Tally L Tafla, Tatiana Pontrelli Mecca, Felipe Valentini, Ana Paula Santos, Maria Cristina Triguero Veloz Teixeira
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引用次数: 0
Abstract
Adaptive behavior assessment is crucial for understanding individuals' functional abilities. The Adaptive Behavior Assessment System-Third Edition (ABAS-3) is widely used for this purpose, but its internal structure requires validation in different cultural contexts. This study examined the internal structure validity evidence of the Brazilian Portuguese version of the ABAS-3 using item-level data. To evaluate the factor structure of the Brazilian Portuguese version of the ABAS-3 Parent Forms and determine the best-fitting model for assessing adaptive functioning. A total of 2594 children from both public and private schools in Brazil, ranging from preschoolers to school-aged individuals, were assessed through parent reports using the Brazilian Portuguese versions of Parent/Primary Caregiver Form/Ages 0-5 and Parent Form/Ages 5-21. Confirmatory factor analyses were conducted to test three models: a three-factor model, a three-factor-plus-general-factor model, and a single general factor model. Hierarchical structures were considered to determine the most appropriate factor solution. The findings supported the validity of the three-factor model (conceptual, social, and practical domains) and three-factor-plus-general-factor model. The latter provided the best fit, allowing for both domain-specific and general adaptive functioning score interpretations. This model aligns with the theoretical framework of adaptive functioning according to the three domains (conceptual, social, and practical). The Brazilian Portuguese version of the ABAS-3 Parent Forms demonstrates strong internal structure validity, supporting its use in assessing adaptive functioning in Brazilian children. The results reinforce the suitability of this instrument for clinical and research applications.
期刊介绍:
The purposes of Child Neuropsychology are to:
publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents,
publish research on the neuropsychological dimensions of development in childhood and adolescence and
promote the integration of theory, method and research findings in child/developmental neuropsychology.
The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged.
Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.