1. health and fitness
2. disease
3. autism and pdd

DABS
Why do we need another standardized
measure off adaptive
d i b
behavior?
h i ?
Robert L. Schalock, PhD – Hastings College
Administration and properties of the new
AAIDD Diagnostic Adaptive Behavior Scale
M
Marc
J Tassé,
J.
T é PhD – Ohio
Ohi State
St t University
U i
it
The AAIDD DABS in the Spanish context:
Adaptation, process and results
Patricia Navas & Miguel Angel Verdugo, PhD – University of Salamanca
Administration and p
properties
p
of the new
AAIDD Diagnostic Adaptive Behavior Scale
Marc J Tassé, Ph.D.
Scott Spreat, Ed.D.
The Ohio State University
Woods Services Incorporated
Robert L.
L Schalock,
Schalock Ph.D.
Ph D
David M
M. Thissen
Thissen, Ph
Ph.D.
D
Hastings College
University of North Carolina at Chapel Hill
Giulia Balboni, Ph.D.
Keith Widaman, Ph.D.
U i r it off Pi
University
Pisa
U i
University
i off C
California-Davis
lif i D i
Hank Bersani Jr., Ph.D.
Dalun Zhang, Ph.D.
Western Oregon University
Texas A&M University
Sharon A. Borthwick-Duffy, Ph.D.
University of California-Riverside
2
Nuts and Bolts
3
Adaptive Behavior: What is it?
“Adaptive behavior is the collection of conceptual
conceptual,
social, and practical skills that have been learned
and are p
performed byy p
people
p in their everyday
y y
lives.”
- AAIDD 11e (Schalock et al. 2010 - page 43)
Adaptive Behavior
Conceptual skills:
language functional academics
language,
academics, self
self-direction,
direction money
management, time concepts.
Social skills:
interpersonal skills, responsibility, self-esteem,
wariness/naïveté, follow rules, etiquette, social problem
solving.
Practical skills:
activities of daily living, occupational skills, safety, healthcare,
travel.
“Measuring Adaptive Behavior”
“For the diagnosis of intellectual disability,
significant limitations in adaptive behavior should
be established through the use of standardized
measures normed on the g
general population,
p p
,
including people with disabilities and people
without disabilities.”
- AAIDD 11e (Schalock et al. 2010 - page 43)
“Significant Deficits in AB”
“On these standardized measures, significant
limitations in adaptive
p
behavior are operationally
p
y
defined as performance that is approximately 2
standard deviations below the mean of either: (a)
one of the following three types of adaptive
behavior: conceptual, practical, OR social, or (b)
an overallll score on a standardized
t d diz d measure off
conceptual, practical, and social skills.”
- AAIDD 11e (Schalock et al. 2010 - page 43)
Normal Curve
8
Adaptive Behavior Assessment
• use multiple informants/contexts;
• assess in environments typical of individuals age and
culture;
• assess typical/actual functioning and NOT capacity or
maximum ability;
• many social adaptive skills not assessed on current measure
of adaptive behavior (e.g., gullibility, naiveté);
• select
l appropriate
i
measures off adaptive
d i b
behavior
h i ((normed
d
on typical population);
• adaptive behavior and problem behavior are separate
constructs – that are not necessarily related.
SOURCE: AAMR User’s Guide (Schalock et al., 2007; p. 19)
9
DyAyByS
DIAGNOSTIC ADAPTIVE BEHAVIOR SCALE
Focus of DABS Development
• Exclusively diagnostic – focus on cut-off;
• Tailored
T il d to the
h AAIDD tri-partite
i
i d
definition
fi i i off adaptive
d i
behavior (Conceptual, Practical, & Social skills);
• Short-precise
p
assessment instrument;
• No “maladaptive” (or problem behavior) subscale;
• Expand items related to higher order social adaptive
skills:
– Gullibility/Naïveté
– Avoid Victimization
• Use
U IItem R
Response Th
Theory:
– Scale development/refinement
– Test administration
DABS - development
• Review of scientific literature (circa 2005);
• Inventory existing assessment instruments –
develop initial item pool;
– Reviewed ~ 12 standardized assessment instruments
– Initial pool > 2,000 items
• Item Pool sub-committee – refine pool:
– Revised
R i d iitem pooll = 11,500
500
• Field-test items with expert committee (Q-sort):
– Assigned items according to 3 domains
– Assigned items according to chronological age
DABS - development
• Revise/reduce item pools:
– Conceptual ~ 100 items
– Practical ~ 100 items
– Social ~ 100 items
• Cultural / geographic / linguistic sensitivity or bias (41
content experts):
)
• Cross-cultural US Experts (African-Americans, Hispanic
Americans, Asian
Asian-Americans,
Americans, Native-Americans).
Native Americans).
• Standardization Version of DABS (4 - 21 years old)
• Total
T l items
i
on DABS = 259 items
i
DABS – Data Collection
• Total Items on DABS = 259 items
• Sept.
Sept 2008: Standardization started:
- 4 to 21 years old
–
–
–
–
US Census
Race/ethnicity
Education levels
Geographic representation
• Goal:
G l 100 individuals
i di id l from
f
generall US p
population
p l ti p
per age stratum
t t
Age
4
5
6
7
8
9
# Ss
100
100
100
100 100 100
10
11
12
100 100 100
13-14
15-16
17-21
100
100
100
DABS – Initial Analyses
• May 2009: Initial item analysis using IRT (N=480)
• Re-design DABS into 3 age-specific test booklets:
– 4 – 8 years old (132 items)
– 9 – 15 years old (192 items)
– 16 – 21 years old (128 items)
• Sept
Sept. 2009: Standardization – data collection resumed with
3 age specific DABS test booklets (December, 2009)
DABS Administration
Administration
– 4 – 21 years old (person assessed)
– Semi-structured face-to-face interview.
– Approximately 30 – 40 minutes (age forms)
– Assess actual performance of adaptive behavior
ratings should be based on respondent
respondent’ss direct
observation and knowledge of the individual
being
g assessed
DABS Administration
Administration
Interviewers should be a professional (e
(e.g.,
g
psychologist, social worker, teacher, etc.) who
has completed
p
at least a Bachelor’s degree
g
and
has previous individual assessment experience.
DABS Administration
Administration
Respondents should know the individual being
assessed very well and have had the opportunity
to observe the p
person on a dailyy or weeklyy basis respondents may be family members, friends,
teachers, co-workers, employers or other adults
who meet the above criteria.
=> Respondents (parent,
(parent grandparent,
grandparent caregiver,
caregiver
teacher, etc.).
=>
> No self
self-report
report data.
DABS: Rating System
“0”
“1”
No – rarely or never does it.
Y – does
Yes
d
iit with
i h reminders
i d or assistance
i
b
but
rarely or never independently.
Yes – does it sometimes independently
p
y – but
“2”
sometimes needs reminders or assistance.
“3”
Yes – does it always or almost always
independently – never or rarely needs reminders
or assistance.
“NS” No Score. (used only exceptionally) …/next
DABS: Rating System
“NS” = No Score:
¾ No Score – person has a physical impairment that impedes
performance of this skill.
¾ No Score – lack of opportunity due to
cultural, gender, and/or geographic/regional factors.
¾ No Score – lack of opportunity due to environmental
constraints.
¾ No Score – respondent has no direct knowledge of
individual’s typical performance.
DABS: Sample Items
CONCEPTUAL SKILLS:
(communication)
• Follows verbal directions.
• Communicates ideas through oral, sign, or written
l
language
(i
(includes
l d assistive
i i technology)
h l ).
(money concepts)
• Plans how his/her money will be spent.
(time)
• Uses clock or other timepiece to determine when it is
time
i to d
do something
hi ((e.g., go to school/work,
h l/ k eat, or b
be
home).
DABS: Sample Items
SOCIAL SKILLS:
(inter personal)
(inter-personal)
• Stays on the topic in group conversations.
• Introduces self to others.
(gullibility)
• Questions others when he/she is told something that
may not be true.
• Recognizes signs that someone is trying to exploit him/
her.
DABS: Sample Items
PRACTICAL SKILLS:
(activities of daily living)
• Controls bladder at night time.
• Drinks from a cup or glass without spilling.
(healthcare)
• Communicates to others when not feeling well.
(schedules/routines)
• Gets out of bed on time.
Completed Data Collection
• TOTAL SAMPLE: 1,067 (4 – 21 years old)
• Data from 46 of 50 US states
• Gender distribution: 50% males/females
CENSUS REGION DABS (N = 1067)
(
)
24
2000 US Census
West
22.1%
22.5%
Midwest
25.7%
22.9%
South
32.1%
35.6%
Northeast
20.2%
19.0%
Completed Data Collection
Person‐Assessed Ethnicity
d h
American Indian or Alaska N
Native
i
762; 69%
Asian
Black or African American
Bl k Af i
A
i
Hispanic or Latino
101; 9%
101; 9%
6; 1%
182; 16%
20; 2%
6; 1%
28; 2%
25
Native Hawaiian or Other Pacific Islander
White
Completed Data Collection
26
Ethnicity
DABS (N = 1067)
2000 US Census
American Indian or Alaska N ti
Native
.6%
.9%
Asian
2.6%
3.6%
Black or African American
Black or African American
17 1%
17.1%
12 3%
12.3%
Hispanic or Latino
9.5%
12.5%
Native Hawaiian or other Pacific Islander
.6%
.1%
White
71.5%
75.1%
Other
1.9%
2.4%
Respondents
Relation
Mother
Father
Sibling
Grandparent
Aunt/Uncle
Percentage
Caregiver
68.7%
9 4%
9.4%
1.5%
3.1%
1.9%
1.8%
Teacher
7 6%
7.6%
School Counselor
.1% (N=1)
Peer/Friend
.9% (N=10)
%(
)
Other (Ex. Adoptive Parent, Foster Parent, Support Staff)
27
5.0%
Analyses
o U
Uni-dimensionality
i di
i
li off d
domains:
i
o conceptual
o practical
o social
o Looking
g at linking
g items/domains across age
g
groups.
o Examining information function across age groups.
o Developing age-based forms (computer
administration and paper-pencil);
o Computing scaled scores.
scores
28
29
30
31
DABS scores
32
Conceptual:
Social:
Practical:
M = 100; SD = 15
M = 100; SD = 15
M = 100; SD = 15
FULL SCALE
M = 100; SD = 15
Concluding Remarks
9 Standardized measure of adaptive behavior (4 to 21 years
9 old)
Standardized
of adaptive
behavior
(4 to 21and
years
developedmeasure
with a focus
on Social,
Conceptual,
old)
ld) d
developed
l
d with
i skills;
h a ffocus on S
Social,
i l C
Conceptual,
l and
d
Practical
adaptive
Practical adaptive skills;
9 Focus on focus of assessment around “significant
9 limitations”
Focus on providing
information
“significant
significant
limitations
in adaptive
behaviorof
cut
cut-off
off => for limitations”
rule-in/out
rule in/out
in diagnosis;
adaptive behavior => for rule-in/out of diagnosis;
of
9 Precision/Information
Precise at “cut-off”; at “cut-off”;
9
9 Recent
Computer
administration
– shorter
administration time.
9
norms
based on general
population;
9 Shorter
Recent administration
norms based ontime;
general population;
9
9 Based
B d on
Based
on most
most current
current research
research
h and
and
d psychometric
psychometric
h
i science
science
i
9
(developed using
using IRT);
IRT);
(developed
y/g g p
y fair instrument.
instrument.
9 Culturally/geographically-fair
Culturally/geographically-fair
9
Culturally/geographically
instrument
DABS
Why do we need another standardized
measure off adaptive
d i b
behavior?
h i ?
Robert L. Schalock, PhD – Hastings College
Administration and properties of the new
AAIDD Diagnostic Adaptive Behavior Scale
M
Marc
J Tassé,
J.
T é PhD – Ohio
Ohi State
St t University
U i
it
The AAIDD DABS in the Spanish context:
Adaptation, process and results
Patricia Navas & Miguel Angel Verdugo, PhD – University of Salamanca