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Assessment Evaluation: Behavioral Tools
Arianna McGuigan
School of Education, Liberty University
Analysis of the Adaptive Behaviors Assessment System (ABAS)
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Summary of Assessment
The Adaptive Behavior Assessment System (ABAS) is a widely used tool for measuring
how well individuals function in daily life. It assesses adaptive skills across the following areas:
Communication, Community Use, Functional Academics, School Living, Health and Safety,
Leisure, Self-Care, Self-Direction, Social, and Work (Benish, 2003). Designed for people of all
ages, from young children to adults, the ABAS gathers input from parents, teachers, caregivers,
or even the individual themselves. The test is easy to administer, using a simple rating scale to
evaluate how often a person performs everyday tasks. Its results help professionals identify
strengths and weaknesses, determine eligibility for special education or disability services, and
develop personalized support plans. The ABAS is valued for its comprehensive approach,
flexibility, and reliability, making it a useful tool for assessing adaptive functioning in diverse
populations.
Strengths and Weaknesses of the Assessment
The ABAS has several strengths that make it a valuable tool for assessing daily
functioning. It covers a wide age range (young children to adults) and evaluates real-world skills
across conceptual, social, and practical areas. The ABAS allows input from multiple raters
(parents, teachers, caregivers, and self-reports), providing a holistic perspective. It is easy to
administer and score, taking only 15–20 minutes, and has strong reliability and validity.
Additionally, it is adaptable and accommodates individuals with disabilities. However, the
ABAS has some weaknesses, including small norm samples for certain groups and potential
subjectivity in rater responses, as ratings depend on personal observations. Despite these
limitations, the ABAS remains a widely trusted tool for evaluating adaptive behavior and guiding
intervention planning (Benish, 2003).
Justification and Use of the Assessment
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The ABAS provides a comprehensive, research-based assessment that helps professionals
determine eligibility for special education services, create individualized support plans, and track
progress over time. Its strong reliability, multiple rater options, and wide age range ensure
accurate and meaningful results. Because it assesses real-world abilities rather than just academic
or cognitive skills, the ABAS is a crucial tool for understanding adaptive behavior and making
informed decisions about support and intervention. Benish encourages the use of this system,
stating: “This generally well-normed, well-thought-out system should be given serious
consideration” (Benish, 2003).
Name of Instrument #1
Adaptive Behavior Assessment System
Author(s) of Instrument #1
Patti L. Harrison, Thomas Oakland
Date of Publication
2000
Publisher
The Psychological Corporation
1. Describe the subtests (e.g., learning areas).
The ABAS covers the following areas: Communication, Community Use, Functional
Academics, School Living, Health and Safety, Leisure, Self-Care, Self-Direction, Social, and
Work (Harrison and Oakland, 2000).
2. Describe the age range.
The age range for the ABAS is 5-21, or 16-89 depending on which form is being completed.
3. State the purpose of the instrument.
According to the authors, the purpose of the instrument is to ”measure adaptive skills in
multiple environments including home, school, community, and work” (Harrison and Oakland,
2000).
4. Describe the examiner qualifications.
The examiner qualifications are not explicitly stated in the text, but the administration is stated
as individual.
5. Describe the available scores.
”Like other adaptive behavior scales, scoring provides an overall composite score (General
Adaptive Composite). Standard scores are compiled through scaled score tables and percentile
rankings. Strengths and weaknesses are analyzed via confidence levels and differences from
the mean. Standard errors of measurement are used to compute confidence levels.
Additionally, age equivalent scores may be computed from raw scores for each adaptive skill
area” (Benish, 2003).
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The technical data covers standardization, reliability, validity, and scoring procedures.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
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According to Benish, the ABAS includes ”clear, straightforward statistical tables, presented in
a helpful manner, strengthen its credibility and application for professional use” (Benish,
2003).
8. State the approximate administration and scoring time.
The approximate administration and scoring time are 15-20 minutes.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The ABAS includes straightforward, raw score calculation. It also utilizes percentile ranks and
confidence intervals, allowing for easy interpretation by the administrator.
10. Explain this instrument’s adaptation for students with limited English proficiency.
According to Benish, the ABAS’ manual contains ”comprehensive tables alluding to the
standardization samples for age, sex, and education, and for age, sex, and race ethnicity.”
(Benish, 2003). This suggests that the ABAS is adaptable for students with limited English
proficiency.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The ABAS is specifically designed to measure daily functioning across multiple skill areas. Its
structure, scoring system, and administration flexibility make it a valuable tool for assessing
adaptive strengths and weaknesses in children, adolescents, and adults with a variety of
disabilities.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The ABAS measures functional abilities, not just cognitive skills. This means students with
special needs can show what they can do in daily life, rather than academic performance.
13. Describe the strengths of the instrument.
Like other adaptive behavior scales, the ABAS incorporates recognized skill areas to support
the decision-making process. However, unlike other scales, the ABAS covers a broader age
range and offers the flexibility for certain adults to provide self-ratings (Benish, 2003).
14. State any weaknesses of the instrument.
Some of the norm samples appear limited given the scope of this assessment. Standardizing a
test demands significant financial and professional resources. Ongoing research by the ABAS
authors would be beneficial in further evaluating its application (Benish,2003).
15. Additional comments, information, and observations:
Since most of the ABAS’ response items reflect observable behaviors, evaluations from
teachers, parents, or other adults tend to align with the test results, reinforcing the individual's
characterization (Benish, 2003).
Analysis of the Transition Planning Inventory (TPI)
Summary of Assessment
The Transition Planning Inventory (TPI) is a comprehensive assessment instrument that
schools use to figure out individual students' readiness as they prepare for life after middle or
high school. This standardized tool enables education professionals to systematically assess
students' preparedness across multiple domains including vocational preparation, educational
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planning, and independent living skills. “The TPI is a well-developed and comprehensive set of
materials for needs assessment and transition planning for high school students with disabilities”
(Gable, 1999). Overall, the TPI facilitates the creation of an appropriate transition plan for
students so that they can succeed outside of their current educational environment.
Strengths and Weaknesses of the Assessment
The TPI demonstrates several strengths, including its comprehensive coverage of
essential transition domains and effective incorporation of multiple perspectives in the
assessment process. The tool's standardized approach makes it particularly valuable for
transitional planning. However, the TPI also has some limitations. Its reliance on subjective
ratings from different stakeholders can sometimes lead to inconsistent results, and the assessment
may not fully capture the unique needs of students with severe disabilities or those from diverse
cultural backgrounds. Gable states that “limited correlational evidence is presented to support the
concurrent validity aspect of criterion-related validity” (Gable, 1999). This suggests that there is
not strong enough evidence proving that high scores on the TPI reliably correspond to better
real-world transition outcomes or align with results from other established transition assessment
tools.
Justification and Use of the Assessment
The TPI helps schools support students with disabilities as they prepare for adult life after
high school. “It systematically addresses critical transition areas required by the Individual with
Disabilities Education Act (1990) by including data from nine domains and input from three
raters: student, parent, school personnel” (Sutton, 1999). This data the TPI provides helps
schools create specific goals and transitional plans written into the student's Individualized
Education Program (IEP). By using the TPI, schools can make sure they are systematically
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addressing all the critical areas of transition and involving everyone who needs to have input in
the planning process.
Name of Instrument #2
Transition Planning Inventory
Author(s) of Instrument #2
Gary M. Clark, James R. Patton
Date of Publication
1997
Publisher
PROED
1. Describe the subtests (e.g., learning areas).
The TPI addresses four transition planning areas: instruction, community experience,
employment, and post-school goals (Gable, 1999).
2. Describe the age range.
The age range of the TPI is high school and middle school students.
3. State the purpose of the instrument.
" To identify and plan for the comprehensive transition needs of students” (Clark and Patton,
1997).
4. Describe the examiner qualifications.
The examiner qualifications are not explicitly stated in the text, but the administration is
stated as individual or group.
5. Describe the available scores.
In her review of the TPI, Rosemary Sutton states that the TPI scores using “a 6-point Likert
scale for the 46 transition planning statements; a brief checklist on likely post-school settings;
and an area for open-ended comments” (Sutton, 1999).
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The TPI provides technical data that includes reliability, validity, and normative information to
ensure accurate assessment.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
According to Gable, ”Well-written, specific directions are provided for administering the
Student and Home forms using three options as deemed appropriate: independent self-
administration, guided self-administration, or oral administration” (Gable, 1999).
8. State the approximate administration and scoring time.
“A suggested self-administration time of 15-20 minutes, and oral administration time of 20-30
minutes seem appropriate. Teachers or school personnel can complete the school form in 15-
20 minutes. Completion of the entire Profile and Further Assessment Recommendations form
would most likely take at least one hour” (Gable, 1999).
9. Describe features of the scoring procedures that are well designed and easy to follow.
The TPI offers a detailed section of the manual that guides interpretation and use of inventory
results.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The TPI includes explicit instructions for oral administration, suggesting that administrators
can assist students with limited English proficiency in understanding the content of the forms.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
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The TPI is designed to help assess students with disabilities’ readiness for life after school. It
provides valuable insight into student strengths, needs, and personal goals that aide in creating
individualized transition plans that ensure a smooth transition from school to adulthood.
12. Describe the adaptation of the instrument for use with children who have special
needs.
As Sutton describes, ”The detailed instructions for non-independent administration are a
strength of the TPI. They allow test administrators to use the instrument with a broad range of
students with disabilities” (Sutton, 1999).
13. Describe the strengths of the instrument.
The TPI's primary strengths lie in its comprehensive coverage of multiple transition domains
including students, parents, and educators, to create thorough transition plans. It is well-
developed and serves as an excellent resource for transition planning. (Gable, 1999).
14. State any weaknesses of the instrument.
There are several weaknesses of the TPI, such as the sample size and composition are
exceptionally large, but the appropriateness for larger age groups can pose an issue since
teachers can only observe them for a brief time in the classroom. The validity of information is
described as ”weak” by Sutton.
15. Additional comments, information, and observations:
I was lucky enough to sit in on a TPI meeting in the beginning of my teaching career. This was
one of the reasons I chose this instrument to assess, as I personally experienced a professional
discussion of a student’s transition plan.
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Analysis of the Learning Disabilities Evaluation Scale (LDES)
Summary of Assessment
The Learning Disabilities Evaluation Scale (LDES) is a tool designed to identify potential
learning disabilities in children and adolescents. It uses data gathered from a large, diverse
sample of children to compare an individual's performance to typical development. The LDES
assesses various areas relevant to learning, and the results can help educators and professionals
understand a child's strengths and weaknesses, leading to appropriate interventions and support.
It should be noted that, according to Aylward, “The instrument also is applicable in development
of IEPs and intervention strategies” (Aylward, 1995).
Strengths and Weaknesses of the Assessment
A key strength of the LDES lies in its large and diverse normative sample, spanning a
wide age range and geographic locations, potentially offering a more representative comparison
for individual students. However, the suitability for different age groups may pose a potential
problem. Aylward states “Because elementary teachers observe their students in a wider variety
of situations than do junior or senior high school educators, the LDES is more applicable to the
former group (particularly because no items should be left blank). (Aylward, 1995).
Justification and Use of the Assessment
The LDES’ justification lies in the need for a standardized and comprehensive tool to
assess various academic and cognitive skills crucial for learning. By comparing an individual's
performance to a large, normative sample, the LDES helps pinpoint areas of strength and
weakness, informing diagnostic decisions and educational planning. It is important to emphasize
that the LDES should be used as a part of a comprehensive assessment process, alongside
clinical observations, educational history, and other relevant data.
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Name of Instrument #3
Learning Disability Evaluation Scale
Author(s) of Instrument #3
Stephen B. McCarney
Date of Publication
1983-91
Publisher
Hawthorne Educational Services, Inc.
1. Describe the subtests (e.g., learning areas).
The LDES subtests are as follows: Listening, Thinking, Speaking, Reading, Writing, Spelling,
Mathematical Calculations, Learning Quotient (McCarney, 1983).
2. Describe the age range.
The age range for the LDES is 4.5-19 years.
3. State the purpose of the instrument.
"[The LDES is] Designed as a measure of learning disabilities” (McCarney, 1983).
4. Describe the examiner qualifications.
The detailed record of the LDES suggests that the LDES is rated by a teacher. The
administration is individual.
5. Describe the available scores.
”The rater (teacher) quantifies a specific behavioral description such as "does not remember
math facts" using an ordinal scale: 1 = rarely or never, 2 = inconsistently, and 3 = all or most
of the time”...“Raw scores are converted into standard scores using 13 conversion tables
grouped by age [...]. Standard scores range from 0 to 17, depending on age and subscale [...]
The Learning Quotient is produced by adding the subscale standard scores and converting the
sum [...]. Learning Quotients range from 47--132 [...]. An LDES Profile is provided
[...](Aylward, 1995).
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The LDES provides technical data that includes reliability, validity, and normative data.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
Aylward states: “A Pre-Referral Learning Problem Checklist, a Pre-Referral Intervention
Strategies Documentation page, and a Learning Disability Intervention Manual are included”
(Aylward, 1995).
8. State the approximate administration and scoring time.
The approximate administration and scoring time for the scale is 20 minutes (McCarney,
1983).
9. Describe features of the scoring procedures that are well designed and easy to follow.
Descriptive guidelines are provided for teachers and evaluators. Brown affirms ”The manual
of the LDES [...] contains a description of the foundation of the LDES and the procedures for
administration, scoring, and interpretation. There is also an additional manual, The Learning
Disability Intervention manual that contains specific interventions and suggestions for teachers
and other professionals working with learning-disabled students based on each of the 88 LDES
items“ (Brown, 1995).
10. Explain this instrument’s adaptation for students with limited English proficiency.
The LDES, according to Aylward and Brown, a "Pre-Referral Learning Problem Checklist” is
included in the kit, but there are no details as to how it is utilized in the scale. It could be
assumed that any lack of English proficiency would be noted or addressed in the checklist.
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11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The LDES is appropriate for students with disabilities as it provides a comprehensive,
structured approach to identifying learning disabilities and weaknesses, allowing for tailored
educational interventions. Its flexible design and scoring system ensure that it can be adapted
to meet the needs of students with various disabilities.
12. Describe the adaptation of the instrument for use with children who have special
needs.
Since the LDES serves as a pre-diagnostic tool, it allows educators to factor in special needs of
students. Brown states ”The authors claim the items of the LDES were selected because they
are relevant to the classroom environment, may be observed by teachers, and are related to
commonly employed definitions of learning disabilities” (Brown, 1995). This suggests that
students with special needs will be assessed in relevant areas applicable to them.
13. Describe the strengths of the instrument.
The LDES consists of a comprehensive and structured approach to assessing learning
disabilities. It provides clear and concise guidelines for identifying challenges and supports
intervention planning.
14. State any weaknesses of the instrument.
As Aylward describes, ”[...]information such as variance accounted for in factor analyses or
the reasons why certain subscales were deleted in analyses is lacking. [...] The requirement
that all items must be completed is procedurally difficult” (Aylward, 1995). This suggests it is
difficult to ensure that a student completes every item in the evaluation. His could be due to
time, motivation, attention span, and other factors.
15. Additional comments, information, and observations:
While the standardization sample is described as ”geographically representative” (Aylward,
1995), it is not explicitly stated whether the sample is representative of children with diverse
language backgrounds.
Analysis of <Insert Name of Assessment #4>
Summary of Assessment
The BDIS is a rating scale designed to identify potential behavior problems in children
and adolescents. It relies on teacher or parent reports of observable behaviors, providing scores
for various subscales and a total score. Although designed to identify children who may benefit
from further behavioral evaluation, the BDIS has faced criticism for issues such as
unsubstantiated claims, questionable interpretation practices, and a complex rating system
(Stientjes, 1995). Consequently, the BDIS should be used cautiously and its results considered
alongside other assessment data.
Strengths and Weaknesses of the Assessment
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A strength of the BDIS is its’ reliance on readily available administrators, such as
teachers and parents, which simplifies the data collection process. Another potential strength of
the BDIS could be its focus on observable behaviors, which can be more objective than relying
solely on internalizing symptoms. However, the BDIS suffers from several weaknesses. Its
theoretical foundation has been questioned, and concerns exist regarding the interpretation of
subscales and the lack of clear statistical justification for its scoring system (Stientjes, 1995).
Justification and Use of the Assessment
The main justification of the BDIS lies in the need for a quick and efficient way to
identify individuals who warrant further evaluation for behavioral and emotional problems. It is
intended to be used as a screening tool to assist in the “early identification of students [...] with
behavioral disorders and emotional disturbance” (Stientjes, 1995). Because of this, it is important
to note that the BDIS should not be used as a diagnostic tool, rather a way to help educators and
parents identify those who may benefit from behavioral intervention or additional behavioral
assessment.
Name of Instrument #4
Behavior Disorders Identification Scale
Author(s) of Instrument #4
Frederick Wright, Kathy Cummins Wunderlich
Date of Publication
1993
Publisher
Hawthorne Educational Services, Inc.
1. Describe the subtests (e.g., learning areas).
The BDIS assesses the following dimensions of emotional disturbance/behavioral disorders:
Learning, Interpersonal Relations, Inappropriate Behavior, Unhappiness/Depression, and
Physical Symptoms/Fears (Fairbank, 1995).
2. Describe the age range.
The age range for the BDIS ranges from ages 4.5-21 years.
3. State the purpose of the instrument.
The BDIS was ”developed to contribute to the early identification and service delivery for
students with behavior disorders/emotional disturbance' through direct observations by
educators and parents” (Wright and Wunderlich, 1993).
4. Describe the examiner qualifications.
Examiners are designated to be educators and parents, according to Wright and Wunderlich.
Administration is listed as individual.
5. Describe the available scores.
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The BDIS provides standard scores for various subscales related to behavior and an overall
composite score indicating the likelihood of a behavior disorder.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The BDIS provides technical data that includes reliability, validity, and normative data.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The BDIS kit, according to Fairbank, makes the administration process easy to follow. She
states ”[the kit] provides the examiner with all the materials necessary to comply with the PL
94-142 requirements (the prereferral documentation, the assessment, and the IEP goals and
objectives) of serving a student with emotional disturbance/behavioral disorders” (Fairbank,
1995).
8. State the approximate administration and scoring time.
The approximate time for administration and scoring of the BDIS is described as 20 minutes
for the school version, and 15 minutes for the home version (Wright and Wunderlich, 1993).
9. Describe features of the scoring procedures that are well designed and easy to follow.
“Scoring the BDIS is completed by converting raw scores to subscale standard scores and the
overall percentile score using the technical manual for either the school or home version”
(Fairbank, 1995). This suggests that the manual provides in-depth instructions on how to
compile scores.
10. Explain this instrument’s adaptation for students with limited English proficiency.
In the BDIS normative sample, only 5% of those assessed were non-white, suggesting that
there are not enough minority children represented to properly evaluate how reliable, valid,
and useful the BDIS is for different minority groups or those lacking English proficiency
(Fairbank, 1995).
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The BDIS may be appropriate for use with children who have disabilities, but its applicability
depends on the nature of the disability and whether it impacts behavior ratings. Because
disabilities can influence a child's behavior and how that behavior is perceived, BDIS scores
for children with disabilities should be interpreted carefully, alongside other relevant
assessment data.
12. Describe the adaptation of the instrument for use with children who have special
needs.
Since the child being assessed does not need to be present, the BDIS does not require any
effort from the child. Students with special needs will not be assessed on abilities, but rather
on behavior.
13. Describe the strengths of the instrument.
The BDIS relies on teachers and parents, allowing for quick and easy administration. Fairbank
described the BDIS as ”a comprehensive, reliable, and valid instrument” (Fairbank, 1995).
14. State any weaknesses of the instrument.
According to Stientjes, the BDIS makes claims without proof, for example - implying fears are
a bigger part of behavior problems, interpreting sub-scores without good statistical reasons,
and suggesting that a substantial percentage of children have behavior problems (Stientjes,
1995).
15. Additional comments, information, and observations:
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Between the two reviewers of the BDIS, there are varying feelings. Fairbank calls the BDIS a
”welcome addition to the assessment of students with emotional disturbance/behavioral
disorders” (Fairbank, 1995), whereas Stientjes does not recommend the use of the BDIS.
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References
Aylward, G. P., & Brown, S. W. (1995). Learning Disability Evaluation Scale. The Twelfth
Mental Measurements Yearbook.
Benish, J. K. (2003). Adaptive Behavior Assessment System. The Fifteenth Mental
Measurements Yearbook.
Fairbank, D. W., & Stientjes, H. (1995). Behavior Disorders Identification Scale. The Twelfth
Mental Measurements Yearbook.
Gable, R. K., & Sutton, R. E. (2001). Transition Planning Inventory. The Fourteenth Mental
Measurements Yearbook.
