Adaptive Behavior Scale as a screening measure for special-education placement

The utiltiy of the Adaptive Behavior Scale in the special-education placement of 126 institutionalized mentally retarded children and adolescents was examined. An investigation of relationships among Adaptive Behavior Scale (Part 1) scores, Wide Range Achievement Test scores, and IQ scores revealed a significant relationship between Adaptive Behavior Scale scores as well as between IQ scores and achievement test scores. Adaptive Behavior Scale and IQ were the most effective scores in providing significant discrimination between the special-education training levels. Adaptive Behavior Scale subdomain percentage scores were discussed as criteria for a computer-assisted placement of mentally retarded students in a special-education program.