Professional Documents
Culture Documents
Interpretive Report
Examinee Information
Name:
Date of Birth:
Gender:
Ethnicity:
Disabling Condition:
Jane Smith
4/5/1998
Female
<Not Specified>
<Not Specified>
Age:
Age at Testing:
Grade:
School/Daycare:
9 years, 7 months
9 years, 7 months
3rd
Wiman Elementary School
Assessment Information
Form Administered:
Date of Admininstration:
Report Date:
Respondent:
Relationship to Examinee:
Respondent Occupation:
Background Information
Janes parent, Linda Smith, completed the ABASII Parent Form on 11/30/2007. Jane was 9 years, 7 months at the time
of the assessment and attending 3rd grade. No disabling conditions were reported. The primary language spoken in
Janes home is English. She has 2 siblings at home.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 3
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 4
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 5
95% Confidence
Interval
68-76
55-67
91-105
82-96
Qualitative Range
Borderline
Extremely Low
Average
Below Average
Discrepancy Comparisons
Domain Composite
Conceptual -- Social
Conceptual -- Practical
Social -- Practical
Score
1
Score
2
Difference
Critical
Value
61
61
98
98
89
89
-37
-28
9
8.81
9.29
9.74
Significant
Difference
(Y/N)
Y
Y
N
Base Rate in
Standardization
Sample
0.4%
1.3%
22.5%
Raw Score
39
30
38
47
56
55
57
38
57
Scaled Scores
2
8
4
8
11
11
5
3
8
Qualitative Range
Extremely Low
Average
Borderline
Average
Average
Average
Borderline
Extremely Low
Average
Skill Area
Scaled
Score
Mean
Scaled
Score
Difference
from
Mean
Critical
Value
2
4
3
6.67
6.67
6.67
-4.67
-2.67
-3.67
2.29
2.17
2.15
W
W
W
1-2%
10-25%
2-5%
11
8
6.67
6.67
4.33
1.33
2.31
2.22
1-2%
>25%
8
8
11
5
6.67
6.67
6.67
6.67
1.33
1.33
4.33
-1.67
2.33
2.22
2.86
2.86
Strength (S)
Base Rate in
or
Standardization
Weakness (W)
Sample
GAC Mean = 6.67 Strengths/Weaknesses based on Statistical Significance (Critical Values) at the .05 level.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 6
>25%
>25%
1-2%
>25%
Skill Area
Communication (Com)
Functional Academics (FA)
Self-Direction (SD)
Leisure (LS)
Social (Soc)
Scaled Score
2
4
3
11
8
Skill Area
Community Use (CU)
Home Living (HL)
Health and Safety (HS)
Self-Care (SC)
Work (WK)
Scaled Score
8
8
11
5
N/A
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Examinee ID:
Page 7
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 8
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 9
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 10
Examinee Information
Jane Smith
REPORT DATE:
4/5/1998
ETHNICITY:
Female
GRADE:
<Not Specified>
SCHOOL/DAYCARE:
ABAS-II Parent (Ages 5-21)
NAME:
DATE OF BIRTH:
GENDER:
DISABLING CONDITIONS:
FORM ADMINISTERED:
12/3/2007
<Not Specified>
<Not Specified>
<Not Specified>
Assessment Information
Assessment Information
1st Assessment
2nd Assessment
3rd Assessment
10/5/2006
4/10/2007
11/30/2007
8 years, 6 months
9 years
9 years, 7 months
Respondent
Linda Smith
Linda Smith
Linda Smith
Relationship
Parent
Parent
Parent
Test Date
Age at Testing
4th Assessment
Progress Monitoring
1st Assessment
Raw
Scaled
Score
Score
Skill Area/Composite
2nd Assessment
Raw
Scaled
Score
Score
3rd Assessment
Raw
Scaled
Score
Score
Communication
35
38
39
Functional Academics
28
36
38
Self-Direction
25
35
38
Leisure
52
10
55
11
55
11
Social
58
10
59
57
Community Use
27
29
30
Home Living
41
45
47
54
11
56
11
56
11
Self-Care
48
57
57
4th Assessment
Raw
Scaled
Score
Score
Work
Conceptual Domain
61
61
61
Social Domain
100
100
98
Practical Domain
90
91
89
81
74
72
Note. When comparing scores across multiple assessments for progress monitoring purposes, compare skill area raw scores to assess change
relative to the childs previous level of functioning. Compare skill area and composite scaled scores to assess change relative to the childs
functioning w ithin the comparison group of children of the same age. Keep in mind the possible effects of different respondents on the ratings
and resulting scores.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Testing Information
NAME:
AGE:
DATE OF BIRTH:
EXAMINEE ID:
GENDER:
DISABLING CONDITIONS:
JOB STATUS:
Jane Smith
9 years, 7 months
4/5/1998
<Not Specified>
Female
<Not Specified>
<Not Specified>
REPORT DATE:
GRADE:
ETHNICITY:
SCHOOL/DAYCARE:
CITY:
STATE:
12/3/2007
3rd
<Not Specified>
Wiman Elementary School
San Antonio
TX
Adaptive Behavior
Adaptive behavior is made up of the skills an individual uses to function in daily life, including taking care of himor herself and interacting with other people. The form you completed measures the adaptive behavior of children
from 5 to 21 years of age in different skills areas.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Extremely
Low
Skills Measured
1 2 3
Communication
Functional Academics
Self-Direction
Leisure
Social
Community Use
Home Living
Self-Care
Work
Below
Average
Low
Average
Above
Average
High
7 8 9 10 11 12 13 14 15 16 17 18 19
@ @
@ @ @ @
@ @ @
@ @ @ @ @ @
@ @ @ @ @
@ @ @ @ @ @
@ @
@ @ @ @ @ @
@ @
@ @ @ @ @ @
@ @
@ @ @ @ @ @
@ @ @ @ @
@ @ @ @ @
Social
Practical
General
Adaptive
Composite
%ile
Extremely
Low
Communication,
Functional Academics,
and Self-Direction
0.5
45
23
Low
Below
Ave rage
Ave rage
Above
Ave rage
X
X
X
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Examinee ID:
Page 2
High
Ve ry High
Skill
Area
Scores
Very High
Overall
Scores
Description
>=98
Higher functioning than almost all other children of the same age
High
15-19
91-97
Above
Average
13-14
75-90
Average
8-12
25-74
Below
Average
6-7
9-24
Low
4-5
3-8
Extremely
Low
1-3
<=2
Lower functioning than almost all other children of the same age
Be sure to contact me for specific suggestions on how to help your child improve her adaptive behavior, or to
discuss any other questions or concerns you have after reviewing these results.
Sincerely,
__________________________________
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 3
Examinee Information
Name:
Date of Birth:
Gender:
Ethnicity:
Disabling Condition:
Bill Williams
10/16/2003
Male
<Not Specified>
Developmental Delay
Age:
Age at Testing:
Grade:
School/Daycare:
4 years, 1 month
4 years, 1 month
Pre-Kindergarten
Tender Care Preschool
Assessment Information
Form Administered:
Date of Admininstration:
Report Date:
Respondent:
Relationship to Examinee:
Respondent Occupation:
Background Information
Bill s parent, John Williams, completed the ABASII Parent/Primary Caregiver Form on 11/30/2007. Bill was 4 years, 1
month at the time of the assessment and attending Pre-Kindergarten. He has previously been diagnosed with
Developmental Delay. The primary language spoken in Bill s home is English. He has no siblings at home.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 2
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 3
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 4
95% Confidence
Interval
43-51
49-63
40-56
35-47
Qualitative Range
Extremely
Extremely
Extremely
Extremely
Low
Low
Low
Low
Discrepancy Comparisons
Domain Composite
Conceptual -- Social
Conceptual -- Practical
Social -- Practical
Score
1
Score
2
Difference
Critical
Value
56
56
48
48
41
41
8
15
7
10.99
9.29
10.18
Significant
Difference
(Y/N)
N
Y
N
Base Rate in
Standardization
Sample
24.0%
8.8%
27.4%
Raw Score
28
6
28
18
28
30
40
38
30
64
Scaled Scores
1
1
6
1
1
1
1
3
1
5
Qualitative Range
Extremely Low
Extremely Low
Below Average
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Borderline
Skill Area
Scaled
Score
Mean
Scaled
Score
Difference
from
Mean
Critical
Value
1
6
3
2.1
2.1
2.1
-1.10
3.90
0.90
2.71
2.55
2.87
1
1
2.1
2.1
-1.10
-1.10
2.87
2.87
>25%
>25%
1
1
1
1
2.1
2.1
2.1
2.1
-1.10
-1.10
-1.10
-1.10
2.68
2.36
3.09
3.42
>25%
>25%
>25%
>25%
2.1
2.90
3.42
10-25%
Strength (S)
Base Rate in
or
Standardization
Weakness (W)
Sample
>25%
5-10%
>25%
Motor
GAC Mean = 2.1 Strengths/Weaknesses based on Statistical Significance (Critical Values) at the .05 level.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 5
Skill Area
Communication (Com)
Functional Pre-Academics (FA)
Self-Direction (SD)
Leisure (LS)
Social (Soc)
Scaled Score
1
6
3
1
1
Skill Area
Community Use (CU)
Home Living (HL)
Health and Safety (HS)
Self-Care (SC)
Motor (MO)
Scaled Score
1
1
1
1
5
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 6
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 7
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 9
Examinee Information
Bill Williams
REPORT DATE:
10/16/2003
ETHNICITY:
Male
GRADE:
<Not Specified>
SCHOOL/DAYCARE:
ABAS-II Parent (Ages 0-5)
NAME:
DATE OF BIRTH:
GENDER:
DISABLING CONDITIONS:
FORM ADMINISTERED:
12/3/2007
<Not Specified>
<Not Specified>
<Not Specified>
Assessment Information
Assessment Information
1st Assessment
2nd Assessment
8/5/2007
11/30/2007
Age at Testing
3 years, 9 months
4 years, 1 month
Respondent
Melinda Williams
John Williams
Relationship
Parent
Parent
Test Date
3rd Assessment
4th Assessment
3rd Assessment
Raw
Scaled
Score
Score
4th Assessment
Raw
Scaled
Score
Score
Progress Monitoring
1st Assessment
Raw
Scaled
Score
Score
Skill Area/Composite
2nd Assessment
Raw
Scaled
Score
Score
Communication
24
28
Functional Pre-Academics
21
28
Self-Direction
36
38
Leisure
31
30
Social
25
30
Community Use
Home Living
18
18
24
28
Self-Care
42
40
Motor
65
64
Conceptual Domain
55
56
Social Domain
48
48
Practical Domain
41
41
47
47
Note. When comparing scores across multiple assessments for progress monitoring purposes, compare skill area raw scores to assess change
relative to the childs previous level of functioning. Compare skill area and composite scaled scores to assess change relative to the childs
functioning w ithin the comparison group of children of the same age. Keep in mind the possible effects of different respondents on the ratings
and resulting scores.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Testing Information
NAME:
AGE:
DATE OF BIRTH:
EXAMINEE ID:
GENDER:
DISABLING CONDITIONS:
Bill Williams
4 years, 1 month
10/16/2003
<Not Specified>
Male
Developmental Delay
REPORT DATE:
GRADE:
ETHNICITY:
SCHOOL/DAYCARE:
CITY:
STATE:
12/3/2007
Pre-Kindergarten
<Not Specified>
Tender Care Preschool
San Antonio
TX
Adaptive Behavior
Adaptive behavior is made up of the skills an individual uses to function in daily life, including taking care of himor herself and interacting with other people. The form you completed measures the adaptive behavior of children
from birth to 5 years of age in different skills areas.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Extremely
Low
Skills Measured
1 2 3
Speech, language, listening,
Communication
conversation, and nonverbal
communication skills
Basic pre-reading, pre-w riting and preFunctional Pre-Academics arithmetic skills such as know ing
letters, numbers, and shapes
Self-control, making choices, starting
Self-Direction
and completing tasks, follow ing a
routine, and follow ing directions
Playing w ith others, playing w ith
Leisure
toys, follow ing rules in games,
and planning fun activities
Getting along w ith others, expressing
Social
affection, making friends, show ing
and recognizing emotions
Behaving appropriately in the community,
Community Use
know ing w here things are and how
to get around in public places
Cleaning up around the house,
Home Living
helping adults w ith chores,
taking care of personal items
Follow ing safety rules, show ing
Health and Safety
caution w hen needed, staying out of
danger, and know ing w hen to get help
Eating, dressing, bathing,
Self-Care
toileting, grooming
and hygiene
Sitting, pulling up to a stand, w alking,
Motor
throw ing, kicking, and the fine motor
skills such as w riting and using scissors
Below
Average
Low
Average
Above
Average
High
7 8 9 10 11 12 13 14 15 16 17 18 19
@ @ @ @ @ @
@ @ @
@ @ @ @ @
%ile
Extremely
Low
Communication,
Functional
Pre-Academics, and
Self-Direction
0.2
<0.1
Practical
<0.1
General
Adaptive
Composite
<0.1
Score
Conceptual
Social
Low
Below
Ave rage
Ave rage
Above
Ave rage
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 2
High
Ve ry High
Skill
Area
Scores
Very High
Overall
Scores
Description
>=98
Higher functioning than almost all other children of the same age
High
15-19
91-97
Above
Average
13-14
75-90
Average
8-12
25-74
Below
Average
6-7
9-24
Low
4-5
3-8
Extremely
Low
1-3
<=2
Lower functioning than almost all other children of the same age
Be sure to contact me for specific suggestions on how to help your child improve his adaptive behavior, or to
discuss any other questions or concerns you have after reviewing these results.
Sincerely,
__________________________________
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 3
Examinee Information
Name:
Date of Birth:
Gender:
Ethnicity:
Disabling Condition:
Bill Williams
10/16/2003
Male
<Not Specified>
Developmental Delay
Age:
Age at Testing:
Grade:
School/Daycare:
4 years, 1 month
4 years, 1 month
Pre-Kindergarten
Tender Care Preschool
Assessment Information
Form Administered:
Date of Admininstration:
Report Date:
Respondent:
Relationship to Examinee:
Background Information
Bill 's General Education Preschool Teacher, Judy Smith, completed the ABASII Teacher/Daycare Provider Form on
11/30/2007. Bill was 4 years, 1 month at the time of the assessment and attending Pre-Kindergarten. Judy Smith has
been Bill s teacher for 3 months. He has previously been diagnosed with Developmental Delay. The primary language
spoken in Bill s home is English.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
.
Examinee ID:
Page 1
Numer of Items
Skipped by Respondent
Communication
Functional Pre-Academics
School Living
Leisure
Self-Care
Self-Direction
Social
Motor
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 4
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 5
95% Confidence
Interval
53-61
63-73
48-62
45-59
Qualitative Range
Extremely
Extremely
Extremely
Extremely
Low
Low
Low
Low
Discrepancy Comparisons
Domain Composite
Conceptual -- Social
Conceptual -- Practical
Social -- Practical
Score
1
Score
2
Difference
Critical
Value
68
68
55
55
52
52
13
16
3
8.31
8.82
9.74
Significant
Difference
(Y/N)
Y
Y
N
Base Rate in
Standardization
Sample
9.1%
6.9%
38.9%
Raw Score
39
46
28
36
48
49
37
36
68
Scaled Scores
3
9
2
3
4
3
3
1
6
Qualitative Range
Extremely Low
Average
Extremely Low
Extremely Low
Borderline
Extremely Low
Extremely Low
Extremely Low
Below Average
Skill Area
Scaled
Score
Mean
Scaled
Score
Difference
from
Mean
Critical
Value
3
9
3
3.78
3.78
3.78
-0.78
5.22
-0.78
2.20
2.23
2.29
4
1
3.78
3.78
0.22
-2.78
2.59
2.38
2
3
3
3.78
3.78
3.78
-1.78
-0.78
-0.78
2.01
2.89
3.33
>25%
>25%
>25%
3.78
2.22
3.12
>25%
Strength (S)
Base Rate in
or
Standardization
Weakness (W)
Sample
>25%
2-5%
>25%
>25%
5-10%
Motor
GAC Mean = 3.78 Strengths/Weaknesses based on Statistical Significance (Critical Values) at the .05 level.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 6
Skill Area
Communication (Com)
Functional Pre-Academics (FA)
Self-Direction (SD)
Leisure (LS)
Social (Soc)
Scaled Score
3
9
3
4
1
Skill Area
School Living (SL)
Health and Safety (HS)
Self-Care (SC)
Motor (MO)
Scaled Score
2
3
3
6
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 7
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 8
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 9
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 10
Examinee Information
Bill Williams
REPORT DATE:
10/16/2003
ETHNICITY:
Male
GRADE:
<Not Specified>
SCHOOL/DAYCARE:
ABAS-II Teacher (Ages 2-5)
NAME:
DATE OF BIRTH:
GENDER:
DISABLING CONDITIONS:
FORM ADMINISTERED:
12/3/2007
<Not Specified>
<Not Specified>
<Not Specified>
Assessment Information
Assessment Information
1st Assessment
2nd Assessment
8/1/2007
11/30/2007
3 years, 9 months
4 years, 1 month
Respondent
Judy Smith
Judy Smith
Relationship
Special Education
Kindergarten or
Preschool Teacher
Special Education
Kindergarten or
Preschool Teacher
Test Date
Age at Testing
3rd Assessment
4th Assessment
3rd Assessment
Raw
Scaled
Score
Score
4th Assessment
Raw
Scaled
Score
Score
Progress Monitoring
1st Assessment
Raw
Scaled
Score
Score
Skill Area/Composite
2nd Assessment
Raw
Scaled
Score
Score
Communication
31
39
Functional Pre-Academics
43
46
Self-Direction
36
37
Leisure
45
48
Social
32
36
School Living
22
28
29
36
Self-Care
44
49
Motor
65
68
Conceptual Domain
66
68
Social Domain
55
55
Practical Domain
51
52
55
57
Note. When comparing scores across multiple assessments for progress monitoring purposes, compare skill area raw scores to assess change
relative to the childs previous level of functioning. Compare skill area and composite scaled scores to assess change relative to the childs
functioning w ithin the comparison group of children of the same age. Keep in mind the possible effects of different respondents on the ratings
and resulting scores.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Testing Information
NAME:
AGE:
DATE OF BIRTH:
EXAMINEE ID:
GENDER:
DISABLING CONDITIONS:
Bill Williams
4 years, 1 month
10/16/2003
<Not Specified>
Male
Developmental Delay
REPORT DATE:
GRADE:
ETHNICITY:
SCHOOL/DAYCARE:
CITY:
STATE:
12/3/2007
Pre-Kindergarten
<Not Specified>
Tender Care Preschool
San Antonio
TX
Adaptive Behavior
Adaptive behavior is made up of the skills an individual uses to function in daily life, including taking care of himor herself and interacting with other people. The form you completed measures the adaptive behavior of children
from 2 to 5 years of age in different skills areas.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Extremely
Low
Skills Measured
1 2 3
Speech, language, listening,
Communication
conversation, and nonverbal
communication skills
Basic pre-reading, pre-w riting and preFunctional Pre-Academics arithmetic skills such as know ing
letters, numbers, and shapes
Self-control, making choices, starting
Self-Direction
and completing tasks, follow ing a
routine, and follow ing directions
Playing w ith others, playing w ith
Leisure
toys, follow ing rules in games,
and planning fun activities
Getting along w ith others, expressing
Social
affection, making friends, show ing
and recognizing emotions
Cleaning up around the school or
School Living
daycare, helping adults w ith chores,
taking care of personal items
Follow ing safety rules, show ing
Health and Safety
caution w hen needed, staying out of
danger, and know ing w hen to get help
Eating, dressing, bathing,
Self-Care
toileting, grooming
and hygiene
Sitting, pulling up to a stand, w alking,
Motor
throw ing, kicking, and the fine motor
skills such as w riting and using
scissors
Below
Average
Low
Average
Above
Average
High
7 8 9 10 11 12 13 14 15 16 17 18 19
@ @ @
@ @ @ @ @ @
@ @@
@ @ @
@ @ @ @
@ @
@ @ @
@ @ @
@ @ @ @ @ @
%ile
Extremely
Low
0.1
Practical
0.1
General
Adaptive
Composite
0.2
Score
Conceptual
Social
Low
Below
Ave rage
Ave rage
Above
Ave rage
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 2
High
Ve ry High
Skill
Area
Scores
Very High
Overall
Scores
Description
>=98
Higher functioning than almost all other children of the same age
High
15-19
91-97
Above
Average
13-14
75-90
Average
8-12
25-74
Below
Average
6-7
9-24
Low
4-5
3-8
Extremely
Low
1-3
<=2
Lower functioning than almost all other children of the same age
Be sure to contact me for specific suggestions on how to help your child improve his adaptive behavior, or to
discuss any other questions or concerns you have after reviewing these results.
Sincerely,
__________________________________
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 3
Examinee Information
Name:
Date of Birth:
Gender:
Ethnicity:
Disabling Condition:
Jane Smith
4/5/1998
Female
<Not Specified>
<Not Specified>
Age:
Age at Testing:
Grade:
School/Daycare:
9 years, 7 months
9 years, 7 months
3rd
Wiman Elementary School
Assessment Information
Form Administered:
Date of Admininstration:
Report Date:
Respondent:
Relationship to Examinee:
Background Information
Janes general education teacher, Nancy Jones, completed the ABASII Teacher Form on 11/30/2007. Jane was 9
years, 7 months at the time of the assessment and attending 3rd grade. No disabling conditions were reported. The
primary language spoken in Janes home is English.
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Examinee ID:
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Examinee ID:
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Examinee ID:
Page 5
95% Confidence
Interval
81-87
57-65
90-100
84-94
Qualitative Range
Below Average
Extremely Low
Average
Below Average
Discrepancy Comparisons
Domain Composite
Conceptual -- Social
Conceptual -- Practical
Social -- Practical
Score
1
Score
2
Difference
Critical
Value
61
61
95
95
89
89
-34
-28
6
6.58
6.58
7.21
Significant
Difference
(Y/N)
Y
Y
N
Base Rate in
Standardization
Sample
0.5%
0.9%
31.5%
Raw Score
41
30
24
39
47
36
56
35
53
Scaled Scores
2
6
3
4
11
8
11
2
10
Skill Area
Scaled
Score
Mean
Scaled
Score
Difference
from
Mean
Critical
Value
2
3
2
6.33
6.33
6.33
-4.33
-3.33
-4.33
1.92
1.67
1.65
8
10
6.33
6.33
1.67
3.67
6
4
11
11
6.33
6.33
6.33
6.33
-0.33
-2.33
4.67
4.67
Qualitative Range
Extremely Low
Below Average
Extremely Low
Borderline
Average
Average
Average
Extremely Low
Average
Strength (S)
Base Rate in
or
Standardization
Weakness (W)
Sample
W
W
W
2-5%
5-10%
2-5%
1.98
1.73
25%
2-5%
2.61
1.92
2.01
2.12
W
S
S
>25%
10-25%
1-2%
5-10%
GAC Mean = 6.33 Strengths/Weaknesses based on Statistical Significance (Critical Values) at the .05 level.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 6
Skill Area
Communication (Com)
Functional Academics (FA)
Self-Direction (SD)
Leisure (LS)
Social (Soc)
Scaled Score
2
3
2
8
10
Skill Area
Community Use (CU)
School Living (SL)
Health and Safety (HS)
Self-Care (SC)
Work (WK)
Scaled Score
6
4
11
11
N/A
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Examinee ID:
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Page 8
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Examinee ID:
Page 9
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Page 10
Examinee Information
Jane Smith
REPORT DATE:
4/5/1998
ETHNICITY:
Female
GRADE:
<Not Specified>
SCHOOL/DAYCARE:
ABAS-II Teacher (Ages 5-21)
NAME:
DATE OF BIRTH:
GENDER:
DISABLING CONDITIONS:
FORM ADMINISTERED:
12/3/2007
<Not Specified>
<Not Specified>
<Not Specified>
Assessment Information
Assessment Information
1st Assessment
2nd Assessment
3rd Assessment
10/5/2006
4/15/2007
11/30/2007
8 years, 6 months
9 years
9 years, 7 months
Respondent
Mark Brown
Mark Brown
Nancy Jones
Relationship
General Education
Teacher
General Education
Teacher
General Education
Teacher
Test Date
Age at Testing
4th Assessment
Progress Monitoring
1st Assessment
Raw
Scaled
Score
Score
Skill Area/Composite
2nd Assessment
Raw
Scaled
Score
Score
3rd Assessment
Raw
Scaled
Score
Score
Communication
38
41
41
Functional Academics
21
23
24
Self-Direction
31
33
35
Leisure
34
36
36
Social
56
11
55
10
53
10
Community Use
28
28
30
School Living
36
37
39
46
10
46
10
47
11
Self-Care
57
12
57
11
56
11
4th Assessment
Raw
Scaled
Score
Score
Work
Conceptual Domain
59
59
61
Social Domain
92
95
95
Practical Domain
87
87
89
80
82
84
Note. When comparing scores across multiple assessments for progress monitoring purposes, compare skill area raw scores to assess change
relative to the childs previous level of functioning. Compare skill area and composite scaled scores to assess change relative to the childs
functioning w ithin the comparison group of children of the same age. Keep in mind the possible effects of different respondents on the ratings
and resulting scores.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 1
Testing Information
NAME:
AGE:
DATE OF BIRTH:
EXAMINEE ID:
GENDER:
DISABLING CONDITIONS:
JOB STATUS:
Jane Smith
9 years, 7 months
4/5/1998
<Not Specified>
Female
<Not Specified>
<Not Specified>
REPORT DATE:
GRADE:
ETHNICITY:
SCHOOL/DAYCARE:
CITY:
STATE:
12/3/2007
3rd
<Not Specified>
Wiman Elementary School
San Antonio
TX
Adaptive Behavior
Adaptive behavior is made up of the skills an individual uses to function in daily life, including taking care of himor herself and interacting with other people. The form you completed measures the adaptive behavior of children
from 5 to 21 years of age in different skills areas.
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Examinee ID:
Page 1
Extremely
Low
Skills Measured
1 2 3
Communication
Functional Academics
Self-Direction
Leisure
Social
Community Use
School Living
Self-Care
Work
Below
Average
Low
Average
Above
Average
High
7 8 9 10 11 12 13 14 15 16 17 18 19
@ @
@ @ @
@ @
@ @ @ @ @ @
@ @
@ @ @ @ @ @
@ @ @ @
@ @ @ @ @ @
@ @ @ @
@ @ @ @ @ @
@ @ @ @ @
@ @ @ @ @ @
@ @ @ @ @
Below
Ave rage
%ile
Extremely
Low
Communication,
Functional Academics,
and Self-Direction
0.5
37
Practical
23
General
Adaptive
Composite
14
Score
Conceptual
Social
Low
Ave rage
Above
Ave rage
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Examinee ID:
Page 2
High
Ve ry High
Skill
Area
Scores
Very High
Overall
Scores
Description
>=98
Higher functioning than almost all other children of the same age
High
15-19
91-97
Above
Average
13-14
75-90
Average
8-12
25-74
Below
Average
6-7
9-24
Low
4-5
3-8
Extremely
Low
1-3
<=2
Lower functioning than almost all other children of the same age
Be sure to contact me for specific suggestions on how to help your child improve her adaptive behavior, or to
discuss any other questions or concerns you have after reviewing these results.
Sincerely,
__________________________________
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Examinee ID:
Page 3
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.