The Adaptive Behavior Assessment System-Second Edition (ABAS-II)
The Adaptive Behavior Assessment System-Second Edition (ABAS-II) is an instrument used to evaluate adaptive skills which are important to everyday living. The ABAS-II consists of an overall score, called the General Adaptive
Composite (GAC). The GAC includes three domains: conceptual, social, and practical.
The conceptual domain is made up of communication skills (speech, language, listening, conversation skills, etc), functional academic skills (basic reading, writing, and math skills), and self-direction (skills needed for independence, responsibility, self-control: starting/completing tasks, following directions, making choices, etc). The social domain is made up of social (skills needed to interact socially, get along with others, having friends, showing/recognizing emotions, using manners, etc), and leisure skills (planning recreational activities, playing with others, following rules of games, etc). The practical domain is made up of self-care (eating, dressing, bathing, toileting, grooming, hygiene, etc), home/school living (cleaning, property maintenance, food preparation, chores, etc), community use (using community resources, shopping, getting around the community), and health and safety skills (response to illness/injury, using medicines, showing caution, etc).
Student’s Parent completed the ABAS- II to assist in assessing Student’s adaptive functioning within the home environment.
Student’s overall skills (GAC) fell within the extremely low range, with a standard score of 62. This places Student’s at the 1 st percentile compared to peers Student age. This is well below age peers and indicates limited independent functioning. All of
Student’s composite scores fall at or below the 1 st percentile. Student practical skills are significantly lower than Student conceptual and social skills. Student’s mother rated Student’s community use skills as an area of relative strength. Student rated
Student’s home living skills as an area of relative weakness.
Student’s special education teacher/case manager completed the ABAS-II to assist in evaluating Student’s adaptive functioning within the school environment.
Student’s GAC fell within the extremely low range, with a standard score of 46. This falls below the 1 st percentile compared to peers Student’s age. All of Student’s skills are rated as extremely low compared to peers Student age. However,
Student’s teacher reported that Student’s social skills are significantly higher than his/her conceptual and practical skills. No relative strengths and/or weaknesses are noted.
Scales
Conceptual Domain
Communication
Parent
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Teacher 1
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Teacher 2
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Functional Academics
Self-Direction
Social Domain
Leisure
Social
Practical Domain
Community Use
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Home/School Living
Health and Safety
Self-Care
General Adaptive Composite Score/% Score/% Score/%
Scaled scores of 8-12 are considered average
Domain scores of 90-109 are considered average
STUDENT PARENT and teacher both rated
Student’s overall adaptive functioning at or below the 1 st percentile and extremely low compared to peers Student’s age. Student’s conceptual, social, and practical composite scores are also extremely low and fall at or below the 1 st percentile.
Student’s teacher reported that Student’s skills are generally evenly developed and suggest no notable skills that are relative strengths or weaknesses. Student reported that Student’s community use skills are an area of strength. Both raters reported that Student’s home/school living skills are low. Basic care of a home or classroom setting, such as cleaning (dusting, sweeping, etc), straightening, property maintenance and repairs (big clean-up projects), food preparation (cooking simple foods on a stove, making simple meals that do not require cooking, using a microwave, etc), and chores (folding clean clothes, washing dishes, taking out the trash, etc) should be emphasized.