Ensuring equitable access to education for individuals with intellectual disabilities (ID) requires accurate assessments of adaptive behavior, which refers to the practical, social, and conceptual skills necessary for daily functioning. While intelligence quotient (IQ) tests have historically been used for diagnosing ID, growing research emphasizes the critical role of adaptive behavior assessments in determining support needs and eligibility for special education services. Despite this, existing assessment tools face challenges in terms of psychometric validity, cultural applicability, and practical implementation. Many widely used instruments were developed in Western contexts and may not accurately reflect sociocultural expectations in diverse populations. Additionally, issues such as subjectivity in informant-based reporting, lack of standardized training among professionals, and assessment length further impact the reliability and efficiency of these tools. This paper examines the key challenges in adaptive behavior assessments, including limitations of Classical Test Theory (CTT), the need for Item Response Theory (IRT)-based instruments, informant bias, and the lack of culturally adapted tools in non-Western contexts. Furthermore, it highlights the necessity of incorporating modern competencies such as digital literacy, financial management, and workplace adaptability into assessment frameworks. To address these gaps, this paper proposes the development of a new teacher-administered adaptive behavior scale for the Malaysian population utilizing IRT to enhance measurement precision. This proposed instrument aims to provide more accurate, efficient, and culturally relevant assessments, ensuring better support and intervention planning for individuals with intellectual disabilities in Malaysia.
Ishak et al. (Thu,) studied this question.