Oakland / Harrison Adaptive Behavior Assessment System-II

Clinical Use and Interpretation
1. Auflage 2011
ISBN: 978-0-08-055978-0
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 432 Seiten, Web PDF

Reihe: ISSN

This book summarizes information on adaptive behavior and skills as well as general issues in adaptive behavior assessment with the goal of promoting sound assessment practice during uses, interpretations, and applications of the Adaptive Behavior Assessment System-II.
Adaptive behavior and skills refer to personal qualities associated with the ability to meet one's personal needs such as communication, self-care, socialization, etc. and those of others. Data from measures of adaptive behavior have been used most commonly in assessment and intervention services for persons with mental retardation. However, the display of adaptive behaviors and skills is relevant to all persons. The Adaptive Behavior Assessment System-II (ABAS-II) provides a comprehensive, norm-referenced assessment of the adaptive behavior and skills of individuals from birth through age 89. The comprehensive natures of the ABAS-II, ease in administration and scoring, and wide age range have resulted in its widespread use for a large number of assessment purposes. The book provides practical information and thus serves as a valuable resource for those who use the ABAS-II.
* Assists in the functional use of the ABAS-II
* Provides case studies illustrating use of the ABAS-II in comprehensive assessment and intervention planning
* Reviews scholarship on adaptive behaviors and skills
* Describes legal, ethical, and other professional standards and guidelines that apply to the use of the ABAS-II and other measures of adaptive behavior
* Discusses the use of the ABAS-II with autism, mental retardation; young children and those in elementary and secondary school; as well as incarcerated persons being evaluated for possible mental retardation

Autoren/Hrsg.

Oakland, Thomas

Harrison, Patti L.

Inhaltsverzeichnis

1;Cover
;1
2;CONTENTS;6
3;PREFACE;18
4;LIST OF CONTRIBUTORS;20
5;SECTION I: INTRODUCTION;22
5.1;CHAPTER 1 ADAPTIVE BEHAVIORS AND SKILLS: AN INTRODUCTION;24
5.1.1;Some Historic Background for Adaptive Behavior and Its Use;25
5.1.1.1;1848: The Impact of an Organic Theory of Evolution;26
5.1.1.2;1920s: Challenges to Eugenics and Efforts to Improve Methods Used with Persons with Mental Retardation;28
5.1.1.3;Definitions of Mental Retardation and the Increasing Importance of Adaptive Behavior and Skills;28
5.1.1.4;The Development of Tests to Assess Adaptive Behavior;32
5.1.1.5;Models and Concepts of Adaptive Behavior and Skills;34
5.1.1.6;Age and Demographic Differences on Adaptive Behavior Scales;34
5.1.1.7;Age;35
5.1.1.8;Gender;35
5.1.1.9;Race/Ethnicity and Socioeconomic Status;35
5.1.1.10;Applications of Adaptive Behavior Information;36
5.1.1.11;External Reviews of the ABAS-II;39
5.1.2;References;39
5.2;CHAPTER 2 PROFESSIONAL AND LEGAL ISSUES IN ADAPTIVE BEHAVIOR ASSESSMENT;42
5.2.1;Professional Standards Governing Test Development and Use;42
5.2.1.1;Standards Governing Test Development and Use;42
5.2.1.2;Standards for Educational and Psychological Testing;43
5.2.1.3;Diagnostic Standards;45
5.2.1.4;State Board of Education Standards for Diagnosing School-Based Disorders;45
5.2.1.5;Applications of Adaptive Behavior to the Above Diagnostic Standards;46
5.2.1.6;Test Ethics;47
5.2.2;Legal Issues that Impact Adaptive Behavior Assessment;47
5.2.2.1;Federal Legislation and Related Policies and Practices;47
5.2.2.2;Individuals with Disabilities Education Improvement Act;47
5.2.2.3;Medicaid;49
5.2.2.4;Supplemental Security Disability and Supplemental Security Income;50
5.2.2.5;Assessment of Persons on Death Row: Do They Display Mental Retardation?;50
5.2.3;To Whom Do Professionals Release Test Data?;51
5.2.3.1;Ethical Standards Governing Release of Test Data;51
5.2.3.2;Legal Standards Governing Release of Test Data;51
5.2.4;Conclusion;53
5.2.5;References;53
5.2.6;Appendix A;54
5.3;CHAPTER 3 ABAS-II ASSESSMENT METHODS;58
5.3.1;Overview of the ABAS-II;58
5.3.1.1;ABAS-II Forms;58
5.3.1.2;ABAS-II Content;59
5.3.1.3;ABAS-II Uses;61
5.3.2;ABAS-II Administration, Scoring, and Interpretation;62
5.3.2.1;Respondents' Completion of the ABAS-II Forms;62
5.3.2.2;ABAS-II Scoring;64
5.3.2.3;ABAS-II Interpretation and Applications;66
5.3.3;Summary;69
5.3.4;References;70
6;SECTION II: ABAS-II AND ADAPTIVE SKILL AREAS;72
6.1;CHAPTER 4 COMMUNICATION SKILLS;74
6.1.1;ABAS-II Measurement;75
6.1.1.1;Receptive Language;76
6.1.1.2;Expressive Language;76
6.1.1.3;Nonverbal Communication;77
6.1.2;Additional Assessments;77
6.1.2.1;Direct Observations;78
6.1.2.2;Direct Tests of Skills;78
6.1.3;Intervention Methods;80
6.1.3.1;Receptive Language;81
6.1.3.2;Expressive Language;82
6.1.3.3;Nonverbal Communication;83
6.1.4;Child Case Study;84
6.1.5;References;90
6.2;CHAPTER 5 ADAPTIVE BEHAVIOR AND SKILLS IMPORTANT TO COMMUNITY USE;92
6.2.1;Description of Community Use Adaptive Skill Area;92
6.2.2;Importance of Community Use Adaptive Skill Area;93
6.2.2.1;Conditions that Impact Development and Performance of Community Skills;94
6.2.2.2;Issues with Special Populations;96
6.2.2.3;Special Considerations for Children;97
6.2.3;Additional Techniques to Assess Community Use in Combination with the ABAS-II;98
6.2.3.1;Community;98
6.2.3.2;Individual/Parent Preferences and Priorities;99
6.2.3.3;Individual's Skills;100
6.2.4;Intervention Methods;100
6.2.4.1;Prioritization and Selection of Skills for Instruction;100
6.2.4.2;Location of Instruction;101
6.2.4.3;Type of Instruction;102
6.2.4.4;Generalization Strategies;105
6.2.4.5;Instructional Prompting Strategies;105
6.2.4.6;Methods for Providing Instruction Alongside Same-Age Peers;106
6.2.5;Case Study: Brian;106
6.2.6;References;111
6.3;CHAPTER 6 FUNCTIONAL ACADEMIC ADAPTIVE SKILLS;114
6.3.1;Introduction;114
6.3.2;Measurement of Functional Academic Adaptive Skills Using the ABAS-II;115
6.3.3;Importance of Functional Academics;116
6.3.3.1;Implications for General Functioning;116
6.3.3.2;Conditions That Impact Development and Performance of Functional Academics;117
6.3.3.3;Impact On and Issues with Special Populations;118
6.3.3.4;Possible Age and Gender Issues;119
6.3.4;Additional Tools Used for Assessment of Functional Academic Adaptive Skills;120
6.3.4.1;Information from the ABAS-II;120
6.3.4.2;Ecological Inventories;121
6.3.4.3;Person-Centered Planning;122
6.3.4.4;Standardized Tests;122
6.3.5;Intervention Methods that Promote and Accommodate Functional Academic Adaptive Skills;122
6.3.5.1;Functional Reading;122
6.3.5.2;Functional Pre-Academics for Reading;123
6.3.5.3;Functional Academics for Reading;125
6.3.5.4;Functional Writing;126
6.3.5.5;Functional Mathematics;128
6.3.5.6;General Functional Skills;129
6.3.6;Case Study;130
6.3.7;References;133
6.4;CHAPTER 7 SCHOOL AND HOME LIVING ADAPTIVE SKILLS;136
6.4.1;Introduction;136
6.4.2;Importance of the Adaptive Skill Area;139
6.4.3;Assessment of School and Home Living Adaptive Skills;142
6.4.3.1;Ecological Inventory;142
6.4.3.2;Task Analytic Assessment;142
6.4.3.3;Assessment of Choices;144
6.4.3.4;Assessment of Generalized Abilities;144
6.4.4;Intervention Methods for School and Home Living Skills Acquisition;145
6.4.4.1;Intervention Factors;145
6.4.4.2;Intervention Methods;146
6.4.5;ABAS-II Guidelines for Program Planning and Monitoring;151
6.4.6;Case Study;152
6.4.7;Summary;154
6.4.8;References;155
6.5;CHAPTER 8 HEALTH AND SAFETY ADAPTIVE SKILL AREA;158
6.5.1;Importance of Health and Safety;158
6.5.1.1;ABAS-II Measurement in Health and Safety;160
6.5.2;Value of Health and Safety for General Functioning;160
6.5.2.1;Prevalence and Epidemiology;160
6.5.2.2;Predisposing Persons with Disabilities to Injury;161
6.5.2.3;Health and Safety Curriculum;161
6.5.3;Home and Community Living;162
6.5.3.1;Work Safety;163
6.5.3.2;Fire Safety;164
6.5.3.3;Crime Prevention;165
6.5.3.4;HIV/AIDS Prevention;167
6.5.3.5;Substance Use;167
6.5.3.6;Self-Medication and Health Care;168
6.5.4;Conducting Ecological Assessments;168
6.5.5;Teaching Health and Safety Skills;169
6.5.6;Case Study Using the ABAS-II;172
6.5.7;Conclusion;175
6.5.8;References;175
6.6;CHAPTER 9 THE USE OF LEISURE TIME;180
6.6.1;Introduction and Description of Leisure Skill Area;180
6.6.2;The Adaptive Behavior Assessment System-II;181
6.6.2.1;The Use of the ABAS-II to Assess Leisure Activities;182
6.6.3;Importance of Leisure Adaptive Skill Area;183
6.6.4;Leisure Ability Model;184
6.6.4.1;Functional Intervention;184
6.6.4.2;Leisure Education;185
6.6.4.3;Recreation Participation;185
6.6.5;Additional Observation, Direct Assessment, and Other Techniques to Assess Leisure Adaptive Skill Area;186
6.6.5.1;Curriculum to Promote Leisure Education;186
6.6.5.2;Tests and Other Evaluation Methods;187
6.6.6;Intervention Methods to Promote and Accommodate Deficiencies in Leisure Skills;188
6.6.7;Case Study;194
6.6.8;References;197
6.7;CHAPTER 10 PROMOTING SELF-CARE SKILLS;200
6.7.1;Introduction;200
6.7.1.1;Definition and Description of Self-Care Skills;200
6.7.1.2;Assessment of Self-Care Adaptive Skills on the Adaptive Behavior Assessment System-II (ABAS-II);201
6.7.1.3;The Importance of Self-Care Skills for General Functioning;202
6.7.1.4;Conditions That Impact Development and Performance of Self-Care Skills;203
6.7.1.5;Additional Assessment Techniques;204
6.7.2;Interventions to Promote Self-Care Skills;205
6.7.2.1;Specific Interventions That Can Be Used to Promote Self-Care Skills;206
6.7.2.2;Use of Assistive Technologies;209
6.7.3;Sample Case Study Using the ABAS-II;210
6.7.4;References;215
6.8;CHAPTER 11 SOCIAL SKILLS;218
6.8.1;Introduction;218
6.8.2;Measurement of the Social Adaptive Skill Area Using the ABAS-II;219
6.8.3;Importance of Social Skills;220
6.8.3.1;Implications for General Functioning;221
6.8.3.2;Implications for School Success;221
6.8.3.3;Impact on Relationships;222
6.8.3.4;Impact on Successful Employment and Community Integration;222
6.8.4;Factors that Impact the Development and Performance of Social Skills;222
6.8.5;Additional Tools Used to Assess Social Adaptive Skills;224
6.8.5.1;Person-centered Planning;224
6.8.5.2;Functional Behavior Assessment;224
6.8.5.3;Indirect and Direct Assessment Methods;225
6.8.6;Social Skills Instruction;226
6.8.6.1;Linking Assessment to Instruction;226
6.8.6.2;Designing Social Skills Instruction;226
6.8.7;Case Study;231
6.8.8;References;235
6.9;CHAPTER 12 ABAS-II AND WORK SKILLS AND ATTITUDES;240
6.9.1;Introduction and Description of the Work Adaptive Skill Area;240
6.9.1.1;General Description of Work Skills and Attitudes;240
6.9.1.2;Description of the ABAS-II and Work Adaptive Skill Area;241
6.9.2;Importance of the Work Adaptive Skill Area and Review of Research;242
6.9.2.1;Implications of the Work Skill Adaptive Area for General Functioning;242
6.9.2.2;Conditions That Impact Individuals' Development and Performance in the Work Adaptive Skill Area;243
6.9.2.3;Impact on and Issues in Special Populations;244
6.9.2.4;Age and Gender Issues;245
6.9.3;Additional Techniques to Assess the Work Adaptive Skill Area;245
6.9.4;Intervention Methods That Promote Development and Accommodate Deficiencies in the Work Adaptive Skill Area;248
6.9.5;Sample Case Report Using ABAS-II;255
6.9.6;References;262
6.10;CHAPTER 13 MOTOR FUNCTIONING AND ADAPTIVE BEHAVIOR;266
6.10.1;ABAS-II Case Study;274
6.10.2;Assessment of Motor Function;279
6.10.3;References;284
7;SECTION III: ABAS-II AND ASSESSMENT ACROSS AGE RANGES;288
7.1;CHAPTER 14 USING THE ABAS-II WITH INFANTS, TODDLERS, AND PRESCHOOLERS;290
7.1.1;Overview of Assessment with Infants, Toddlers, and Preschoolers;291
7.1.1.1;Conditions Associated with Disability among Infants and Preschoolers;291
7.1.1.2;Disabilities Identified among Infants, Toddlers, and Preschoolers;294
7.1.2;Challenges Unique to the Assessment of Young Children;297
7.1.2.1;Services Provided for Infants and Preschoolers under IDEIA 2004;297
7.1.3;Use of the ABAS-II with Infants and Preschoolers;299
7.1.3.1;Scoring the ABAS-II;301
7.1.3.2;Psychometric Properties of the ABAS-II for Use with Infants and Preschoolers;302
7.1.4;Case Example Using the ABAS: Alex;305
7.1.5;References;311
7.2;CHAPTER 15 USING THE ABAS-II WITH ELEMENTARY AND MIDDLE SCHOOL STUDENTS;314
7.2.1;Developmental and Diagnostic Issues;315
7.2.2;Evaluation of Evidence Supporting Use and Interpretation of ABAS-II School-Age Forms;316
7.2.3;Norming Sample;317
7.2.4;Reliability;318
7.2.5;Scale/Item Characteristics;319
7.2.6;Validity Evidence;320
7.2.6.1;Evidence Based on Content;320
7.2.6.2;Evidence Based on Responses Processes;321
7.2.6.3;Evidence Based on Internal Structure;321
7.2.6.4;Evidence Based on External Relations;322
7.2.6.5;Evidence Based on Consequences;324
7.2.7;Summary;325
7.2.8;Case Studies;326
7.2.8.1;Case Study 1: Mental Retardation;326
7.2.8.2;Case Study 2: Grief, Emotion Regulation, and Social Skill Deficits;329
7.2.9;References;331
7.3;CHAPTER 16 USING THE ABAS-II WITH ADOLESCENTS AND YOUNG ADULTS;334
7.3.1;Adaptive Behavior and Characteristics of Adolescents and Young Adults;334
7.3.1.1;Adolescent Development and Importance of Adaptive Behavior;334
7.3.1.2;Disorders and Disabilities Affecting Adaptive Behavior of Adolescents and Young Adults;336
7.3.2;Assessing Adaptive Behavior and Validity of the ABAS-II with Adolescents and Young Adults;339
7.3.2.1;Adaptive Behavior Assessment of Adolescents and Young Adults;339
7.3.2.2;Suitability of ABAS-II Structure to Understanding Adolescents and Young Adults;340
7.3.2.3;Contributions of ABAS-II Composites;341
7.3.2.4;Validity Studies on the ABAS-II;342
7.3.3;Case Study;344
7.3.4;References;348
8;SECTION IV: ABAS-II AND ASSESSMENT FOR SPECIAL POPULATIONS;352
8.1;CHAPTER 17 USING THE ABAS-II IN PROMOTING AND EVALUATING AUTONOMY FOR ADULTS WITH COGNITIVE IMPAIRMENTS;354
8.1.1;Adaptive Behavior Considerations;355
8.1.2;Interventions Related to Adaptive Behavior;356
8.1.3;Standardization of ABAS-II on Adult Population;358
8.1.4;Edward: ABAS-II Case Study;363
8.1.5;References;367
8.2;CHAPTER 18 ABAS-II: ADAPTIVE BEHAVIOR ASSESSMENT FOR CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES;370
8.2.1;Characteristics of Individuals with IDD and Adaptive Behavior;371
8.2.2;Legal, Professional, and Diagnostic Issues and Assessment of Adaptive Behavior;373
8.2.2.1;Legal, Professional, and Diagnostic Issues;373
8.2.2.2;Assessment of Adaptive Behavior;373
8.2.3;Advances in Prevention and Early Intervention for IDD;374
8.2.4;ABAS-II: Validity and Assessment of Individuals with IDD;374
8.2.5;Evidence of Validity for the ABAS-II;375
8.2.5.1;Test Content;375
8.2.5.2;Response Process;375
8.2.5.3;Internal Structure;376
8.2.5.4;Other Variables;377
8.2.5.5;Clinical Validity Studies;378
8.2.5.6;Individuals Identified with IDD;379
8.2.5.7;Summary of Special Group Performance on the ABAS-II;382
8.2.6;Case Study of a 5 Year Old Boy with Fragile X Syndrome;382
8.2.7;Summary;387
8.2.8;References;387
8.3;CHAPTER 19 INTERVENTION DESIGN AND DIAGNOSIS FOR YOUNG CHILDREN WITH AUTISM USING THE ABAS-II;390
8.3.1;Core Components of Autism Spectrum Disorder;391
8.3.2;Essential Characteristics of Autism Spectrum Disorder;392
8.3.3;Relevant Research;392
8.3.4;Case Study;396
8.3.5;Summary;400
8.3.6;References;400
8.4;CHAPTER 20 ASSESSMENT OF ADAPTIVE BEHAVIOR IN ADULT FORENSIC CASES: THE USE OF THE ABAS-II;402
8.4.1;Definitions of Mental Retardation/Intellectual Disability;403
8.4.2;Challenges in Adaptive Behavior Assessment in Atkins Cases;405
8.4.2.1;The Nature of Adaptive Behavior;405
8.4.2.2;The Issue of Retrospective Assessment;407
8.4.2.3;Reliance on Multiple Sources;408
8.4.3;Use of the Adaptive Behavior Assessment System in Atkins Cases;408
8.4.3.1;Attributes of the ABAS-II;409
8.4.3.2;Informant Selection;409
8.4.3.3;Time Frame for Scoring;410
8.4.3.4;Conducting the Interview in Person;411
8.4.3.5;Administering the ABAS-II to the Defendant;412
8.4.4;Other Sources of Information;413
8.4.4.1;Interview the Defendant;413
8.4.4.2;Test the Defendant's Knowledge;413
8.4.4.3;Test the Defendant's Performance;413
8.4.4.4;Interview Family Members, Former Neighbors, Friends, and Employers;414
8.4.4.5;Seek Objective Archival Information;415
8.4.4.6;Seek Subjective Archival Information;416
8.4.5;Clinical Judgment;416
8.4.6;Conclusion;417
8.4.7;References;417
9;INDEX;420
9.1;A;420
9.2;B;423
9.3;C;423
9.4;D;424
9.5;E;424
9.6;F;424
9.7;G;425
9.8;H;425
9.9;I;425
9.10;J;426
9.11;K;426
9.12;L;426
9.13;M;427
9.14;N;427
9.15;O;428
9.16;P;428
9.17;Q;428
9.18;R;428
9.19;S;428
9.20;T;430
9.21;U;431
9.22;V;431
9.23;W;431