ABAS-II
The Adaptive Behavior Assessment System-Second Edition (ABAS-II) was used to provide information on Lena’s adaptive skills. This tool provides a measure of Lena’s ability to independently engage in and complete the tasks necessary for personal and social sufficiency. Lena’s skills in this area were compared to those of her same-age peers. The ABAS-II provides a General Adaptive Composite (GAC), which is derived from three domains: Conceptual, Social, and Practical. Scores are reported in terms of standard scores (SS) for composites and scales scores (ss) for skills within the composites. The following table provides qualitative descriptors of scores:
Composite Score Scaled Scores Adaptive Level
130 or above - Very Superior
120 …show more content…
Adams completed the ABAS-II Parent Form. Her responses indicate that Lena’s overall adaptive skills are in the Extremely Low range. This suggests that, in the home setting, Lena requires a greater amount of assistance in performing age appropriate behaviors necessary to function safely and appropriately in daily life.
Within the adaptive skills composite, Lena’s score on the Conceptual composite is in the Extremely Low range. This composite provides a measure of Lena’s ability to independently demonstrate the speech, language, and listening skills needed for communication (Communication), the basic reading, writing, mathematics and other academic skills needed for independent functioning (Functional Academics), and the skills needed for independence, responsibility, and self-control, including starting and completing tasks, keeping a schedule, following time limits, following directions, and making choices (Self-Direction).
Lena’s skills were rated as Below Average on the Social composite. This composite provides a measure of Lena’s ability to independently engage in and plan leisure and recreational activities (Leisure) and interact socially and get along with other people
The Adaptive Behavior Assessment System-Second Edition (ABAS-II) was used to provide information on Lena’s adaptive skills. This tool provides a measure of Lena’s ability to independently engage in and complete the tasks necessary for personal and social sufficiency. Lena’s skills in this area were compared to those of her same-age peers. The ABAS-II provides a General Adaptive Composite (GAC), which is derived from three domains: Conceptual, Social, and Practical. Scores are reported in terms of standard scores (SS) for composites and scales scores (ss) for skills within the composites. The following table provides qualitative descriptors of scores:
Composite Score Scaled Scores Adaptive Level
130 or above - Very Superior
120 …show more content…
Adams completed the ABAS-II Parent Form. Her responses indicate that Lena’s overall adaptive skills are in the Extremely Low range. This suggests that, in the home setting, Lena requires a greater amount of assistance in performing age appropriate behaviors necessary to function safely and appropriately in daily life.
Within the adaptive skills composite, Lena’s score on the Conceptual composite is in the Extremely Low range. This composite provides a measure of Lena’s ability to independently demonstrate the speech, language, and listening skills needed for communication (Communication), the basic reading, writing, mathematics and other academic skills needed for independent functioning (Functional Academics), and the skills needed for independence, responsibility, and self-control, including starting and completing tasks, keeping a schedule, following time limits, following directions, and making choices (Self-Direction).
Lena’s skills were rated as Below Average on the Social composite. This composite provides a measure of Lena’s ability to independently engage in and plan leisure and recreational activities (Leisure) and interact socially and get along with other people