Willmore Test Review ABAS-3 (1)

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Liberty University *

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621

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Mechanical Engineering

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Jan 9, 2024

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EDUC 621 T EST R EVIEW T EMPLATE Your name: Brandon Willmore Name of instrument: Adaptive Behavior Assessment System, Third Edition ABAS-3 Author(s) of instrument: Reynolds & Kamphaus Date of current publication: 1992 Publisher: Pearson Base all answers on information provided in MMY (available through Liberty University Online Library), course textbook, and, if necessary, recent scholarly sources. 1. List all “ global ” areas and their corresponding subtests that comprise each global area (add more or less space as needed): A. List all Global Areas (aka Domains, Clusters) : These areas comprise groups of subtests. The global areas are conceptual, social, and practical Adaptative Skills, Externalizing Problems, Internalizing Problems, Behavioral Symptoms Index, Content Scales, Clinical Indexes, Executive Functioning Indexes B. List all Subtests: Adaptability, social skills, functional communication, Hyperactivity, aggression, Anxiety, depression, somatization, attention problems, atypicality, withdrawal, anger control, developmental social disorders, emotional self-control, bullying, executive functioning, negative emotionality, resiliency, clinical disability, functional impairment, attentional control, behavioral control, emotional control, overall executive function 2. State the age range this test can be administered to: 2-21 years of age (teacher/parent version); extends to 25 is self-reporting State the purpose of the test: Namely to evaluate children and young adults’ behavior and self- perception. It may also be an effective tool for assessing the adaptive skills that are necessary to care for oneself in an effective and independent manner, appropriately respond to other individuals, and meet the demands of the home environment, school, work, as well as the community 3. Describe the qualifications required for an examiner to administer this test: The teacher, parents, and students all take the personalized test. From there, the person administering the test must include information about their roles in relation to the student being evaluated, and respondents are able to remark on their emotions and attitudes. Additionally, reference frameworks are provided and manuals to follow. Naturally, the proctor must be able ensure there is test integrity and validity. 4. List the types of scores (e.g., standard scores, percentile rank, scaled scores, age equivalent, grade equivalent, etc.) this test uses to report results. Your answer should follow the examples stated here. Do not list anything else. Normative scores are given in the form of T-scores and percentile ranks in an aggregate score and in each of the respective subtest areas. 5. List the instrument’s technical data (including actual numbers) regarding validity, reliability, and standardization / normative process. Page 1 of 4

EDUC 621 Validity: The data provided by the test authors shows that indicators for item content, response process, internal structure, internal consistency, age group differences, intercorrelations among adaptive skill areas, and factor structure supports the validity of the ABAS-3. Data indicated that the average corrected correlation between adaptive skill area and adaptive domain scores was .79 for the Parent/Primary Caregiver form. Furthermore, the average intercorrelation between adaptive skill area scaled scores were .60. Reliability: The reliability of the ABAS-3 is very high across the coefficients and domain scales. Based on the information provided by the test authors, the internal consistency estimates for the GAC coefficients ranged from .96 to .99 for all the samples collected. Furthermore, the reliability coefficients collected for the adaptive domains were between .85 and .99. Lastly, the reliability coefficients collected for the adaptive skills area were between .72 to .99. Additionally, the ABAS- 3 has high level test-retest reliability coefficients. Standardization/Normative Process: The general norms were taken from U.S. samples that were chosen in lieu of reports from the 2013 U.S. Census Bureau statistics. Within each age group, the normative sample was stratified so that scores could be aligned with parent education, race/ethnicity, and the 4 geographic regions of the United States. Additionally, equal numbers of both genders were utilized. The sampling pool included 1,420 individuals for the Parent/Primary Caregiver and Teacher/Daycare Providers. Another 1,896 individuals were included for the Parent and Teacher forms. And lastly, 1,184 individuals were included for the adult form. The individuals included were from 56 sites across 24 states in the United States. 6. State the approximate time needed to administer the test: The approximate time needed is 10- 20 minutes. 7. Did this test’s norming population include individuals with special needs and/or limited English proficiency? Explain. Yes, the ABAS-3’s norming population includes individuals with special needs and/or limited English proficiency. The theoretical background and foundation is based on recommendations from the American Association of Intellectual and Developmental Disorders (AAIDD). The ABAS-3 utilizes professional standards for special education and disability classification and research related to diagnosis and classification of disabilities. Some revisions made to the ABAS-3 were intended to accommodate adaptive behavior deficits exhibited by individuals with Autism Spectrum Disorder (ASD) as well as Attention Deficit Hyperactivity Disorder (ADHD). 8. Describe the strengths of the instrument. If not explicitly stated in the MMY, support your answer based on the information given. The Adaptive Behavior Assessment System, Third Edition (ABAS-3) demonstrates several notable strengths. First and foremost, it serves as a succinct and effective testing tool designed for the assessment of an individual's functional level, aiding in the development of targeted treatment plans. The ABAS-3 distinguishes itself by its comprehensive exploration of adaptive behavior constructs, drawing upon a solid foundation rooted in theory, practicality, and clinical expertise. Page 2 of 4

EDUC 621 Notably, the instrument offers a user-friendly experience, facilitating ease in the recording, scoring, and interpretation of results. Its normative process ensures a representative reflection of the diverse multicultural population in the United States. Additionally, the ABAS-3 stands out for its versatility, accommodating various testing preferences through accessible formats such as paper and pencil, computer software, and online administration. This adaptability enhances the instrument's accessibility and applicability for a wide range of users. 9. State any weaknesses of the instrument. If not expressly stated in the MMY, support your answer based on the information given. One limitation of the ABAS-3 is its unavailability for use on personal handheld devices like cellphones, restricting the flexibility of administration. Additionally, the normative process is confined to the United States population, potentially limiting its generalizability to other cultural contexts. Another weakness pertains to the potential lack of seriousness exhibited by individuals during the assessment, leading to skewed data; thus, it is advisable for proctors not to rely solely on this information for definitive diagnoses of emotional or behavioral issues. To ensure a comprehensive understanding, cross-referencing behavioral data from the ABAS-3 with results from other tests specifically designed for determining behavioral conditions is recommended. References: Henington, C., & Wu, T. (2017). Adaptive Behavior Assessment System, Third Edition. The Twentieth Mental Measurements Yearbook . Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior Assessment System for Children, Third Edition. Personal Response: After reviewing this test and considering all that you have learned in this review, would you recommend that this test be used to assess the students for whom it is designed? State why this test would or would not be useful in assessing this population. If this test could be used for the student population you are teaching or hope to teach, please include that information and why you would or would not use this test. Upon thorough consideration of the Adaptive Behavior Assessment System, Third Edition (ABAS-3), I would indeed recommend using this assessment within my classrooms for specific students. The test is designed to provide valuable insights into various behaviors, elucidating how these behaviors manifest across diverse individuals and environments. Furthermore, the inclusion of parents or guardians in the assessment process fosters a cohesive understanding of the student's behaviors among all stakeholders. Page 3 of 4

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EDUC 621 Utilizing the ABAS-3 as a baseline for comprehending diverse behaviors enables proactive measures to mitigate potential issues, especially in scenarios where a student's interactions with a particular teacher may differ. Given its simplicity and the wealth of data it provides, the ABAS-3 emerges as a valuable tool for initiating a deeper understanding of the students, but should not be held exclusively as the central data set for the determination of behavioral issues in students. The ABAS-3 stands out as a useful and beneficial tool, demonstrated by its inclusive normative process and high levels of validity and reliability. Given the imperative need for adaptive behavior skills in my classroom setting, the ABAS-3 would serve as an excellent resource to assess each student's current skill levels and identify areas for improvement. Its thorough examination of adaptive behaviors aligns seamlessly with the specific requirements of my students, making it a valuable asset for tailored assessments and targeted skill development. Page 4 of 4