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Przegląd Badań Edukacyjnych (Educational Studies Review)

ABAS-3 and the PAC-1 in the Study of Adaptive Behaviour of Children and Adolescents with Deeper Intellectual Disabilities
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ABAS-3 and the PAC-1 in the Study of Adaptive Behaviour of Children and Adolescents with Deeper Intellectual Disabilities

Authors

  • Janusz Kirenko Maria Curie-Sklodowska University in Lublin, Poland https://orcid.org/0000-0002-6525-4007
  • Anna Prokopiak Maria Curie-Sklodowska University in Lublin, Poland https://orcid.org/0000-0003-1397-3947

DOI:

https://doi.org/10.12775/PBE.2020.018

Keywords

ABAS-3, PAC-1 Inventory, adaptive behaviour, social functioning, severe and moderate intellectual disability

Abstract

The aim of the analysis was to determine the structure of the adaptive behaviour of people with deeper intellectual disability, as assessed with Adaptive Behaviour Assessment System (ABAS-3). It was also to establish the determinants of the disability with the use of other variables of the psychosocial functioning of these people. The predictors were defined for the so-called General Adaptive Composite (GAC), the ABAS-3 three adaptive domains and ten areas of individual adaptive skills, measured with ABAS-3. The analysis also addressed convergent validity of the tool. It was determined by exploring interrelations between ABAS-3 and PAC-1 Inventory. The r-Pearson test was applied, followed by stepwise multiple regression analysis. The study was conducted on a group of 140 children and young people with moderate and severe intellectual disability. The average age was 13.30 years, with SD=5.06 years. The GAC and ABAS-3 adaptive domains scores positively correlate with the individual areas in PAC-1, with the power of the correlation being greater in the group of assessments carried out by teachers than the analogical assessments carried out by parents. The regression models created for the parents’ group enable a conclusion that the higher the GAC score – including assessment of communication and practical knowledge skills, capability of  managing and completing tasks – the higher the growth in socialization, participation in play and domestic activities. On the other hand, in the models created for the group of teachers, the predictor for the GAC score, for the domain of conceptual skills and for the domain of social skills was the area of socialization. For the domain of practical skills, the predictor was the area of self-care.

References

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Przegląd Badań Edukacyjnych (Educational Studies Review)

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Published

2020-12-30

How to Cite

1.
KIRENKO, Janusz and PROKOPIAK, Anna. ABAS-3 and the PAC-1 in the Study of Adaptive Behaviour of Children and Adolescents with Deeper Intellectual Disabilities. Przegląd Badań Edukacyjnych (Educational Studies Review). Online. 30 December 2020. Vol. 2, no. 31, pp. 43-60. [Accessed 2 July 2025]. DOI 10.12775/PBE.2020.018.
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Vol. 2 No. 31 (2020)

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