الصورة العمانية لمقياس نظام تقييم السلوک التکيفي (Abas-3): دراسة ميدانية على التلاميذ ذوي الإعاقة الذهنية في سلطنة عمان

Abstract

The study aimed to validate the Adaptive Behavior Assessment System )ABAS-3) teachers' form on Omani children with mild and moderate intellectual disabilities. The sample consisted of )410( students from Muscat school of children with intellectual disabilities and from mainstream schools in four governorates in Oman. A cross sectional design was used to answer the research questions. The findings showed adequate psychometric properties of the Omani version of the ABAS-3. Three methods were used to test the scale validity: face validity, discriminant validity and concurrent validity. Face validity showed the appropriateness of the scale items to the Omani context. While the discriminant validity results showed the ability of the scale to discriminate between normal and children with intellectual disabilities. Furthermore, testing concurrent validity involved examining the correlation between children'scores on Raven's Progresssive Matrices and on ABAS-3. The correlation coefficient was (0.81). Inter-rater reliability, internal consistency, and test-retest were examined to test reliability estimates. The correlation coefficient between teacher's scores and parent's scores was (0.97); internal consistency of Cronbach's Alpha was (0.99); while test-retest produced the correlation coefficient of (0.97), these results indicated that the scale is highly reliable. A One Way ANOVA revealed significant differences among the sample age groups. Omani Norms for the sample of the study were obtained using percentile ranks based on the age group.