Month: June 2018

ABAS-3 Validity-Evidence Based on Clinical Groups

It’s important that test scores are consistent and predictable. This stability determines the test’s reliability. Without reliable, measurable results, test scores can’t be evaluated to make diagnoses and develop long-term treatment plans.

By determining the reliability and internal consistency of an exam, we can eliminate the need for a standard error of measurement, because there will be less error (if there’s any error at all). The reliability of exams like the ABAS-3 help evaluate an individual accurately and remain consistent with treatment.

The measures of the ABAS-3 can not only distinguish between individuals with clinical disorders and those without, but it can also help evaluate the adaptive skills of someone with autism spectrum disorder (ASD), intellectual disability (ID), and attention-deficit/hyperactivity disorder (ADHD).

Many schools and clinics use the ABAS-3 to assess behavior and develop treatment plans for individuals who struggle with these disorders. The ABAS-3 provides a valid assessment of adaptive behavior for these groups and many others.

Children with Autism Spectrum Disorder

Autism spectrum disorder is characterized by both verbal and nonverbal deficits in communication, social interaction, and restricted or repetitive behavior. The ABAS-3 evaluates adaptive skills like communication, social competence, play, leisure, and self-care in individuals with ASD.

Among the two samples of children with ASD, the first includes 51 pre-school children, rated by their primary caregiver and their teacher. The second is a group of 37 school-aged children, measured by their parent and a teacher.

Given that the results for both groups matched clinical samples and control groups means that the ABAS-3 is highly accurate, reliable, and consistent.

Children with Intellectual Disability

Intellectual disability is defined by impairment in both intelligence and adaptive behavior, and someindividuals with ID don’t have the mental ability to adapt to certain environments. A standardized assessment like the ABAS-3 is key in diagnosing individuals with ID.

The original edition of the ABAS helped identify and describe adaptive strengths and challenges of ID, and the ABAS-II also included individuals with Down syndrome, but the ABAS-3 builds on these foundations to establish the validity of several new samples.

Children with Attention-Deficit/Hyperactivity Disorder

Symptoms of attention-deficit/hyperactivity disorder interfere with daily functioning, so while adaptive skills deficits aren’t part of the diagnostic criteria for this disorder, it’s important to recognize the ABAS-3’s ability to evaluate individuals in their environment and establish routines for improvement.

To treat ADHD effectively, intervention can improve adaptive skills and reduce the behavioral symptoms of inattentiveness, impulsiveness, and excessive activity. The ABAS-3 identifies areas in which the adaptive skill of self-direction is lacking in individuals with ADHD.

Many individuals can’t regulate impulsivity or maintain attention, but the severity of these symptoms can be identified accurately by the ABAS-3.

Adult Clinical Sample

While these types of disorders are usually identified in children, the ABAS-3 can also help evaluate adults with disorders like ID, ASD, and ADHD. The adult samples are both self-reported and informant-reported.

The validity of the ABAS-3 is verified in the fact that the findings in the adult clinical sample are consistent with those of the child and adolescent clinical samples across all diagnostic groups. We can verify from these results that the ABAS-3 can be used to identify the adaptive skill deficits in individuals of any age suffering from ASD, ID, and ADHD.

Visit WPS to learn more about the ABAS-3 (Find more information on the Adaptive Behavior Assessment System, Third Edition) and other products.