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The development of a standard scoring procedure by which the factor scores from the School Version of the Adaptive Behavior Scale can be combined was described. Subjects were 1,650 pupils in regular classes, 3,052 pupils in EMR programs, and 828 pupils in TMR classes from California and Florida. Discriminant analysis of the factor scores was computed in order to specify the discriminant coefficients to be used in predicting school classification status. Cross-validation of the discriminant analysis was obtained, and a procedure for creating a composite score was described.

The AAMD Adaptive Behavior Scale, Public School Revision, was administered to 2,618 elementary-school children from 7 to 13 years of age. The sample of children included White, Black, and Spanish-surname groups from regular and special-education classes. Factor analyses of domain scores indicated four dimensions of adaptive behavior: Functional Autonomy, Interpersonal Adjustment, Social Responsibility, and Intrapersonal Adjustment. Comparison of factor structure across school classification and age groups revealed the same four dimensions for all groups. Implications for the assessment of adaptive behavior were discussed.