Adaptive Behavior Assessment System - Second Edition (ABAS-II)

Interpretive Report
Parent/Primary Caregiver Form (Ages 0-5)
A WPS TEST REPORT by Patti L. Harrison, Ph.D., and Thomas Oakland, Ph.D.
Copyright © 2010 by Western Psychological Services
www.wpspublish.com
Version 1.210

Examinee Information
ID Number: Sample-01
Name: Coral Reef
Gender: Female Date of Birth: 09/29/2008
Ethnicity: Other White Background Age: 2 years
Grade: Pre-Kindergarten Age at Testing: 1 year 7 months
City: State: <Not Specified>
School/Daycare:
Disabling Condition: None

Assessment Information
Date of Assessment: 05/22/2010
Date of Report: 10/06/2010
Respondent: Carl Reef
Respondent Occupation: Roofer
Relationship to Child: Parent

Users of this WPS TEST REPORT should be familiar with the information presented in the ABAS-II Manual (WPS
Product No. W-486M). All interpretations made on the basis of the information in this report must be verified
against informed clinical judgment.

Intelligence Assessment Results

No intelligence assessment information was reported.

Reason for Referral

Referral information for Coral is unknown at this time.

Background Information
Coral’s Parent, Carl Reef, completed the ABAS-II Parent/Primary Caregiver Form on 05/22/2010. Coral was 1 year 7 months
at the time of the assessment and attending Pre-Kindergarten. No disabling conditions were reported. The primary language
spoken in Coral’s home is English. She has 2 siblings at home.
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Adaptive Behavior Assessment System - Second Edition (ABAS-II)

Interpretive Report
Parent/Primary Caregiver Form (Ages 0-5)

Interpretive Report
Validity Information

Number of Items Number of Items Report

Skill Area Skipped by Respondent as Guessed by Respondent

Communication (Com) 1 1
Community Use (CU) 1 1
Functional Pre-Academics (FA) 1 2
Home Living (HL) 0 0
Health and Safety (HS) 0 0
Leisure (LS) 1 1
Self-Care (SC) 0 1
Self-Direction (SD) 1 1
Social (Soc) 1 1
Motor (MO) 0 0

Interpretation of ABAS-II Results

Adaptive Behavior Composite Scores

The General Adaptive Composite score (GAC) summarizes performance across all skill areas. Coral obtained a GAC score of
99. Her true score is likely to fall within the range of 96-102 at a 90% level of confidence. Coral’s current overall level of
adaptive behavior is in the Average range, as high as or higher than the score of 47.0% of children of the same age. Because
the GAC provides the most complete measure of adaptive behavior, it is likely to be the most reliable and accurate estimate of
overall adaptive functioning. However, more detailed information about Coral’s unique profile of adaptive functioning may be
obtained by reviewing performance within composites and skill areas if significant differences exist between skill area scaled
scores.

The Conceptual composite score summarizes performance across the Communication, Functional Pre-Academics, and
Self-Direction skill areas. Coral’s Conceptual composite score of 109 (90% confidence interval of 103-115) is in the Average
range, as high as or higher than the score of 73.0% of children of the same age.

The Social composite score summarizes performance across the Leisure and Social skill areas. Coral’s Social composite score
of 87 (90% confidence interval of 79-95) is in the Below Average range, and as high as or higher than the score of 19.0% of
children of the same age.

The Practical composite score summarizes performance across the Community Use, Home Living, Health and Safety, and
Self-Care skill areas. Coral’s Practical composite score of 103 (90% confidence interval of 97-109) is in the Average range, as
high as or higher than the score of 58.0% of children of the same age.

Discrepancy Comparisons between Adaptive Behavior Composites

A comparison of performance between the adaptive behavior composites also provides useful information for interpretation.
Coral’s overall functioning in the areas of communication, pre-academics, and self-direction skills (conceptual adaptive
behavior) is significantly more developed than her general ability to participate in social and leisure activities (social adaptive
behavior). 2.2% of the standardization sample displayed such a discrepancy in functioning between the Conceptual and Social
composites. Coral’s general skills in the areas of community and home living, health and safety, and self-care (practical
adaptive behavior) are also significantly more developed than her overall social adaptive behavior. The rate at which such a
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discrepancy in functioning between the Practical and Social composites occurred in the standardization sample was 7.9%.

Adaptive Skill Area Results

Skill areas within the Conceptual composite provide a more detailed view of Coral’s functioning. Coral’s communication
abilities, including speech, listening, conversation and nonverbal communication skills are in the Average range. She functions
in the Superior range when performing basic pre-academic skills that form the foundations of reading, writing, and
mathematics. Her ability to make independent choices, exhibit self-control and take responsibility when appropriate is in the
Average range.

A more in-depth look at Coral’s specific skill sets within the Social composite may be obtained by examining the skill areas.
The leisure skills needed for engaging in play and recreational activities are in the Average range for Coral. Her ability to
interact socially, initiate and maintain friendships, and express and recognize emotions is in the Average range.

Skill areas within the Practical composite offer a more specific picture of Coral’s capabilities. Her ability to function in the
community and to express knowledge of and interest in activities outside the home is in the Superior range. Coral’s level of
functioning inside the home, including helping adults with household chores and taking care of personal possessions is in the
Average range. The health and safety skills needed to protect her physical well-being and prevent and respond to injuries,
including following safety rules and showing caution when necessary are in the Average range. Her ability to perform
self-care activities such as eating, dressing, and taking care of personal hygiene is in the Extremely Low range.

Coral’s motor abilities, including the basic fine and gross motor skills needed for locomotion, manipulation of the
environment, and the later development of skills necessary for more complex activities such as sports are in the Borderline
range.

Adaptive Skill Area Strengths and Weaknesses

It is important to look at relative strengths and areas for improvement within an individual’s adaptive skills profile for the
purposes of assessment, treatment and intervention planning, and progress monitoring. In order to determine the areas of
personal strength and weakness within Coral’s profile, each skill area scaled score was compared to her average scaled score
across all skill areas to look for differences at the .05 level of statistical significance.

Coral’s Community Use skill area scaled score was significantly higher than her average across all skill areas, representing a
relative strength within her profile. This difference occurred infrequently in the standardization sample, suggesting that
Coral’s ability to behave appropriately in the community and to express knowledge of and interest in activities outside the
home is an observable area of strength within her everyday adaptive functioning.

Coral’s Functional Pre-Academics skill area scaled score was significantly higher than her average across all skill areas,
representing a relative strength within her profile. This difference occurred infrequently in the standardization sample,
suggesting that Coral’s basic pre-academic skills that form the foundations of reading, writing, and mathematics are an
observable area of strength within her everyday adaptive functioning.

Coral’s Self-Care skill area scaled score was significantly lower than her average across all skill areas, representing a relative
weakness within her profile. This difference occurred infrequently in the standardization sample, suggesting that Coral’s
difficulties with self-care activities such as eating, dressing, and taking care of personal hygiene form an observable area of
weakness within her everyday adaptive functioning.

Coral’s Motor skill area scaled score was significantly lower than her average across all skill areas, representing a relative
weakness within her profile. This difference occurred infrequently in the standardization sample, suggesting that Coral’s
difficulties with basic fine and gross motor skills needed for locomotion, manipulation of the environment, and the later
development of skills necessary for more complex activities such as sports form an observable area of weakness within her
everyday adaptive functioning.

Summary of ABAS-II Results

Coral’s overall adaptive behavior can be characterized as typical for her age. Coral’s conceptual adaptive behavior can be
characterized as typical for her age. Coral’s social adaptive behavior can be characterized as somewhat lower functioning than
is typical for her age. Coral’s practical adaptive can be characterized as typical for her age.
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Summary of Adaptive Behavior and Intelligence Assessment Results

Intelligence Assessment results were not reported for Coral; therefore no statement can be made comparing her adaptive
behavior and intelligence assessment results.
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Adaptive Behavior Assessment System - Second Edition (ABAS-II)

Interpretive Report
Parent/Primary Caregiver Form (Ages 0-5)

Composite Score Profile

General Adaptive Conceptual Social Practical
Composite Composite Composite Composite
160 160

150 150

140 140

130 130

120 120

110 110

100 100

90 90

80 80

70 70

60 60

50 50

40 40

Vertical bar represents the Standard Error of Measurement.

Composite Score SEM

GAC 99 2.12
CON 109 3.67
SO 87 4.97
PR 103 3.35
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Adaptive Behavior Assessment System - Second Edition (ABAS-II)

Parent/Primary Caregiver Form (Ages 0-5)

Sum of Scaled Scores to Composite Score Conversions

Sum of Composite Percentile 90% Confidence
Composite SEM Qualitative Range
Scaled Scores Score Rank Interval
GAC 99 99 2.12 47.0 96 - 102 Average
Conceptual 35 109 3.67 73.0 103 - 115 Average
Social 16 87 4.97 19.0 79 - 95 Below Average
Practical 43 103 3.35 58.0 97 - 109 Average

Discrepancy Comparisons
Significant Base Rate in
Score Score Critical Difference Standardization
Pairs Difference
1 2 Value (Y/N) Sample
Conceptual -- Social 109 87 22 12.11 Y 2.2%
Conceptual -- Practical 109 103 6 9.74 N 30.7%
Social -- Practical 87 103 -16 11.75 Y 7.9%
Discrepancies based on Statistical Significance (Critical Values) at the .05 level.
Raw Score to Scaled Score Conversions
Skill Areas Raw Score Scaled Score Qualitative Range
Communication (Com) 31 9 Average
Community Use (CU) 35 17 Superior
Functional Pre-Academics (FA) 22 15 Superior
Home Living (HL) 34 11 Average
Health and Safety (HS) 35 12 Average
Leisure (LS) 29 8 Average
Self-Care (SC) 28 3 Extremely Low
Self-Direction (SD) 39 11 Average
Social (Soc) 35 8 Average
Motor (MO) 40 5 Borderline

Strengths and Weaknesses

Mean Difference Strength (S) Base Rate in
Scaled Scaled from Critical or Standardization
Skill Areas
Score Score Mean Value Weakness (W) Sample
Conceptual
Communication 9 9.90 -0.90 2.71 >25%
Functional Pre-Academics 15 9.90 5.10 2.55 S 2%
Self-Direction 11 9.90 1.10 2.87 >25%
Social
Leisure 8 9.90 -1.90 2.87 >25%
Social 8 9.90 -1.90 2.87 25%
Practical
Community Use 17 9.90 7.10 2.68 S <1%
Home Living 11 9.90 1.10 2.36 >25%
Health and Safety 12 9.90 2.10 3.09 10-25%
Self-Care 3 9.90 -6.90 3.42 W <1%

Motor 5 9.90 -4.90 3.42 W 2-5%

GAC Mean = 9.90. Strengths/Weaknesses are statistically significant at the .05 level.
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Adaptive Behavior Assessment System - Second Edition (ABAS-II)

Parent/Primary Caregiver Form (Ages 0-5)

Skill Area Scaled Score Profile

Conceptual Social Practical
Com FA SD LS Soc CU HL HS SC MO

19 19

18 18

17 17

16 16

15 15

14 14

13 13

12 12

11 11

10 10

9 9

8 8

7 7

6 6

5 5

4 4

3 3

2 2

1 1

Skill Area Scaled Score

Communication (Com) 9
Functional Pre-Academics (FA) 15
Self-Direction (SD) 11
Leisure (LS) 8
Social (Soc) 8
Community Use (CU) 17
Home Living (HL) 11
Health and Safety (HS) 12
Self-Care (SC) 3
Motor (MO) 5

END OF REPORT