Doctoral Dissertations

Date of Award

8-1997

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

R. Steve McCallum

Abstract

The study was designed to compare parent and teacher ratings of adaptive behavior to determine if differences exist between the two populations. This was accomplished through the use of a new instrument designed to measure adaptive functioning, the Universal Brief Adaptive Behavior Index (UBABI). The study also provided evidence for the reliability of the instrument. The UBABI was designed to assess constructs of adaptive behavior for all children, and particularly for at-risk children who are limited English language proficient. The instrument measures adaptive functioning in accordance with the 1992 AAMR definition of adaptive behavior. AAMR requires that an individual be deficit in at least two of ten areas, which include Communication, Self-Care, Home Living, Community Use, Work, Functional Academics, Socialization, Health & Safety, Self-Direction and Leisure.

Participants were 135 teachers and 115 parents of students in elementary, middle and high schools from six states. Students were selected randomly from regular education classrooms. UBABI forms were first completed by the parents and, upon return of the completed parent form, then completed by the classroom teacher. Data analyses were performed on the parent sample. Chronbach-alpha correlation coefficients provided evidence of the UBABI's reliability, and ranged from .86 to .90 for the ten domains. The reliability for the composite score was 98. UBABI scores differentiated between teacher ratings of regular education and identified Mentally Retarded students.

Parent and teacher differences were analyzed through the use of t-tests and correlation coefficients.

Coefficients between parent and teacher ratings range from 18 to 50 for the ten domains, with all but five of these correlations significant at the p < .01 level. A priori hypotheses for the mean differences between the parent and teacher samples were not supported; i.e., mean differences between parents and teachers (for each domain) were not statistically significant. Implications of the findings of this study are discussed.

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