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Journal of Psychoeducational Assessment
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Adaptive Behavior: Concurrent Validity

Charles P. Heath

Deer Valley Schools

John E. Obrzut

University of Arizona

The concurrent validity of adaptive behavior was investigated for educable mentally retarded (EMR) and slow learners (SL). Fifty-seven EMR (N = 36) and SL (N = 21) children completed the Children's Adaptive Behavior Scale (CABS) while teachers and parents completed the Adaptive Behavior Scale-School Edition (ABS-SE) and the Adaptive Behavior Inventory for Children (ABIC). Moderate correlations were found between the ABIC and CABS when total mean scores were compared to the Comparison Score on ABS-SE. Part 1 of the ABS-SE tends to have higher and more consistent correlations (convergent validity) with the ABIC and CABS than does Part 2 of the ABS-SE (discriminant validity). The CABS and ABIG were found to be closely related. Implications of the findings in terms of assessment are discussed.

Journal of Psychoeducational Assessment, Vol. 4, No. 1, 53-59 (1986)
DOI: 10.1177/073428298600400106
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 Journal of Special EducationHome page
P. L. Harrison
Research with Adaptive Behavior Scales
Journal of Special Education, January 1, 1987; 21(1): 37 - 68.
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