Scales

of Independent Behavior- Revised (SIB-R)

Robert K. Bruininks, Richard W. Woodcock, Richard F. Weatherman, Bradley K. Hill. (1996)
What is it and A comprehensive, norm-referenced assessment of adaptive and maladaptive behavior, this assessment provides
what purposes insights into an individuals demonstration of behaviors in key areas of functioning.
does it serve?
For whom? Individuals from infancy through 80+ years old

Skills and
Concepts
Measured?

Source:
Benet, W. E. (n.d.).
SIB-R Content. In
Assessment
Psychology Online.
Retrieved March 4,
2017, from
http://www.assessm
entpsychology.com/
adaptivebehavior.ht
m

The methodology for implementation of the Scales of Independent Behavior Revised includes a structured
interview procedure or a checklist and rating scale procedure. The SIB-R can be utilized and implemented in various
Features of the forms. It can be used in a full form, which includes all 14 subtests, the short form, or the Early Development Form. The
assessment and SIB-R short form contains items from each of the 14 areas, and the SIB-R Early Development Form is a brief form for
Administration. individuals functioning below eight years of age. The full-scale from requires approximately 45-60 minutes to administer
while the short and early development forms require 15-20 minutes for administration. While the assessment is done in
hard copy and raw score format, the scoring is reporting through a computerized scoring and reporting program.

Doug DeHaan, SPED 621, Spring 2017
 The full form of the SIB-R has been evaluated for reliability and validity and has been assessed a good to excellent.
For reliability, or the consistency of measurement, Internal consistency, test-retest(.86) and comparison of independent
Reliability and
raters are forms of reliability(.83) for the SIB-R. The Validity, or the extent to which a test measures what it is intended to
Validity
measure, in terms of the SIB-R- both adaptive and maladaptive behaviors has been indicated as a technically sound
measure. The numbers as indicated by Brad Hill through the Benet website- are .09-.58.
Each of the 14 subtests of adaptive behavior provides scores in terms of age-equivalency. Each of the 4 areas that
encompass these adaptive subtests develop a composite percentage and a standard score based upon a bell curves with a
mean of 100 and a standard deviation of 15. Each overall section in the maladaptive behaviors section also provides a
Results, Strengths
reported score for standard deviation. The electronic scoring program is provided in both Windows and Apple computer
and Limitations of
formats, and provides options for reporting. A full report, a summary and table of scores only, a table of scores only are
Assessment
available. The Assessment is focused on behavioral functioning, and therefore is strong in terms of learning about an
individuals behavior, however alternatively does not access accurately their academic and vocational demonstration of
abilities.
The results of these assessments can be interpreted in a variety of ways. The SIB-R provides information related
to age-equivalencies, standard scores, percentile ranks, training implication ranges, a Broad Independence Score,
Relative Mastery Indexes, and a support score. The Relative mastery indexes provide a predictive statement about the
individuals relative quality of performance or functionality. The Support Score predicts the level of support a person will
Scoring and
require based on the impact of maladaptive behaviors on adaptive functioning. Functional limitations in adaptive
Interpretation of
behavior can also be identified. The levels of support include pervasive, extensive, frequent, limited, intermittent,
Scores
infrequent, or No support. The Broad Independence Score is a measure of the overall performance based upon the
average of the 4 areas of adaptive functioning; motor skills, social interaction and communication skills, personal living
skills, and community living skills. After the hard copy of raw scores is produced, it is entered into the scoring and
reporting program, which calculates scores and provides a written narrative interpretation of the test results.
The overall use of these scores can be used for both diagnostic and program planning and implementation
purposes. As for IEP development, these scores help the teacher and team determine areas of social interaction and
communication skills, self-help skills, and adaptive behavior skills that should be targeted for continual development. If
an individual is engaging in maladaptive behaviors related to self or others according to observation, and the SIB-R
Using Scores to
scales, then the team would use that information to develop Social Interaction or behavior goals to address the function
guide IEP
and occurrence of those behaviors. If the SIB-R indicates lower scores in the area of Personal Living Skills, then the team
development
would address by developing Self-Help Skills goal and objectives. If the assessment indicates continued development in
motor skills- then the teacher should seek help from Occupational Therapy to address those needs. Social and
Communication Skill deficits should be addressed through social interaction skills objectives and through speech and
language therapy as needed for the individual.
The scores help educators provide effective and beneficial instruction because it provides insight into areas of
need for both adaptive and maladaptive behaviors. When an individual scores lower in certain areas of testing, the team
Using Scores to can plan for specific areas of instruction to embed into the 514 or IEP plan that will address the currently demonstrated
provided effective areas of need. Beneficial instruction will occur with knowledge of methodologies of instruction for teaching self-help,
and beneficial social, and behavior skills for the individuals that are being served. When an individual is aware of these methodologies
instruction they can be immediately connected to the areas of need identified through the SIB-R assessment. Developing assessment
and instruction connections, and well as instruction methodologies, it can be challenging and time consuming initially,
however once strategies and data sheets have been established, carry over from the assessment scores is achievable.