Vineland Adaptive Behavior Scales – 2 nd Ed.

1. Vineland Adaptive Behavior Scales – 2nd Ed. Bahar Mansur Seton Hall University

2. Vineland-II: At a Glance • Purpose: To measure personal and social skills needed for everyday living from birth to adulthood. • Publisher: Pearson • Age Range: Birth to 90 years • Time to Administer: 20 – 60 minutes • Qualification Level: Graduate/post-graduate qualification • Price: $388.55 for the Complete Starter Kit

3. Vineland-II: Forms • 4 Forms: • Survey Interview Form • Semi-structured interview format • Parent/Caregiver Rating Form • Expanded Interview Form • Teacher Rating Form

4. Vineland-II: Domains

5. Vineland-II: Subdomains

6. Vineland-II: Validity & Reliability Validity Reliability • Test Content: • Theoretically and empirically linked to target behaviors defining skills needed for adaptive behavior • Measurement Bias: • Mean scores very similar across age, gender, ethnic groups, etc • Concurrent Validity: • Highly correlated with VABS • Moderately to Highly correlated with the BASC-II • Internal Consistency Coefficients range from .80 to .90 • Test-Retest Coefficients range between .86 to .92

7. Vineland-II: Norms & Standardization • A nationally representative sample of 3,687 individuals that were assessed across 44 states • 20 age groups: Evenly split between males and females • Ages ranged from birth to 90 years • Population based on the 2001 U.S census • Gender, SES, Community Size, Ethnicity, Geographic Region • Clinical Populations proportionally represented based on 2004 Congressional Report • ADHD, Speech and Language impaired, LD, etc.

8. Vineland-II: Format • Survey Interview Form: • Lists items by sub-domains • Total of 433 items • General Administration: • Start Point determined by chronological age • Do not read items verbatim to respondent, ask broad to specific interview questions • Maladaptive Section does not require general questions • Just describe the behavior and ask whether the individual always, sometimes, or never engages in the behavior

9. Vineland-II: Scoring • Item Scores: • 2 = Usually or habitually occurs without help • 1 = Performed sometimes without help or reminders • 0 = Never performed without help • Basal & Ceiling Rules: • Basal = 4 consecutive scores of 2 • Basal Item = Highest item # in the set of 4 scores of 2 • Ceiling = 4 consecutive scores of 0 • Ceiling Item = Lowest item # in the set of 4 scores of 0

10. Vineland-II: Interpretation • Scoring Interpretation: • Raw scores • V-scale scores for sub-domains • Standard scores for domains and ABC • Confidence Intervals • Percentile Ranks • Age Equivalents • Strengths & Weaknesses • Interpretive Steps: • Describe General Adaptive Functioning • Describe performance in all domains and sub-domains • Interpret the pattern of domain standard scores to identify strengths and weaknesses • Generate hypotheses about profile fluctuations

11. Vineland-II: Critical Reviews • Mental Measurement Yearbook • Vineland-II reflect the greater cultural expectations for adaptive behavior • The theoretical model is well described and well supported by previous and current research. • Users should be cognizant of the inherent limitations of any instrument that relies solely on indirect measures of behavior such as ratings or interviews of third-party respondents

12. Vineland-II: Adaptive Level Descriptions and Profile Comparisons • Vineland-II: Profile Comparisons • High Functioning Autism and Asperger Syndrome • Autism and Mental Retardation • Normal Development and ADHD • Normal Development and Hearing Impaired • Nonspecific Mental Retardation and Down Syndrome

13. Case Study: Anthony • Background Information: • Age: 3-5 • Lives in a home in northern New Jersey • Lives with mother, father, older brother, and younger sister • Described as very lively and energetic • Respondent: • Mother

14. Kohlberg’s Stages of Moral Development • Pre-conventional Morality • Stage 1: Obedience and Punishment • The earliest stage of moral development is especially common in young children. • At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. • Stage 2: Individualism and Exchange • At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs.

15. Case Study: Results

16. Interpretations & Recommendations Interpretations: • Communication Domain: Personal Strength • Receptive, Expressive, and Written subdomains • Socialization Domain • Play and Leisure Time subdomain: Personal Strength • Coping Skills subdomain: Personal Weakness • Interpersonal Relationships: Moderately Low adaptive level Recommendations: • Anthony may benefit from a daily schedule (using visual cues) to ease in transitions from different activities • More structure in home environment to ease into the transition into preschool • Since he has a very playful nature, and is able to communicate his needs well, Anthony may benefit from a reinforcement system that would promote his positive behaviors when interacting with peers his age • For example: Frequent verbal praise, token economy system, etc.

17. References • Sparrow, S.S., Cicchetti, D.V., Balla, D.A. 2005). Vineland Adaptive Behavior Scales, Second Edition: Survey Forms Manual. Pearson Assessments: Minneapolis, MN. • Stein, S. (N.D.A). Review of the vineland adaptive behavior scales, 2nd edition. Mental Measurements Yearbook. • Widaman, K.F. (N.D.A.). Review of the vineland adaptive behavior scales, 2nd edition. Mental Measurements Yearbook.