Adaptive Behavior Assessment Scales: A Systematic Review

Abstract

Students with disabilities often experience challenges with adaptive behavior, which hinder their ability to navigate social situations, solve problems, meet basic needs, and adapt to changing circumstances or environments. These difficulties delay their independence and integration into society. Specialists assess adaptive behavior levels in such students using one or more adaptive behavior scales. These scales evaluate the individual's adaptive skills in social, practical, and conceptual domains, helping to identify strengths and weaknesses and guide appropriate educational and rehabilitation interventions or programs.
This current study aimed to identify and define the adaptive behavior scales used, their strengths and weaknesses, and their overall importance, through a systematic review. The results revealed five types of adaptive behavior scales: the Adaptive Behavior Assessment System (ABAS), Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3), the Comprehensive Test of Adaptive Behavior (CTAB), the Behavior Assessment System for Children, 2nd Edition (BASC-2), and the Conners 3rd Edition Checklist (CPBC3). The findings highlight the importance of these scales in diagnosing developmental or intellectual disabilities, as they are a crucial component of diagnostic criteria. Additionally, these scales assist in designing educational and rehabilitation programs to enhance adaptive skills and monitor an individual's progress in acquiring such skills over time. Researchers are recommended to design new measures that consider cultural, social, and age differences, as well as leverage artificial intelligence for data analysis