Relevant bibliographies by topics / ABAS-II

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Academic literature on the topic 'ABAS-II'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "ABAS-II"

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Lopata, Christopher, Rachael A. Smith, Martin A. Volker, Marcus L. Thomeer, Gloria K. Lee, and Christin A. McDonald. "Comparison of Adaptive Behavior Measures for Children with HFASDs." Autism Research and Treatment 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/415989.

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Adaptive behavior rating scales are frequently used to gather information on the adaptive functioning of children with high-functioning autism spectrum disorders (HFASDs), yet little is known about the extent to which these measures yield comparable results. This study was conducted to (a) document the parent-rated VABS-II, BASC-2, and ABAS-II adaptive behavior profiles of 6- to 11-year-olds with HFASDs (including relative strengths and weaknesses); (b) examine the extent to which these measures yielded similar scores on comparable scales; and (c) assess potential discrepancies between cognitive ability and adaptive behavior across the measures. All three adaptive measures revealed significant deficits overall for the sample, with the VABS-II and ABAS-II indicating relative weaknesses in social skills and strengths in academic-related skills. Cross-measure comparisons indicated significant differences in the absolute magnitude of scores. In general, the VABS-II yielded significantly higher scores than the BASC-2 and ABAS-II. However, the VABS-II and ABAS-II yielded scores that did not significantly differ for adaptive social skills which is a critical area to assess for children with HFASDs. Results also indicated significant discrepancies between the children’s average IQ score and their scores on the adaptive domains and composites of the three adaptive measures.
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AlAli, Safa M., and Jameal M. Al Smady. "Validity and Reliability of a Jordanian Version of the Adaptive Behavior Assessment System (ABAS-II) in Identifying Adaptive Behavior Deficits among Disabled Individuals in Jordan." Journal of Educational and Psychological Studies [JEPS] 9, no. 2 (March 1, 2015): 248. http://dx.doi.org/10.24200/jeps.vol9iss2pp248-261.

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The purpose of this study was to investigate the validity and the reliability of the Jordanian version of the Adaptive Behavior Assessment System (ABAS-11, 2003) in detecting the manifestations of the deficit in adaptive behavior skills of performance on the teacher form, in Jordan. The sample of this study consisted of 200 normal students. Also, another 200 disabled children participated in the study. To achieve the aim of this study an Arabic version of teacher form was prepared (ABAS-II) in its second version. It was refereed by a group of specialists where their agreement reached 80%, thus resulting in 136 items distributed over 9 domains. Indication of concurrent validity in the Jordanian version was calculated as it was correlated with the one prepared by Al-Kilani and Al-batsh (1981) (r = 0.86). The reliability of the Jordanian version was investigated through test re-retest (0.92) and alpha coefficient (0.98).
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Lopata, Christopher, Jeffery D. Fox, Marcus L. Thomeer, Rachael A. Smith, Martin A. Volker, Courtney M. Kessel, Christin A. McDonald, and Gloria K. Lee. "ABAS-II Ratings and Correlates of Adaptive Behavior in Children with HFASDs." Journal of Developmental and Physical Disabilities 24, no. 4 (March 24, 2012): 391–402. http://dx.doi.org/10.1007/s10882-012-9277-1.

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4

Schertz, Mitchell, Shlomi Constantini, Rina Eshel, Adi Hannah Sela, Jonathan Roth, and Aviva Fattal-Valevski. "Neurodevelopmental outcomes in children with large temporal arachnoid cysts." Journal of Neurosurgery: Pediatrics 21, no. 6 (June 2018): 578–86. http://dx.doi.org/10.3171/2017.11.peds17490.

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OBJECTIVEManagement of children with large temporal arachnoid cysts (TACs) remains controversial, with limited data available on their neurodevelopmental outcome. The aim of this study was to examine neurodevelopmental outcomes in children with large TACs.METHODSIn this medical center–based cohort study, 25 patients (19 males) who were diagnosed in childhood with large TACs (9 patients [36%] with a Galassi type II and 16 patients [64%] with a Galassi type III TAC) were examined. The mean ± SD age at assessment was 11.1 ± 5.6 years (range 2.7–22 years). Twelve patients (48%) had right-sided, 12 (48%) had left-sided, and 1 (4%) had bilateral cysts. Nine patients (36%) underwent surgery for the cyst. The siblings of 21 patients (84%) served as control participants. Neurodevelopmental function was assessed using the Adaptive Behavior Assessment System (ABAS), Vanderbilt Behavioral Rating Scale (VBRS), and Developmental Coordination Disorder Questionnaire (DCDQ), and quality of life was measured using the treatment-oriented screening questionnaire (TOSQ). The results of all instruments except for TOSQ were compared with those of the sibling control participants.RESULTSThe mean ± SD ABAS score of the patients was 93.3 ± 20.09 compared with 98.3 ± 18.04 of the sibling control participants (p = 0.251). Regarding the incidence of poor outcome (ABAS score < 80), there was a trend for more patients with TAC to have poor outcome than the sibling controls (p = 0.058). Patients who underwent surgery scored significantly worse with regard to the VBRS total score compared with those who did not (p = 0.020), but not on ABAS, DCD, or TOSQ. The mean score of the cognitive and psychological items on TOSQ was lower than that for the physical items (p < 0.001).CONCLUSIONSChildren with a large TAC performed similarly to their sibling control participants in neurodevelopmental function. However, a subgroup of those with cysts did have an increased risk for poor outcomes in general function. Neurodevelopmental assessment should be part of the management of all patients with TAC.
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McDonald, Christin A., Christopher Lopata, Brian C. Nasca, James P. Donnelly, Marcus L. Thomeer, and Jonathan D. Rodgers. "ABAS-II Adaptive Profiles and Correlates in Samples of Children with HFASD or LFASD." Journal of Developmental and Physical Disabilities 28, no. 5 (August 30, 2016): 769–83. http://dx.doi.org/10.1007/s10882-016-9508-y.

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Woolf, Steve, Christine Merman Woolf, and Thomas Oakland. "Adaptive Behavior Among Adults With Intellectual Disabilities and Its Relationship to Community Independence." Intellectual and Developmental Disabilities 48, no. 3 (June 1, 2010): 209–15. http://dx.doi.org/10.1352/1944-7558-48.3.209.

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Abstract This study examined relationships between general adaptive behavior and the degree of community independence displayed by 272 adults with intellectual disabilities. Specifically, the Adaptive Behavior Assessment System—Second Edition (ABAS-II; Harrison & Oakland, 2003) was completed for each participant and compared with actual levels of work and residential independence. The participants' adaptive behavior accounted for 40%–43% of the variance in their work and residence independence. The results from this field-based study indicated that participants who displayed higher levels of adaptive behavior generally worked and lived more independently. Participants with the lowest general adaptive behavior required the highest degree of community supports. Implications of these findings are discussed.
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Angkustsiri, Kathleen, Tony J. Simon, and Paul D. Hastings. "2117." Journal of Clinical and Translational Science 1, S1 (September 2017): 69. http://dx.doi.org/10.1017/cts.2017.244.

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OBJECTIVES/SPECIFIC AIMS: Chromosome 22q11.2 deletion syndrome (22q) has a prevalence almost as common as Down syndrome. 22q is well known for medical complications, including congenital heart disease and immune dysfunction. However, children with 22q also have borderline cognitive abilities, are at high risk for ADHD and anxiety, and have poor independent living skills (adaptive function). Parenting is one modifiable factor that has been found in typically developing populations to promote independent functioning and protect against the development of anxiety disorders. This study investigates the associations between parenting, anxiety, and adaptive functioning in 22q. METHODS/STUDY POPULATION: Parent-child (ages 4–11) dyads participated in an ongoing study involving observed parenting during challenging tasks plus questionnaires of parenting, child anxiety, and child functioning. In total, 52 dyads [22q=25; typical development (TD)=27] have enrolled to date. Parents completed questionnaires, including the Parenting Styles and Dimensions Questionnaire (PSDQ), Spence Children’s Anxiety Scale, and Adaptive Behavior Assessment System for Children (ABAS-II). PSDQ dimensions of interest included Parental Psychological Control (PPC: the management of child behavior through the manipulation of emotions, expectations, and independence), Authoritative, Authoritarian, and Permissive, and the subscales of these broad dimensions. Scores were compared using t-tests and multiple regression models were used to investigate the relationships between 1-parenting and anxiety and 2-parenting and adaptive function. RESULTS/ANTICIPATED RESULTS: Mean age was 7.8+2.1 years. Full Scale IQ (TD: 112.3 vs. 22q: 82; p<0.001) and ABAS-II Global Adaptive Composite (TD: 102.7 vs. 22q: 69.2; p<0.001) were significantly higher in the TD group. Parents in the 22q group reported higher levels of PSDQ PPC (22q: 2.3 vs. TD: 2.1; p=0.06), specifically overprotection (22q: 3.7 vs. TD: 3.3; p=0.04), and lower Authoritative parenting (22q: 4.1 vs. TD: 4.4; p=0.03), across the subscales. There were no differences in Authoritarian or Permissive parenting. Children with 22q had higher Spence Total Anxiety scores (22q: 62.5 vs. TD: 47.4; p<0.001). Self-reported PPC and group (R2=0.3, F3,48=8.1, p<0.001) predicted child anxiety with a main effect of PPC (β=16, p=0.02). Group tended to moderate the association between PPC and anxiety (β=−17.5, p<0.10), with PPC predicting anxiety for the 22q group (r=0.35, p<0.09), but not the TD group (r=−0.08, ns). At this time, a relationship between PPC and child ABAS-II GAC in 22q (r=−0.14; p=0.5) is not identified. DISCUSSION/SIGNIFICANCE OF IMPACT: Children with 22q are at high risk for anxiety and poor adaptive outcomes. These results suggest that parents of children with 22q use higher levels of PPC, which is correlated with increased child anxiety. These analyses also provide support for parenting interventions to improve anxiety in children with 22q and possibly mitigate the serious mental health risk in this population.
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Joga-Elvira, Lorena, Jennifer Martinez-Olmo, María-Luisa Joga, Carlos Jacas, Ana Roche-Martínez, and Carme Brun-Gasca. "Study of the Interaction between Executive Function and Adaptive Behavior at School in Girls with Fragile X Syndrome." Genes 12, no. 8 (July 21, 2021): 1108. http://dx.doi.org/10.3390/genes12081108.

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The aim of this research is to analyze the relationship between executive functions and adaptive behavior in girls with Fragile X syndrome (FXS) in the school setting. This study is part of a larger investigation conducted at the Hospital Parc Tauli in Sabadell. The sample consists of a total of 40 girls (26 with FXS and 14 control) aged 7–16 years, who were administered different neuropsychological tests (WISC-V, NEPSY-II, WCST, TOL) and questionnaires answered by teachers (ABAS-II, BRIEF 2, ADHD Rating Scale). The results show that there is a greater interaction between some areas of executive function (cognitive flexibility, auditory attention, and visual abstraction capacity) and certain areas of adaptive behavior (conceptual, practical, social, and total domains) in the FXS group than in the control group. These results suggest that an alteration in the executive functions was affecting the daily functioning of the girls with FXS to a greater extent.
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Joga-Elvira, Lorena, Carlos Jacas, María-Luisa Joga, Ana Roche-Martínez, and Carme Brun-Gasca. "Bullying Victimization in Young Females with Fragile-X-Syndrome." Genes 11, no. 9 (September 11, 2020): 1069. http://dx.doi.org/10.3390/genes11091069.

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The aim of this study is to investigate the risk associated with girls with fragile X syndrome (FXS) suffering bullying in the role of a victim and its effects on their adaptive behavior, socialization style, and emotional state. A neuropsychological assessment was carried out on a sample of 40 participants (26 FXS positive and 14 control group) using the following instruments: WISC-V, SENA, BAS-2, ABAS-II. The results show that the group of girls with FXS presented higher ratios of lack of social support and isolation from classmates. This finding suggests that problems with social interaction and communication in the group of girls with FXS could lead to difficulties in interpreting social signals and identifying situations of bullying correctly, placing them in a very vulnerable situation.
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Killeen, H., A. Shiel, M. Law, and D. O’Donovan. "PC.73 Cross-cultural testing – Use of the ABAS-II to measure the adaptive behaviour of Irish VLBW preschoolers." Archives of Disease in Childhood - Fetal and Neonatal Edition 99, Suppl 1 (June 2014): A61.2—A61. http://dx.doi.org/10.1136/archdischild-2014-306576.174.

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Dissertations / Theses on the topic "ABAS-II"

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Gopaul, Margaret. "Title: Parents and Teachers’ Perceptions and Clinical Diagnosis of Autism Among White and Non-White Groups." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/4767.

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The pervasiveness of autism has significantly increased over the past 2 decades with the 2014 Center for Disease Control and Prevention report indicating 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD). Early intervention is recommended as the most effective treatment approach. Nevertheless, previous research has indicated that White children are diagnosed with ASD about 1.5 years earlier than are Non-White children. A current gap remains in literature regarding ASD and different racial groups, and evidence has been inconclusive regarding disparities in identifying and diagnosing ASD. To fill this gap, this study investigated the relationship between child race, parents and teachers’ perceptions, and diagnosis of ASD among White and Non-White groups. The theoretical framework was the critical race theory. Archival data from the Psychological and School Services of Eastern Carolina included 48 preschool children from White (18) and Non-White (30) groups. The data’s variables of race, perceptions, and diagnosis were analyzed using multivariate analysis of variance. Results indicated a higher rate of diagnosis of ASD among the White group compared to the Non-White group. Yet, teachers’ perceptions of ASD were higher for the Non-White group, while parents’ perceptions of ASD were lower for the Non-White group. This finding confirms the nuances of ASD among racial groups which could promote efforts to better educate parents and teachers on developmental milestones, explore families’ unique beliefs, and emphasize the importance of accurate early detection. Also, considerations of culturally sensitive screening, diagnostic measures, protocols, and practices may be embraced to safeguard that children, regardless of race, receive timely and competent care.
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Books on the topic "ABAS-II"

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Thomas, Oakland, ed. ABAS II. San Antonio, TX: Psychological Corporation, 2003.

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Ljetno putovanje u Bosnu i Hercegovinu: Uvaženi princ Muhamed Ali-paša, brat Njegove ekselencije kediv Abas-paše II. Sarajevo: Institut za istoriju, 2008.

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Book chapters on the topic "ABAS-II"

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Waisbren, Susan E., Jianping He, and Robert McCarter. "Assessing Psychological Functioning in Metabolic Disorders: Validation of the Adaptive Behavior Assessment System, Second Edition (ABAS-II), and the Behavior Rating Inventory of Executive Function (BRIEF) for Identification of Individuals at Risk." In JIMD Reports, 35–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/8904_2014_373.

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"ABAS-II." In Encyclopedia of Autism Spectrum Disorders, 10. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100037.

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Armstrong, Kathleen, Heather Curtiss, Kyle Popkave, and Carol Lilly. "ABAS-II." In Adaptive Behavior Assessment System-II, 349–68. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012373586-7.00018-7.

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"ABAS-II." In Encyclopedia of Clinical Neuropsychology, 5. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_4716.

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"ABAS-II." In Encyclopedia of Autism Spectrum Disorders, 13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_300016.

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Harrison, Patti L., and Thomas Oakland. "ABAS-II Assessment Methods." In Adaptive Behavior Assessment System-II, 37–49. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012373586-7.00003-5.

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Mutua, Kagendo. "ABAS-II and Work Skills and Attitudes." In Adaptive Behavior Assessment System-II, 219–43. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012373586-7.00012-6.

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Smith-Bonahue, Tina. "Using the ABAS-II with Infants, Toddlers, and Preschoolers." In Adaptive Behavior Assessment System-II, 267–91. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012373586-7.00014-x.

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Rush, S. Craig, Michelle Major-Sanabria, and Stephanie Corcoran. "Using the ABAS-II with Adolescents and Young Adults." In Adaptive Behavior Assessment System-II, 313–30. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012373586-7.00016-3.

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Floyd, Randy G., and Renee Bergeron. "Using the ABAS-II with Elementary and Middle School Students." In Adaptive Behavior Assessment System-II, 293–312. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012373586-7.00015-1.

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