ADAPTIVE BEHAVIOR EVALUATION SCALE … behavior/samples/swf...h a w t h o r n e phone: (800)...

H A W T H O R N EPhone: (800) 542-1673 FAX: (800) 442-9509

ADAPTIVE BEHAVIOR EVALUATION SCALEREVISED SECOND EDITION: 4-12 YEARS

(ABES-R2: 4-12 Years)

Stephen B. McCarney, Ed.D. & Tamara J. Arthaud, Ph.D. Copyright © 2006

The Adaptive Behavior Evaluation Scale-Revised Second Edition (ABES-R2) provides a measure of adaptive skills nec-essary for success in educational and residential settings. The ABES-R2 may be used as a general or specific measure of adaptive skills with any student experiencing academic or behavioral difficulties regardless of the severity or suspected disability. The ABES-R2 assesses 10 areas of adaptive skills grouped under the three adaptive behavior domains defined in the 10th AAMR Definition of Mental Retardation (AAMR, 2002). The Conceptual domain assesses the adaptive skills areas of Communication and Functional Academics. The Social domain assesses the Social, Leisure, and Self-Direction adaptive skills areas. Self-Care, Home Living, Community Use, Health & Safety, and Work are the adaptive skills areas assessed in the Practical domain.

The ABES-R2:4-12 School Version was standardized on a total of 3,288 students. The ABES-R2: 4-12 Home Version was standardized on a total of 1,998 students. Demographic characteristics of the standardization population approximated the national percentages for gender, residence, race, geographic area, and occupation of parents.

Internal consistency of the ABES-R2: 4-12 School Version fell at or above .85 for each subscale. Test-retest reliability yielded correlation coefficients ranging from .61 to .78, indicating substantial reliability for each of the 10 subscales. Coef-ficients for inter-rater reliability for the subscales ranged from .60 to .80 for all age levels. Content validity was established through the initial development process. The scale was compared to the Vineland Adaptive Behavior Scales-Classroom Edi-tion (1985) and Adaptive Behavior Scale - School: Second Edition (1993) as a measure of concurrent validity. The construct validity of the scale supports strong diagnostic validity. Item performance correlated positively with total score performance, further substantiating the internal cohesiveness of the scale as a measure of adaptive skills.

The ABES-R2: 4-12 uses frequency-referenced quantifiers. Each item on the ABES-R2: 4-12 is rated on a six point scale from (0) NOT DEVELOPMENTALLY APPROPRIATE FOR AGE to (5) DEMONSTRATES THE BEHAVIOR OR SKILL CONSISTENTLY. Following administration, seven types of scores may be obtained: frequency rating for each item (reflect-ing the degree of success in performing a behavior), subscale raw score (the sum of the frequency ratings for each subscale), subscale standard score (a consistent basis for comparing students), a domain quotient and percentile, and an adaptive skills quotient and percentile. Using the subscale standard scores, a profile of the student’s level of functioning across the 10 sub-scales may be constructed.

The ABES-R2: 4-12 takes approximately 20 minutes to complete and can be completed by anyone familiar with the stu-dent: the classroom teacher, clinical personnel, other school personnel, or the parent/guardian. The ABES-R2: 4-12 com-plete kit consists of school and home version rating forms and technical manuals, and the Adaptive Behavior Intervention Manual: 4-12 Years. The intervention manual includes goals, objectives, and intervention strategies for the behaviors on the scale and was designed for the convenient development of the student’s IEP.

The ABES-R2: 4-12 is a valuable tool designed to assist school personnel in making diagnostic, placement, and program-ming decisions for mentally retarded and emotionally disturbed/behaviorally disordered children and adolescents. The strong correlation of school and home ratings of adaptive skills makes the ABES-R2: 4-12 an efficient and effective means of mea-suring adaptive skills for educational decision-making. The companion Adaptive Behavior Intervention Manual: 4-12 Years is a must for use in program development and implementation for handicapped students. The ABES-R2: 4-12 Quick Score is a Windows®-compatible program which converts raw scores to standard and percentile scores.

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5

4

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• Thestudentshouldberatedbyeducationalperson-nelwithprimaryobservationalopportunitieswhoworkdirectlywiththestudentduringinstructionalsituations.

• Ifaraterhasnoknowledgeofthestudent’sabilitytoperformaparticularitemonthescale,itisrecom-mendedthatanothereducatorbeconsultedtoprovideinformationforthatitem.Noboxesaretobeleftblank.

• Theratershouldrelyonhis/herobservationofthestu-dent’sbehaviorasitoccursnaturallyintheeducationalenvironment.

• Itisrecommendedthattheraterreadeachquantifierwiththeitem,beforeratingtheitem.Usingitem8asanexample,theraterwouldfirstread,“Isnotdevelopmen-tallyappropriateforagetotieorfastenshoes,”then“Doesnotdemonstratetyingorfasteningshoes,”“Isdevelopingtyingorfasteningshoes,”“Demonstratestyingorfasteningshoesinconsistently,”“Demonstratestyingorfasteningshoesmostofthetime,”andfinally“Demonstratestyingorfasteningshoesconsistently.”

• Itisnotnecessarytocompletetheratingforastudentinoneday.Severaldaysmayelapsebeforetheraterisabletocompletethescale.

• TheABES-R2isnotatestwhichrequiresaperformancedemonstrationforeachitemonthescale.Theratershouldrelyonobservationsofthestudent’sabilitytoperformthebehaviorsonthescaleasthosebehaviorsoccurnaturallyintheeducationalenvironment.

• Ifthebehaviororskillisdevelopmentallybeyondwhatisexpectedforthestudent’sage,theratingshouldbe

NOTDEVELOPMENTALLYAPPROPRIATEFORAGE.

• Ifthestudenthasnotyetdevelopedthebehaviororskillorchoosesnottodemonstratethebehaviororskill,theratingshouldbe

DOESNOTDEMONSTRATETHEBEHAVIORORSKILL.

• Ifthestudentisbeginningtodevelop/demonstratethebehaviororskill,butitisnotyetdevelopedtothepointwherethestudentissuccessful;theratingshouldbe

ISDEVELOPINGTHEBEHAVIORORSKILL.

• Ifthestudenthasdevelopedthebehaviororskillbutdoesnotdemonstratethebehaviororskillonaregularbasis,theratingshouldbe

DEMONSTRATESTHEBEHAVIORORSKILLINCONSISTENTLY.

• Ifthestudentdemonstratesthebehaviororskillatmosteveryopportunity,andperformsthebehaviororskillsuccessfullyexceptinafewinstances,theratingshouldbe

DEMONSTRATESTHEBEHAVIORORSKILLMOSTOFTHETIME.

• Ifthestudentfunctionsatthemostsuccessfullevel,andisconsistentlysuccessfulinallsituationsrelativetothebehaviororskill,theratingshouldbe

DEMONSTRATESTHEBEHAVIORORSKILLCONSISTENTLY.

SCHOOL VERSION RATING FORM: 4-12 YEARS

Stephen B. McCarney

0

RATING GUIDELINES

COVER SHEET


IMPORTANT***PLEASENOTE:***IMPORTANTItisyourresponsibilityasaprofessionalorparenttoimmediatelyinformthepublisherifyouareaskedtocompleteanyreproductionofthisform.Theoriginalformisbeigewithbrownprint.Ifyouhavethisforminanyothercolor,itwasillegallyreproduced.Youarenotpermittedtocompleteoruseanyreproducedform.HawthorneEducationalServices,Inc.,willpayarewardof$100.00foractionableevidenceofillegalcopyingorfaxing.

(800)542-1673

ABES-R2: 4-12 SV 11/09

Copyright © 2006Hawthorne Educational Services, Inc. Page1

1.5 Comprehendstypicalverbalcommunications(e.g.,verbaldirections,conversations,ques-tions,etc.)

2. Providesrelevantverbalresponsestoconver-sations,questions,etc.

3.5 Communicatesname,address,andphonenumber

4.5 Hasanadequateexpressivevocabulary

5.5 Comprehendswrittencommunication(e.g.,un-derstandswrittendirections,signs,symbols,warnings,etc.)

6.5 Appliesfunctionalacademicstocommunica-tion(e.g.,readsaletter,writesaletter,readsandfillsoutaform,etc.)

7.5 Takescareoftoiletingneeds

8.5 Tiesorfastensshoes

9.5 Fastensarticlesofclothing(e.g.,zips,buttons,snaps,etc.)

10.5 Demonstratesappropriatehygiene(e.g.,cleanhandsandface,freeofbodyodor,changesclothingwhenappropriate,etc.)

11.5 Demonstratesappropriatemealtimebehavior(i.e.,skillsinvolvedineating,drinking,dispos-ingoftrash,etc.)

12.5 Turnsonfaucet,flushestoilet,operateslightswitch,etc.

13.5 Takescareofpersonalproperty(e.g.,clothing,toys,books,pencils,etc.)

14.5 Demonstratesappropriatebehavior(e.g.,walk-ing,sitting,speaking,controllingtemper,etc.)fortheimmediateenvironment(e.g.,home,school,movie,restaurant,work,etc.)

15.5 Isreadyforanactivityatthespecifiedtime(e.g.,learningandfollowingadailyroutine,schedule,etc.)

16.5 Demonstratesappropriatesocialinteractionskills(e.g.,maintainsappropriatedistancefromothers,greetsothersappropriately,etc.)

17.5 Respondsappropriatelytotypicalphysicalexchangeswithotherpersons(e.g.,beingbumped,touched,brushedagainst,etc.)

18.4 Respondsappropriatelytofriendlyteasing(e.g.,jokes,sarcasticremarks,namecalling,etc.)

19.5 Interactsappropriatelyinagroupsituation(e.g.,atatablewithseveralpeers,atadeskwithpeersnearby,standinginline,walkingwithagroup,etc.)

20.5 Demonstratestheabilitytoappropriatelyre-solvedisagreements(e.g.,withdrawal,talking,etc.)

21.5 Makesappropriateuseoffreetime

22.Respondsappropriatelytoenvironmentalso-cialcues(e.g.,whenitisappropriatetointer-act,whenitisnotappropriatetointeract,etc.)

23.5 Interactsappropriatelywithoneotherperson(e.g.,inatutoringsituation,inateamsituation,atlunch,atwork,etc.)

24.5 Shareswithothers

25.5 Adjustsbehaviortoexpectationsofdifferentsituations(e.g.,classrooms,recess,etc.)

26.5 Demonstratesappropriatebehavioringroupgames(e.g.,followsexistingrules,showsgoodsportsmanship,etc.)

TORATER:Rateeveryitemusingthequantifiers(0-5)provided.Everyitem(1-55)mustberated.Donotleaveanyboxesblank.

NOT DEVELOPMENTALLYAPPROPRIATE FOR AGE

DOES NOTDEMONSTRATETHE BEHAVIOR

OR SKILL

IS DEVELOPINGTHE BEHAVIOR

OR SKILL

DEMONSTRATES THEBEHAVIOR OR SKILL

INCONSISTENTLY

DEMONSTRATESTHE BEHAVIOR OR

SKILL MOST OFTHE TIME


SKILL CONSISTENTLY

0 1 2 3 4 5

Copyright©2006HawthorneEducationalServices,Inc. Page2

5

ABES-R2: 4-12 Years Rating Form

School Version Sample

10.5 Functionsappropriatelyinthepresenceofver-balandphysicalstimuliintheclassroom(i.e.,impulsecontrol)

11.5 Usescommunicationskillstoinitiatepositivein-terpersonalrelationshipswithothers(e.g.,uses“please”and“thankyou,”isnotdemanding,usesappropriatetoneofvoice,etc.)

12.5 Issociallyacceptedbyothers

13.4 Makesandkeepsfriends

14.5 Followstherulesoftheclassroom

15.5 Followstherulesoftheschool

16.5 Adjustsbehaviortotheexpectationsofcom-munitysituations(e.g.,sittingquietlyinamovietheater,standinginaline,etc.)

17.5 Seeksassistancewhenappropriate

18.5 Initiatesactivitiesappropriateforthesituation(e.g.,cleansupworkareaattheendoftheday,makesappropriateuseoffreetimebyengaginginapersonalinterest/hobby,etc.)

19.5 Completesassignmentsortasksduringthetimeprovided

20.5 Demonstratesproblem-solvingskillsintypicalsituations(i.e.,insituationsthatareexperi-encedonaregularbasis)

21.4 Determineswhenhe/sheisnotwellandseeksappropriatetreatment(e.g.,tellstheteacher,askstoseenurse,etc.)

22.5 Demonstratesknowledgeofrequirementsforpersonalsafety(e.g.,usingschoolequipment,obeyingcrosswalksigns,remainingseatedonabus,etc.)

23.4 Appliesfunctionalacademicstohis/herhealthandsafety(e.g.,readsinformationalsigns,readspoisonwarnings,etc.)

24.4 Understandstheconceptoftime(e.g.,tellstime,usesacalendar,etc.)

25.4 Understandstheconceptofmeasurement(e.g.,length,volume,weight,etc.)

26.4 Usesresourcestosolvedailymathproblems(e.g.,acalculatortoperformpracticalmath,atimer,etc.)

27.5 Engagesinavarietyofleisureandrecreationalinterests(e.g.,listeningtomusic,watchingtelevi-sion,participatinginsports,etc.)

28.4 Learnsfrommistakesandattemptstoimproveskills,etc.

29.4 Engagesinleisure/recreationalactivitiesalone

30.5 Engagesinleisure/recreationalactivitieswithothers

31.4 Takesturnswhenappropriate(e.g.,playinggames,ingroupconversations,choosingmusi-calselections,etc.)

32.4 Articulatespreferences,makesrefusals,andterminatesanactivityorsituation(i.e.,canbeassertiveinprotectinghis/herinterests)

33.5 Demonstratesnecessarymobilityskillstopar-ticipateinleisure/recreationalactivities

34.5 Beginsassignmentsafterreceivingdirections,instructions,etc.

35.5 Completesassignmentswithanacceptablelevelofaccuracy

36.4 Isdependable(e.g.,inattendance,ontime,pre-pared,readytowork,etc.)

37.4 Acceptsconstructivecriticism

38.5 Demonstratestheabilitytofindnecessaryloca-tionsinthebuilding(e.g.,classes,cafeteria,restroom,etc.)


NOT DEVELOPMENTALLYAPPROPRIATE FOR AGE

DOES NOTDEMONSTRATETHE BEHAVIOR

OR SKILL

IS DEVELOPINGTHE BEHAVIOR

OR SKILL

DEMONSTRATES THEBEHAVIOR OR SKILL

INCONSISTENTLY


SKILL MOST OFTHE TIME


SKILL CONSISTENTLY

0 1 2 3 4 5



SCORINGFORM

CONCEPTUAL SOCIAL PRACTICALCommunication

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

30Raw Score

Functional Academics

5. _____

6. _____

40. _____

41. _____

42. _____

43. _____

26Raw Score

Social

14. _____

16. _____

17. _____

18. _____

19. _____

20. _____

21. _____

22. _____

23. _____

24. _____

25. _____

26. _____

27. _____

28. _____

29. _____

30. _____

31. _____

32. _____

37. _____

92Raw Score

Leisure

14. _____

23. _____

44. _____

45. _____

46. _____

47. _____

48. _____

49. _____

50. _____

42Raw Score

Self-Direction

15. _____

34. _____

35. _____

36. _____

37. _____

25Raw Score

Self-Care

7. _____

8. _____

9. _____

10. _____

11. _____

12. _____

30Raw Score

Home Living

5. _____

11. _____

12. _____

13. _____

14. _____

15. _____

41. _____

42. _____

38Raw Score

Community Use

1. _____

2. _____

19. _____

21. _____

23. _____

33. _____

55. _____

35Raw Score

Health & Safety

10. _____

19. _____

23. _____

31. _____

32. _____

38. _____

39. _____

40. _____

38Raw Score

Work

10. _____

14. _____

15. _____

16. _____

19. _____

23. _____

34. _____

36. _____

45. _____

51. _____

52. _____

53. _____

54. _____

62Raw Score

Page4Copyright©2006HawthorneEducationalServices,Inc.

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125

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110

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HOME VERSION RATING FORM: 4-12 YEARSStephen B. McCarney

COVER SHEETRATING GUIDELINES

ABES-R2: 4-12 HV 6/06

Copyright © 2006Hawthorne Educational Services, Inc. Page1


IMPORTANT *** PLEASE NOTE: *** IMPORTANTItisyourresponsibilityasaprofessionalorparenttoimmediatelyinformthepublisherifyouareaskedtocompleteanyreproductionofthisform.Theoriginalformisbeigewithbrownprint.Ifyouhavethisforminanyothercolor,itwasillegallyreproduced.Youarenotpermittedtocompleteoruseanyreproducedform.HawthorneEducationalServices,Inc.,willpayarewardof$100.00foractionableevidenceofillegalcopyingorfaxing.

(800)542-1673

● Thechildoryouthshouldberatedbyaparent,guardian,houseparent,etc.,withprimaryobservationalopportunities.Thispersonwouldusuallybesomeonewholiveswiththechildoryouthinhis/herhomeorresidentialenvironment.

● Itisrecommendedthattheraterreadeachquantifierwiththeitem,beforeratingtheitem.Usingitem11asanex-ample,theraterwouldfirstread,“Isnotdevelopmentallyappropriateforagetotieorfastenshoes,”then“Doesnotdemonstratetyingorfasteningshoes,”“Isdevelopingty-ingorfasteningshoes,”“Demonstratestyingorfasteningshoesinconsistently,”“Demonstratestyingorfasteningshoesmostofthetime,”andfinally“Demonstratestyingorfasteningshoesconsistently.”

● Itisnotnecessarytocompletetheratingofthechildoryouthinoneday.Severaldaysmayelapsebeforetheraterisabletocompletethescale.

● TheABES-R2isnotatestwhichrequiresaperformancedemonstrationforeachitemonthescale.Theratershouldrelyonhis/herobservationsofthechild’s/youth’sabilitytoperformthebehaviorsonthescaleasthosebehaviorsoc-curnaturallyinthehome/residentialenvironment.

● Iftheitem/skillisdevelopmentallybeyondwhatisexpectedforthechild’s/youth’sage,theratingshouldbe

NOTDEVELOPMENTALLYAPPROPRIATEFORAGE.

● Ifthechild/youthhasnotyetdevelopedthebehaviororskillorchoosesnottodemonstratethebehaviororskill,theratingshouldbe

DOESNOTDEMONSTRATETHEBEHAVIORORSKILL.● Ifthechild/youthisbeginningtodevelop/demonstratetheskill,butitisnotyetdevelopedtothepointwherethechild/youthissuccessfulinthatarea;theratingshouldbe

ISDEVELOPINGTHEBEHAVIORORSKILL.● Ifthechild/youthhasdevelopedthebehaviororskillbutdoesnotdemonstratethebehaviororskillonaregularbasis,theratingshouldbe

DEMONSTRATESTHEBEHAVIORORSKILLINCONSISTENTLY.● Ifthechild/youthdemonstratesthebehaviororskillatmosteveryopportunity,andperformsthebehaviororskillsuccessfullyexceptinafewinstances,theratingshouldbe

DEMONSTRATESTHEBEHAVIORORSKILLMOSTOFTHETIME.● Ifthechild/youthfunctionsatthemostsuccessfullevel,andisconsistentlysuccessfulinallsituationsrelativetothebehaviororskill,theratingshouldbe

DEMONSTRATESTHEBEHAVIORORSKILLCONSISTENTLY.5

4

3

1

2

0

TORATER:Rateeveryitemusingthequantifiers(0-5)provided.Everyitem(1-63)mustberated.Donotleaveanyboxesblank.

NOTDEVELOPMENTALLY

APPROPRIATEFORAGE

DOESNOTDEMONSTRATETHEBEHAVIOR

ORSKILL

ISDEVELOPINGTHEBEHAVIOR

ORSKILL

DEMONSTRATESTHEBEHAVIORORSKILLINCONSISTENTLY

DEMONSTRATESTHEBEHAVIORORSKILLMOSTOF

THETIME

DEMONSTRATESTHEBEHAVIOROR

SKILLCONSISTENTLY

0 1 2 3 4 5

1.5 Comprehendstypicalverbalcommunications(e.g.,verbaldirections,conversations,questions,etc.)

2.5 Providesrelevantverbalresponsestoconversa-tions,questions,etc.

3.4 Adequatelyexpressesopinions,feelings,emo-tions,needs,choices,etc.,withspokenword,signlanguage,graphicsymbols,etc.

4.5 Communicatesname,address,andphonenumber

5.4 Usesverbalskillstomaintainpositiverelation-shipswithothers

6.4 Hasanadequateexpressivevocabulary

7.4 Comprehendswrittencommunication(e.g.,understandswrittendirections,signs,symbols,warnings,etc.)

8.3 Comprehendsgraphicsymbols,signlanguage,etc.

9.3 Comprehendsthemeaningofvariousfacialexpressions,bodymovements,touches,andgestures

10.5 Takescareoftoiletingneeds

11.5 Tiesorfastensshoes

12.5 Fastensarticlesofclothing(e.g.,zips,buttons,snaps,etc.)

13.3 Demonstratesappropriatehygiene(e.g.,cleanhandsandface,freeofbodyodor,changesclothingwhenappropriate,etc.)

14.4 Demonstratesappropriatemealtimebehavior(i.e.,skillsinvolvedineating,drinking,disposingoftrash,etc.)

15.5 Turnsonfaucet,flushestoilet,operateslightswitch,etc.

16.3 Takescareofpersonalproperty(e.g.,clothing,toys,books,pencils,etc.)

17.4 Demonstratesappropriatebehavior(e.g.,walk-ing,sitting,speaking,controllingtemper,etc.)fortheimmediateenvironment(e.g.,home,school,movie,restaurant,work,etc.)

18.4 Isreadyforanactivityatthespecifiedtime(e.g.,learningandfollowingadailyroutine,schedule,etc.)

19.3 Respondsappropriatelytotypicalphysicalex-changeswithotherpersons(e.g.,beingbumped,touched,brushedagainst,etc.)

20.4 Respondsappropriatelytofriendlyteasing(e.g.,jokes,sarcasticremarks,namecalling,etc.)

21.4 Interactsappropriatelyinagroupsituation(e.g.,atatablewithseveralpeers,standinginline,walkingwithagroup,etc.)

22.3 Demonstratestheabilitytoappropriatelyresolvedisagreements(e.g.,withdrawal,talking,etc.)

23.3 Makesappropriateuseoffreetime

24.4 Interactsappropriatelywithoneotherperson(e.g.,inatutoringsituation,inateamsituation,atlunch,atwork,etc.)

25.5 Shareswithothers

26.4 Adjustsbehaviortoexpectationsofdifferentsituations(e.g.,classrooms,recess,etc.)

27.5 Demonstratesappropriatebehavioringroupgames(e.g.,followsexistingrules,showsgoodsportsmanship,etc.)

28.3 Functionsappropriatelyinthepresenceofverbalandphysicalstimuliintheclassroom(i.e.,im-pulsecontrol)

29.4 Respondsappropriatelytothefeelingsofothers(e.g.,withhumor,withseriousness,withsympa-thy,etc.)

30.4 Displaystheappropriatesocialinteractionfortheoccasion(e.g.,complimentary,empathy,ex-pressessympathywhenappropriate,etc.)

31.4 Usescommunicationskillstoinitiatepositivein-terpersonalrelationshipswithothers(e.g.,uses“please”and“thankyou,”isnotdemanding,usesappropriatetoneofvoice,etc.)

32.4 Adjustshis/herbehaviortothesocialsituation(e.g.,ataparty,lunchwithafriend,lunchwithadults,etc.)



Home Version Sample

33.4 Istruthful(i.e.,reportsevents,situations,facts,etc.,honestly)

34.3 Issociallyacceptedbyothers

35.4 Assistsothers

36.4 Makesandkeepsfriends

37.4 Conformstotherequirementsofvarioussitua-tions(i.e.,rules,regulations,expectations,laws,etc.)

38.4 Adjustsbehaviortotheexpectationsofcom-munitysituations(e.g.,sittingquietlyinamovietheater,standinginaline,etc.)

39.3 Appliesfunctionalacademicstocommunitysitu-ations(e.g.,usesapaytelephone,usesappro-priatechangeforbusfare,readsinformationalsigns;sharesname,address,phonenumber;etc.)

40.3 Seeksassistancewhenappropriate

41.4 Initiatesactivitiesappropriateforthesituation(e.g.,cleansupworkareaattheendoftheday,makesappropriateuseoffreetimebyengaginginapersonalinterest/hobby,etc.)

42.4 Completesassignmentsortasksduringthetimeprovided

43.5 Demonstratesproblem-solvingskillsintypicalsituations(i.e.,insituationsthatareexperiencedonaregularbasis)

44.3 Hasanappropriatediet(i.e.,eatsnutritiousfoods,appropriatequantities,etc.)

45.4 Determineswhenhe/sheisnotwellandseeksappropriatetreatment(e.g.,tellsparent,babysit-ter,etc.)

46.4 Demonstratesknowledgeofrequirementsforpersonalsafety(e.g.,usingschoolequipment,obeyingcrosswalksigns,remainingseatedonabus,etc.)

47.3 Understandstheconceptoftime(e.g.,tellstime,usesacalendar,etc.)

48.3 Understandstheconceptofmeasurement(e.g.,length,volume,weight,etc.)

49.4 Usesresourcestosolvedailymathproblems(e.g.,acalculatortoperformpracticalmath,atimer,etc.)

50.5 Engagesinavarietyofleisureandrecreationalinterests(e.g.,listeningtomusic,watchingtele-vision,participatinginsports,etc.)

51.5 Chooseshis/herownleisure/recreationalactivi-ties(e.g.,television,radio,reading,etc.)

52.4 Learnsfrommistakesandattemptstoimproveskills,etc.

53.3 Engagesinleisure/recreationalactivitiesalone

54.5 Engagesinleisure/recreationalactivitieswithothers

55.4 Takesturnswhenappropriate(e.g.,playinggames,ingroupconversations,choosingmusi-calselections,etc.)

56.4 Articulatespreferences,makesrefusals,andterminatesanactivityorsituation(i.e.,canbeas-sertiveinprotectinghis/herinterests)

57.4 Iswillingtotrynewleisure-timeactivities

58.4 Appliesfunctionalacademicsrelatedtoleisure/recreationalactivities(e.g.,keepingscore,fol-lowingascheduleorroutine,etc.)

59.4 Demonstratesnecessarymobilityskillstopar-ticipateinleisure/recreationalactivities

60.4 Beginsassignmentsafterreceivingdirections,instructions,etc.

61.4 Completesassignmentswithanacceptablelevelofaccuracy

62.4 Isdependable(e.g.,inattendance,ontime,pre-pared,readytowork,etc.)

63.3 Acceptsconstructivecriticism

NOTDEVELOPMENTALLY

APPROPRIATEFORAGE

DOESNOTDEMONSTRATETHEBEHAVIOR

ORSKILL

ISDEVELOPINGTHEBEHAVIOR

ORSKILL

DEMONSTRATESTHEBEHAVIORORSKILLINCONSISTENTLY

DEMONSTRATESTHEBEHAVIORORSKILLMOSTOF

THETIME

DEMONSTRATESTHEBEHAVIOROR

SKILLCONSISTENTLY

0 1 2 3 4 5



Home Version Sample

SCORINGFORM

CONCEPTUAL SOCIAL PRACTICALCommunication

1._____

2._____

3._____

4._____

5._____

6._____

7._____

8._____

9._____

37RawScore

FunctionalAcademics

7._____

39._____

44._____

47._____

48._____

49._____

20RawScore

Social

3._____

5._____

17._____

19._____

20._____

21._____

22._____

23._____

24._____

25._____

26._____

27._____

28._____

29._____

30._____

31._____

32._____

33._____

34._____

35._____

36._____

37._____

43._____

90RawScore

Leisure

3._____

17._____

21._____

24._____

50._____

51._____

52._____

53._____

54._____

55._____

56._____

57._____

58._____

59._____

58RawScore

Self-Direction

3._____

18._____

40._____

41._____

42._____

43._____

24RawScore

Self-Care

10._____

11._____

12._____

13._____

14._____

15._____

27RawScore

HomeLiving

3._____

5._____

7._____

14._____

15._____

16._____

17._____

18._____

37._____

47._____

48._____

42RawScore

CommunityUse

21._____

23._____

24._____

38._____

39._____

18RawScore

Health&Safety

3._____

13._____

21._____

24._____

37._____

44._____

45._____

46._____

30RawScore

Work

13._____

17._____

18._____

21._____

24._____

40._____

42._____

52._____

60._____

61._____

62._____

63._____

45RawScore


55

5

5

5

5

55

5

5

555

5

5

4

444

4

4

444

44

4

4

44444

444

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44

4

4

4

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4

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44

4444

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33

3333

3

33

3

3

3

3

3

3

33

3

3

3

3

3

3

3


Home Version Sample

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● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

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150

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140

135

130

125

120

115

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● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

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● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

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Home Version Sample

Goal:1. The student will comprehend typical verbal communications.

Objectives:1. The student will follow verbal directions in correct sequential order on _____ out of _____ trials.2. The student will comprehend _____ out of _____ verbal communications.3. The student will demonstrate the ability to comprehend verbal communication by listening care-

fully and summarizing the information with _____% accuracy.4. The student will follow verbal directions with teacher assistance on _____ out of _____ trials.5. The student will independently follow verbal directions on _____ out of _____ trials.6. The student will follow one-step verbal directions on _____ out of _____ trials.7. The student will demonstrate the ability to comprehend a conversation by listening carefully and

responding appropriately on _____ out of _____ trials.8. The student will demonstrate the ability to comprehend a question stated verbally by listening

carefully and making an appropriate response on _____ out of _____ trials.9. The student will repeat what is said with _____% accuracy.

III. Goals, Objectives, and Interventions

1 Comprehends typical verbal communications

1. Provide the student with a written copy of verbal communications (e.g., directions, questions, announcements, etc.).

2. When the student is required to recall information, remind him/her of the situation in which the material was originally presented (e.g., “Remember yesterday when we talked about . . . .”).

3. Allow the student to speak without being interrupted or hurried.

4. Follow a less desirable task with a highly desirable task. Make following of verbal direc-tions and completion of the first task necessary to complete the second task.

5. Communicate clearly to the student when it is time to listen to verbal communications.

6. Use pictures, diagrams, and gestures when delivering information verbally.

7. Communicate in a variety of ways to facilitate the student’s understanding (e.g., if the student fails to understand verbal directions, present them in written form).

8. Use multiple modalities (e.g., auditory, visual, tactile, etc.) when presenting verbal com-munications to the student.

9. Work through steps of the verbal direc-tions as they are delivered to make certain the student follows the directions accurately.

10. Maintain a consistent format of verbal communications with the student.

11. Have the student question any verbal communications he/she does not understand.

12. Reinforce the student for attending to verbal communications based on the length of time the student can be successful. As the student demonstrates success, gradually increase the length of time required for reinforcement.

13. Teach the student context cues to deter-mine the meaning of words he/she hears.

14. State directions, questions, comments, etc., to the student individually.

15. Tape record information for the student to replay and repeat as necessary.

Interventions:

Adaptive Behavior Intervention Manual:

4-12 Years

ADAPTIVE BEHAVIOR EVALUATION SCALE … behavior/samples/swf...h a w t h o r n e phone: (800)...

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Transcript of ADAPTIVE BEHAVIOR EVALUATION SCALE … behavior/samples/swf...h a w t h o r n e phone: (800)...