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Normative factor structure of the AAMR adaptive behavior scale school, second edition

These results in Normative factor structure of the AAMR adaptive behavior scale school, second edition suggest that interpretation of the ABS-S:2 should focus on its two maJor conceptual components (personal independence and social behav-  ior) rather than them five factors and 16 domains endorsed by its authors. Correspondingly, comparison of domain scores to identify adaptive strengths and weaknesses should be de-emphasized because variation in these scores is best explained by the two common factors rather than specific adaptive domains.  | Journal of Psychoeducational Assessment 2002 20 337-345 NORMATIVE FACTOR STRUCTURE OF THE AAMR ADAPTIVE BEHAVIOR SCALE-SCHOOL SECOND EDITION Marley w. Watkins Christina M. Ravert and Edward G. Crosby The Pennsylvania State University The Adaptive Behavior Scale-School Second Edition ABS-S 2 Lambert Nihira Leland 1993 is one of the most popular tests of adaptive behavior. Critical methodological flaws in the confirmatory factor analysis reported in the test manual and the results of independent exploratory factor analyses leave the structural validity of the ABS-S.2 underdefined. The present study conducted exploratory factor analysis of the combined ABS-S 2 normative sample of 3 328 students 2 074 with mental retardation and 1 254 without mental retardation . Following principal axis factor extraction and oblique rotation a two-factor solution was deemed the best dimensional model. These results suggest that interpretation of the ABS-S 2 should focus on its two major conceptual components personal independence and social behavior rather than the five factors and 16 domains endorsed by its authors. Psychological constructs such as intelligence self-esteem and anxiety are an attribute of people assumed to be reflected in test performance Cronbach Meehl 1955 p. 283 . Because these unobservable constructs are abstracted from observed test performance evidence must be educed to verify that test scores accurately reflect the intended constructs. This process is called construct validation Benson 1998 and is integral to competent psychological assessment American Educational Research Association American Psychological Association National Council on Measurement in Education 1999 . Valid measurement of the construct of adaptive behavior is especially important because it is central to the definition of mental retardation APA 1994 . Adaptive behavior is a term that refers to a person s effectiveness in coping with daily environmental demands and must accompany subaverage .