Factor analysis and norms for parent ratings on the Aberrant Behavior Checklist-Community for young people in special education.
Parent ABC-C gives a stable four-factor picture for special-ed students—use the new norms, but always cross-check with other data.
01Research in Context
What this study did
Oliver et al. (2002) asked parents of students in special-education classes to fill out the Aberrant Behavior Checklist-Community.
The team ran a factor analysis to see if the usual five-problem pattern held for parent ratings.
They also built age-and-gender norms so schools could compare one child’s scores with similar peers.
What they found
The checklist shrank to four clear factors instead of five.
Internal consistency stayed good, but the fit was only so-so.
The authors say the parent form is usable, yet caution is needed when interpreting scores.
How this fits with other research
Higgins et al. (2021) tested the BASC-3 SOS with direct teacher observation in the same setting. They also found mixed fit, backing the idea that special-ed kids are hard to measure cleanly.
Chowdhury et al. (2016) trimmed the Home Situations Questionnaire to two factors for autism families. Both studies show fewer factors work better than the original long forms.
Magiati et al. (2017) and Jitlina et al. (2017) looked at the SCAS-P for anxiety in autism. They kept only the subscales that held up, matching C et al.’s advice to use parts of a scale rather than the whole thing.
Why it matters
You now have parent norms for the ABC-C in special-education samples. Use the four-factor profile to spot irritability, social withdrawal, stereotypy, and hyperactivity, but treat borderline scores as “watch closely,” not “definite problem.” Pair the parent form with teacher or observation data before making big decisions.
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02At a glance
03Original abstract
The parents of 601 children and adolescents, responding to a mail survey, rated their children on the Aberrant Behavior Checklist-Community (ABC-C). Factor analysis of ABC-C ratings revealed a factor structure that was similar to the original ABC but without the fifth factor (Inappropriate Speech). Coefficients of congruence were moderate to large for the four-factor model, and alpha coefficients were moderate to high when the original item assignment was imposed. Confirmatory factor analysis indicated a modest level of fit with the traditional method of scoring the ABC and acceptable fit when the items were coded for occurrence (0 or 1). Analysis of subject variables revealed main effects for gender on one subscale (Hyperactivity), main effects for age on two subscales (Irritability; Hyperactivity), and one main effect for classroom assignment on the Stereotypic Behavior subscale. Normative data for parent ratings were presented by age and gender combined, gender alone, and age alone. With some qualifications, the ABC-C appears to be valid for assessing children in special educational settings, although further research is needed on the ABC's factor structure in this population.
Research in developmental disabilities, 2002 · doi:10.1016/s0891-4222(01)00091-9