A Comparison of Parent and Teacher Ratings of Adaptive Behavior Using a Universal Measure

Abstract

Parent and teacher ratings of adaptive behavior were compared using a new instrument designed to measure adaptive functioning for limited-English-proficient children: the Universal Brief Adaptive Behavior Index (UBABI). The UBABI was designed to briefly assess constructs of adaptive behavior for all children, and particularly for at-risk children who have limited use of the English language. The instrument measures adaptive functioning in 10 areas in accordance with the 1992 AAMR definition of adaptive behavior. 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. UBABIs were first completed by the parents and, upon return of the completed parent form, then completed by the classroom teacher. Cronbach alpha correlation coefficients provided evidence of the UBABI's reliability and ranged from .86 to .90 for the 10 domains. The reliability for the composite score was .98. UBABI scores differentiated between teacher ratings of regular education and identified mentally retarded students based on domain and composite scores. Coefficients between parent and teacher ratings ranged from .18 to .50 for the 10 domains. All but five of these correlations were significant at the p < .01 level. The mean differences between the parent and teacher samples for each domain were not statistically significant(p > .05). Implications are discussed.

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