Dep. Of Special Education

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1 Dep. Of Special Education
제4장 : 판별을 위한 사정(적응행동검사) 지적장애아교육 Prof. Hyun Ki, Shin Dep. Of Special Education Dankook University

2 AAMR: Adaptive Behavior Scale-School

3 General Information Authors: Nadine Lambert, Kazuo Nihira, Henry Leland

4 What is adaptive behavior
the manner in which individuals cope with the natural and social demands of their environment” (1) 그가 속한 지역사회 환경에서 요구하는 자연스럽고, 사회적인 요구에 적절히 대처 할 수 있는 행동양식

5 Purpose of Assessment Determine strengths and weaknesses among adaptive domains and factors: 적응요소의 강/약점 파악 Identify students who are significantly below their peers in important areas of adaptive behavior: 또래와의 적응행동 비교에서 현격히 떨어지는 부분 파악 Document the progress of individuals who are enrolled in intervention programs: 중재교육을 통해 변화하는 추이의 기록 Measure adaptive behavior in research studies: 연구를 위한 적응행동 측정 Helps to diagnose people with developmental disabilities (often used in conjunction with intelligence measures to qualify people with mental retardation or other developmental disabilities): 발달장애아동의 진단에 필요

6 Age Range Used to assess people from 3-21 years old. 적용가능 연령(3~21세까지)
Typically used to assess school-aged children. 학령기 아동들이 주 적용대상

7 Content: 2-part Test PART 1 : 제1부 개인의 독립성
Part one focuses on personal independence and evaluates coping skills considered important to personal independence and responsibility in daily living. 일상생활에서의 독립심과 책임감 9 Domains: 1.independent functioning 독립적 기능 2. physical development 신체적 발달 3. economic activity 경제활동 4. language development 언어발달 5. numbers and time 수와 시간개념 6. prevocational/vocational activity 직업 전/직업 활동 7. self-direction 자기관리 8. responsibility 책임감 9. Socialization 사회화

8 Content cont’d Part 2: 제2부 사회적 행동영역(타인과의 관계)
It deals with social behavior. Behaviors were identified through a survey of the social expectations place upon person with mental retardation in public and special schools, in public and private residential institutions, and in the full range of local rehabilitative and recreational services in the community over a wide geographic distribution. 7 Domains: 7개 영역 1. social behavior 사회적 행동 2. conformity 동조성 3. trustworthiness 신뢰감 4. stereotyped and hyperactive behavior 상투적/과잉행동 5. self-abusive behavior 자해(자기학대)행동 6. social engagement 사회적 관심(참여) 7. disturbing interpersonal behavior 대인행동의 방해

9 Scoring Domain Scores: 영역 점수 Raw scores 원 점수 Percentile 백분위
Certain items are based on a rating or a cumulative score. 특정 항목에 표시하거나 점수 합계를 낸다. The sum of all the scores is written in the last box at the end of the domain. 영역의 마지막 부분에 총점수 Raw scores 원 점수 Percentile 백분위 Standard score 표준점수 Age Equivalent (연령 대비) 환산점수

10 Administration Timing: 1~2 시간 소요 Qualifications: 검사자의 자격요건
The manual says about 1-2 hours. Qualifications: 검사자의 자격요건 In general, it can be administered by psychologists, speech/language pathologists, residential aids, nurses, parents, out reach workers, workshop advisors, community service technicians, teachers, vocational trainers, and other professional or paraprofessional personnel

11 Administration cont’d:
Training with the scale to observe the student. 학생관찰 훈련 Has direct knowledge of the person or can get access to information of the person from a third party. 직접적인 자료나 제3자에게 정보수집

12 Norms 규준 Standardized on two groups: 두 집단 표준화
MR sample- 2,074 students from 40 different states with MR were evaluated with scale [40개 주에서 정신지체 2,074명 표집] Non MR sample- 1,254 from 44 states students were evaluated with scale [44개 주에서 일반학생 1,254명 표집 ]

13 Reliability 신뢰도 The authors of the test report stability reliability from two test-retest studies conducted with a longer version of the same scale. Measure were reported of internal consistency separately for both norm samples.

14 Validity 타당도 Content Validity: 내용타당도 Criterion Validity: 준거타당도
Authors discussed the methods for designing items for the first version of this scale and described how they underwent item analysis and extensive review. 1판 문항 토론과 그 밖의 문항분석과 심층 검토 Criterion Validity: 준거타당도 Authors correlated ABS-S:2 scores with scores obtained on two commonly used adaptive behavior scales, which resulted in moderate correlation coefficients. 상호상관(중간 정도) Construct Validity: 구성타당도 Demonstrated by correlating Parts One and Two of the scale from persons without mental retardation of all ages.

15 Strengths: 강점 The validity evidence does support the intended uses of the test to diagnose mental retardation and monitor functional skills due to high content validity from professional review and input on the items. 내용타당도가 높다. Large norm sample 표집 집단이 크다. Wide range of ages 표집 연령 폭이 크다. Easy to administer/ fill out 사용이 편하다. Addresses wide range of non academic skills; addresses life skills 비 교과분야, 생활기술 포함

16 Weaknesses 약점 Reliability data suggest adequate stability for screening decisions but are not sufficient for eligibility decisions for special education. 특수교육에서의 적격성 미비 Because the majority of the test is so heavily based on observation, scoring could be objective. 문항반응을 관찰여부에 의존하다 보니 객관성 미비 The individual is not required to be there for testing. 개별성에 대한 반영이 아직 미비 Not all categories are necessarily applicable to all students being tested. 영역확대의 충족성 미비