh the following criteria when reviewing adaptive behavior instruments that are
being used or considered for adoption.
Domains assessed
Norm group used to develop instrument
Instrument reliability and validity
Group for whom instrument is suited
Date instrument was most recently updated
Ease of instrument administration
Method of instrument administration
Length of time needed to administer instrument
Ease of scoring and interpreting instrument
ISBE: School Social Work ManualChapter IV: Roles in Special Education
What is the purpose of the ABAS-3?
To provide a reliable, valid, comprehensive,
contemporary, and norm-referenced measure of
adaptive behavior from birth to age 89 years
To identify strengths and limitations and to aid in
diagnosis and classification
To identify strengths and limitations that inform
intervention planning
To evaluate function across multiple environments
To monitor progress over time
A Multidimensional Screening Tool
10
Rating Form Ages Setting Respondents
ParentPrimary Caregiver
0-5 Home & CommunityParents or others responsible for the child’s primary care
TeacherDaycare Provider
2-5 School or daycareTeachers, teachers aides, preschool instructors, daycare or other childcare providers
Parent 5-21 Home & CommunityParents or others responsible for the child’s primary care
Teacher 5-21 SchoolTeachers, teachers aides or other school professionals
Adult 16-89 Home & CommunityFamily members, professional caregivers, supervisors or the individual
ABAS-3 scoring options
Paper and Pencil
Desktop SoftwareScoring
OnlineEvaluation System
All scoring options make use of the ABAS-3 Intervention Planner™
12
A companion resource that links specific interventions to the deficits assessed in the ABAS-3 items.
+
Adaptive skill areas
10 specific skills in ABAS-3
Communication
Community Use
Functional Academics
Home/School Living
Health and Safety
Leisure
Self-Care
Self-Direction
Social
Work (for young adults and adults)
Motor (for young children)
14
Table 1.2 Skill Area Descriptions
General Adaptive Composite
Conceptual Social Practical
- Communication
- Functional Academics
- Self-direction
- Leisure
- Social
- Community Use
- Home / School living
- Self-care
- Health and Safety
- Work (Adult form if employed)
*Motor in GAC only (young children)
ABAS-3 Score Grid
ABAS 3
Revision Goals
ABAS-3 revision goals
Update a well-established instrument in wide use
throughout the United States and internationally
Update the normative sample
Add additional clinical studies
Update the item sets and include new items as needed
Improve upon the ABAS-II by considering
developments in the field of adaptive behavior
assessment, professional reviews, and user feedback
ABAS-3 reflects current standards for describing adaptive behavior
I D E AIndividuals with Disabilities Education Act
What’s new in ABAS-3
Revisions were guided by focus group meetings held at the NASP convention
New normative data
Higher difficulty items for 5-21 years and adult forms
Lower difficulty items for the younger age group
Same number of items as ABAS-II
New items that address ID; ADHD and ASD more effectively
Revised items addressing technology etc.
Online administration, scoring and reporting
Improved Intervention Planner (Intervention tips for all ages)
Spanish forms for all ages
What’s new in ABAS-3 (continued)
Our environments have changed considerably in the last 10 years (e.g. we no longer use pay phones)
Inclusion of more items that assess gullibility - a quality often displayed by those with ID
Items for one skill area appear on one page
Simplify the transfer of data from one page to another
Form to form comparison available – enables comparison in 2 different environments
The manual and forms with have a new WPS look
This is the first ABAS revision made by WPS
Item content updates
The essential characteristics of the ABAS-II remain unchanged BUT:
Three goals 1. More accurately measure persons of lower and higher ability
2. Items were revised or added to better assess adaptive skill deficits associated with three disorders: intellectual disability (ID), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD).
3. To keep pace with technology, references in items to newer technologies, such as the Internet, supplemented or replaced references to older technologies, such as printed encyclopedias.
22
Item pool across all forms consists of:
65% ABAS-II items
18% revised ABAS-II items
17% new items
Table 4.1 Item Set Revisions
Some example revision items
“Selects television programs or videotapes . . .”
was changed to “Selects television programs or uses
the Internet “ – to make it more relevant
“Has pleasant breath.” - deleted because difficult to rate
“Attends work regularly” was revised to “Goes to work
at scheduled times” - to reflect greater specificity.
25
Some example new items
“Engages in a variety of fun activities instead of only one or two” - added to supplement ABAS-II items such as “Initiates games or selects television programs liked by friends or family members.” (ASD)
“Stands still when needed, without fidgeting or moving around” were added to current items such as “Reads and follows instructions for completing classroom projects or activities.” (ADHD)
“Checks the accuracy of charges before paying a bill” and “Refuses gifts and rides from strangers” (ID – gullibility)
26
Examples of lower and higher items
“Stays with parents or other family members in a store
and does not wander off”
“Smiles or shows interest when he or she sees a
favorite toy”
“Is responsible for his or her personal finances, such as
bank account, credit card, or utility bill”
“Sends thank-you notes or emails after receiving a gift
or help with an important task”
27
Updates based on user feedback
Instructions are clarified on all forms of the ABAS-3 so
that respondents are better able to understand the
distinction between ratings of zero and one: by using
the visual design of the forms to sharpen the distinction
between ability (item ratings of 0) and frequency (item
ratings of 1, 2, and 3)
ABAS-3 forms also are easier to administer and score
Five Rating Forms
Administration GuidelinesChapter 2 ABAS-3 Manual
Rater Selection
Rating Forms “off-site”
Two or more respondents
Special circumstances (reading items)
Administration:Rater Selection
Completed by respondents who know the daily
adaptive behaviors of the individual being assessed.
Careful selection of respondents is critical to obtaining
complete and valid information
Should have had frequent, recent, prolonged contact
with the individual (e.g., most days, over the last few
months, for several hours each day)
Opportunity to observe the various adaptive skill areas
measured by the ABAS-3.
31
Table 2.1 Frequently Asked
Questions and Answers
Administration
4 point scale: Skill versus Performance
0 - not able__________________________
1 - never or almost never when needed
2 - sometimes when needed
3 - always or almost always when needed
33
ABAS-3 Scores
- General Adaptive Composite
- Conceptual Domain
- Social Domain
- Practical Domain
- Individual skill areas
Age related normative scores (mean 100, std dev 15)
Skill area scores (mean 10, std dev 3)
Age based percentile ranks and age equivalents up to 22 years
Descriptive Classifications:
high, above average, average, below average, low, and extremely low
ABAS-3 Scores
Obtaining Norm-Referenced ScoresQuick Look: Table 2.2
Optional AnalysesQuick Look: Table 2.3
- 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
Test-Age Equivalents for Adaptive Skill Areas
Provided for the Parent/Primary Caregiver, Parent,
Teacher/Daycare Provider, and Teacher forms to
satisfy the reporting requirements of certain schools
and other institutions.
However, test-age equivalents have important
limitations when used as part of any assessment
instrument and should be used with caution
36
Scoring
By hand (local administration and scoring)
Desktop software (local administration and scoring)
WPS Online Evaluation System (remote administration
and automatic scoring)
37
platform.wpspublish.com
Interpretation of ABAS-3 scores
Top down approach:
GAC
Conceptual, Social, and Practical Adaptive Domains
Standards from the American Association on Intellectual and Developmental
Disabilities (AAIDD) and the American Psychiatric Association’s Diagnostic
and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5, 2013),
emphasize the importance of assessing conceptual, social, and practical
adaptive behavior skills and the use of adaptive domain information for
diagnostic and intervention purposes
39
Intervention
Sample intervention items
41
Standardization and
Technical Properties
Standardization and Technical Properties
4,500 individuals ages 0 to 89 years
proportionate to the U.S. population on the variables of
gender, race/ethnicity, and education level (U.S. Bureau of
the Census, 2010)
Reliability was examined through the internal consistency,
temporal stability, interrater reliability, and cross-form
consistency methods
Validity studies included test content validation, factor
analysis, clinical group comparisons, equivalency with the
ABAS-II, and concurrent administrations of other measures of
adaptive behavior
Standardization Study
Included three independently collected samples:
Infant and Preschool (ages 0–5; Parent/Primary Caregiver and
Teacher/Daycare Provider forms)
School (ages 5–21; Parent and Teacher forms)
Adult (ages 16–89; Adult Form, self-report and rated by others)
7,737 research forms completed by respondents who reported on the
adaptive behavior of 4,500 individuals.
Standardization data collected over an 18-month period, from March
2013 to September 2014
Reliability and Validity
Reliability
Internal Consistency (standardization sample)
GAC 0.96 – 0.99
Adaptive domains 0.85 – 0.99
Adaptive skills areas 0.72 – 0.99
Internal Consistency (mixed clinical diagnoses sample)
GAC 0.99
Adaptive domains 0.96 – 0.99
Adaptive skill areas 0.91 – 0.98
Test-Retest Reliability
Ranges across all forms:
- GAC 0.82 – 0.89
- Adaptive domains 0.76 – 0.85
- Adaptive skill areas 0.70 – 0.80
Mean test-retest interval was 3 weeks (range 5 days to 7 weeks)
Sample included 265 children and adults from the standardization
sample and 60 from the clinical sample (ASD)
Interrater Reliability
GAC 0.81 – 0.92
Adaptive Domains 0.77 – 0.83
Adaptive skill areas 0.67 – 0.74
Validity
The AAMR (2002), AAIDD (2010), and DSM-IV-TR and DSM-5
(APA, 2013) provided the internal theoretical structure of the
ABAS-3
Vineland –II: strong correlations
BASC-2: expected correlations with adaptive behavior scales.
BASC-2: also provided evidence of divergent validity via the
negative correlations with scores representing conceptual
opposites of adaptive behavior (e.g. aggression, depression,
withdrawal)
ABAS-3 includes new clinical studies on individuals with ASD, ID
and ADHD
Other Adaptive Behavior Measures
How do they compare to ABAS 3
Comparison with the Vineland
ABAS 3 Vineland
Publish date 2015 2005 / 2006 / 2008
Admin time 20 minutes 20 – 90 minutes (depending on form)
Pen / paper (local) OR online (remote) administration / scoring; scoring software
Pen / paper administration only; scoring software
Birth – 89 years Birth – 90 years
Intervention Tips and report available for all forms; progress monitoring report and respondent reports also available
Scoring reports only
User friendly behavior rating format with easy scoring
Parent interview comprehensive but time-consuming
Aligns with DSM 5 ID classification (conceptual, social and practical)
No direct alignment with DSM-5
Comparison with Vineland continued
ABAS-3 Vineland
No. of items: 0-5 Parent: 2415-21 Parent: 2322-5 Teacher: 2165-21 Teacher: 19316-89: 239
No. of items: Expanded survey: 597Parent survey interview: 383Teacher Rating: 223
Complete all items Start and stop rules
Adaptive behavior only Additional Maladaptive items (36)
4500 in standardization study 2000 in standardization study
Other adaptive behavior measures
Scales of Independent Behavior – Revised (SIB-R)HMH (Riverside)
AAMR Adaptive Behavior Scales (ABS-S:2)
AAMR
Inventory for Client and Agency Planning (ICAP)
HMH (Riverside)
BASC3
Pearson
Diagnostic Adaptive Behavior Scale
AAIDD (not yet published – 2015)
Applications of Adaptive Behavior
Assessment
Applications of Adaptive Behavior AssessmentIntellectual Disability Diagnosis:DSM-5, APA, 2013
“The diagnosis of intellectual disability is based on both
clinical assessment and standardized testing of
intellectual and adaptive functions”
“At least one domain of adaptive functioning—
conceptual, social, or practical—is sufficiently impaired
to warrant ongoing support in one or more settings”
55
Applications of Adaptive Behavior AssessmentIntellectual Disability Diagnosis: AAIDD (2010)
Adaptive behavior should be assessed by
standardized measures that have been normed on
the general population, and that a diagnosis of
intellectual disability must include a score that is
approximately two standard deviations below the
normative mean on either the overall score of
adaptive functioning, or on one of the three adaptive
behavior domains (Conceptual, Social, or Practical)
56
Audience Discussion
From DSM5: “Functional Consequences of _____ “
Anxiety Disorders
Depressive Disorders
Trauma-and Stressor-Related Disorders
Disruptive, Impulse-Control and Conduct Disorders
Others?
Adaptive Behavior and Other Disabilities
Versatile
Comprehensive
Cost-effective
Reliable
Valid
58
The most up to date measure of adaptive behavior
WPS
Main publisher of autism assessments:
ADOS-2, SRS-2, CARS, ADI-R, MIGDAS, SCQ
Developmental Profile, Third Edition (DP-3)
Piers-Harris Self Concept Scale
Revised Children's Manifest Anxiety Scale (RCMAS-2)
