Adaptive behavior is a critical measure when assessing students who have or are suspected of having autism spectrum disorder (ASD) (Volkmar et al., 2014). This type of assessment assists in transition planning and may help ensure the student has the necessary skills to be productive when he or she has left the school environment. Assessing adaptive behavior in both school and home settings can provide additional valuable information about generalization of skills across settings. The use of a formal adaptive behavior measure allows the assessment team to determine the student’s level of functioning in daily tasks required to be successful in the home, community, and workplace. Tassé et al. (2012) provided a thorough explanation on the use of the adaptive behavior construct and its contribution to a broader understanding of intellectual disability.
Critically, however, assessment of adaptive behavior should be a standard component of any ASD evaluation, even for high-functioning individuals (Klin & Volkmar, 2000; Saulnier & Ventola, 2012).
Included within this section of the TARGET is summary information about the following instruments for adaptive behavior assessment:
- Adaptive Behavior Assessment System –Third Edition (ABAS-3)
- Scales of Independent Behavior-Revised (SIB-R)
- Vineland Adaptive Behavior Scales – Third Edition (Vineland-3).
The summary of adaptive behavior assessments included in this section is not intended to be all-inclusive. Rather, the assessments were selected based on their prevalence within clinical and academic settings as well as their relevance to children with ASD.