Assessment of individual children's needs and potential abilities at early period ofrndevelopment has central importance for their over all development. It is morernadvantageous for children with mental retardation. On the other hand, effectivernassessment involves formulated identification techniques and appropriaterninstruments.rnThis study attempts to asses adaptive behavior of children with mentalrnretardation; understandings of their parents and teachers about mentalrnretardation and treatment of the children in view. Adapted behavior scale andrnoriginally developed interview for parents and teachers of the children were usedrnfor data collection.rnThe instruments used were validated and piloted. Samplerninformants were selected through purposive sampling.rnThree regions, threernspecial education unit and one parent of each child were included in the sample.rnThe findings indicate, prior to the intervention that all children experienced severerndeficits in independent functioningrncharacteristics.rnskills and other adaptive behavioralrnSince the intervention, however, they have made substantialrnimprovements in many of the adaptive behavior aspects mainly in independentrnfunctioning, physical development and social maturity. In general, the children'srnperformances show progress and difference by level of retardation. To this end,rnboth parents and teachers' understanding seems to deserve desirable attentionrnof he government. The adapted behavior scale appeared reliable andrnemployable.rnIt is believed that the document and the adapted behavior scale can serve as arnresource material and working document for special educators and others