Efficacy of a Jordanian Version of the Adaptive Behavior Assessment System (Abas–Ii) In Identifying Adaptive Behavior Defcit Among Intellectual Disability, Visual, Hearning And Autism Disorder

Safa Mohammed Al-Ali, Jamil Al-Smadi


The purpose of this study was to investigate the effectiveness of the Jordanian version of the Adaptive Behavior Assessment System (ABAS-11, 2003), second edition, in Detecting the manifestations of the deficit in adaptive behavior skills, of performance on parents form. The sample of this study consisted of (200) non disabled students chosen through random cluster sampling. Moreover, the disabled participants sample consisted of (200) individuals with disabilities participants (40) of them with intellectual disability, (40) with autism, (60) with visual impairment and (60) with hearing impairment. To achieve the aim of this study an Arabic version of parents was prepared form of (ABAS-II) in its second version, was referred to a group of specialists,their agreement rate was (80%) resulting (169) items distributed on 9 domains for Parents form.
Indication of concurrent validity in the Jordanian version was calculated through calculating correlations between performance degrees in both versions of the system, the Jordanian version and the one prepared by Al-Kilani and Al-batsh (1981), as the correlation coefficient totaled (0.86) on the total degree for the parents form. Further, there were significant statistical differences at the level of (α =0.05) for the individuals with older age ranging from (12-15) years old.
The reliability of Jordanian version of the parent was investigated throug test re-test, the correlation value totaled (0.92) on the total score. Cronbach Alfa Coefficient totaling (0.98) on the total score. To measure the ability of the parent form to discriminate between the performance of the sample (n=210) Tukey test was used for post-differences indicating significant statistical differences at the level of (α =0.05) on the parents form as those differences were for the favor of non disabled students followed by students with hearing impairment then, intellectual disability, visual impairment and finally individuals with autism.


Adaptive Behavior, Assessment System.

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