Adaptive behavior rating scales are frequently used to gather information on the adaptive functioning of children with high-functioning autism spectrum disorders (HFASDs), yet little is known about the extent to which these measures yield comparable results. This study was conducted to (a) document the parent-rated VABS-II, BASC-2, and ABAS-II adaptive behavior profiles of 6- to 11-year-olds with HFASDs (including relative strengths and weaknesses); (b) examine the extent to which these measures yielded similar scores on comparable scales; and (c) assess potential discrepancies between cognitive ability and adaptive behavior across the measures. All three adaptive measures revealed significant deficits overall for the sample, with the VABS-II and ABAS-II indicating relative weaknesses in social skills and strengths in academic-related skills. Cross-measure comparisons indicated significant differences in the absolute magnitude of scores. In general, the VABS-II yielded significantly higher scores than the BASC-2 and ABAS-II. However, the VABS-II and ABAS-II yielded scores that did not significantly differ for adaptive social skills which is a critical area to assess for children with HFASDs. Results also indicated significant discrepancies between the children’s average IQ score and their scores on the adaptive domains and composites of the three adaptive measures. 1. Introduction Children with high-functioning autism spectrum disorders (HFASDs; i.e., Asperger’s disorder, autism (high-functioning), and PDD-NOS) share core diagnostic features including impairments in social relatedness and interactions and restricted and repetitive behaviors, interests, and activities [1]. They are considered high-functioning due to relative strengths in cognitive and formal language abilities, yet pragmatic communication deficits are common. Although these features characterize the diagnostic parameters of the disorders, they do not convey the degree of impairment in daily functioning. Klin et al. [2] characterized diagnostic symptomatology as indicative of disability and adaptive functioning as indicative of ability (strengths and weakness in daily functioning). Assessment of adaptive functioning is a necessary component of comprehensive evaluations for children with HFASDs [3, 4], as it provides critical information that assists with diagnosis, attainment of services, and treatment/educational programming [5, 6]. Adaptive functioning represents the individual’s “ability to translate capacities into consistent, habitual behaviors fostering self-sufficiency in
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