Review of the Vineland Adaptive Behavior Scales2nd Edition

Monique Janssen Pasquale Veleno

Agenda
Adaptive Behavior What is the Vineland-II Domains on the Vineland-II Administration Scoring and Interpretation Standardization Case Study Strengths and Weaknesses

Adaptive Behavior
Conceptual, social and practical skills

associated with satisfying the individual and social demands of the environment Contributes to diagnostic decisions, inform program planning, formulate discharge plans, and research activities Particularly important for children with developmental disabilities and intellectual deficits (MR)

What is the Vineland-II

Four measures:
Survey Interview Form Parent/ Caregiver Rating Form Teacher Rating Scale Extended Interview Form

What the Vineland-II Measures

Provides an idea of the individuals

overall (and specific) level of adaptive functioning

Can be used in the diagnosis of MR,

differential diagnosis among developmental disabilities, and for placement decisions and treatment planning

Domains of the Vineland-II

Domains on the Vineland-II

Who May Administer the Vineland-II

Graduate level training in

psychology or social work Training/ experience with interview techniques Knowledge of the Vineland-II manual

Administrating the Survey and Rating Scale

Respondent who is familiar with

many aspects of the individuals behaviour over an extended period of time Multiple informants only used when most qualified informant does majority of responding Chronological start points

Scoring Survey and Rating Forms

Activity described by the item is: Usually or habitually performed without physical

help or reminders (2 points) Sometimes or partially performed without physical help or reminders (1 point) Never or very seldom performed without help or reminders (0 points) Individual has had no opportunity to perform the activity because of limiting circumstance (N/O)

Administering the Interview Form

Five steps: 1. Choose start point (chronological age) 2. Review items around start point and pick an approach for the subdomain 3. Ask a general question related to items around start point 4. Review response to question and record answers then formulate specific questions to address unanswered questions 5. Ensure basal and ceiling have been met then move on to the next subdomain

Administering the Rating Scale

Circle start points and complete

biographical information Provide parent with instructions to complete the form and a way to contact you in case he/ she has questions Once you receive the completed form review the answers for inconsistencies

Computing Raw Scores

1. Identify the basal item and ceiling item.

2. Compute the number of points below the basal. 3. Compute the number of D/K and/or missing items. 4. Compute the number of N/Os. 5. Compute the sum of 2s and 1s. 6. Calculate the subdomain raw

Interpretation of Scores
Raw scores on Vineland-II are not

directly interpretable Need to be converted to normative or derived scores Six different normative scores are available
Standard scores, v-scale scores, percentile

ranks, adaptive levels, age equivalents, and stanines

Interpretive Steps
Describe general adaptive functioning 2. Describe performance in adaptive behavior domains 3. Describe performance in subdomains 4. Identify strengths and weaknesses
1.

Evaluate pattern of subdomain v-scale scores

Generate hypotheses 2. Describe maladaptive behavior

1.

Standardization
Standardization - March 2003 to October 2004 444 items in five domains: Communication,

Daily Living Skills, Socialization, Motor Skills, and Maladaptive Behavior Sample: 3695 individuals aged birth through 90 years assessed across the USA 20 age groups evenly split between males and females Controlled for race/ethnicity, SES, geographic region Community size and special education program placement also controlled

Case Study
Michael sixth grade student aged

11 years, 4 months

Referred for evaluation due to low

academic performance and defiant classroom behavior Mother completed Vineland-II Parent/Caregiver Rating Form

Strengths of the VinelandII

Robust standardization sample Excellent internal consistency and

test- retest reliability Solid evidence for content, concurrent, and construct validity Useful tool for the assessment of adaptive behavior

Weakness of the VinelandII

Weak inter-rater reliability Inconsistent range of scores

available by age (causes problems when interpreting high scores) Measure relies solely on observations by a third party

Questions?

References
Perry, A., Flanagan, H. E., Dunn Geier, J., & Freeman, N. L. (2009). Brief report: The Vineland adaptive behavior scales in young children with autism spectrum disorders at different cognitive levels. Journal of Autism and Developmental Disorders, 39, 1066-1078, ISSN 0162-3257 Sattler, J. M., & Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical foundations (5th ed.). San Diego: Jerome M. Sattler, Publisher, Inc. Stein, S. (2004). Mental Measurements Yearbook: Vineland adaptive behavior scales, second edition. Retrieved on September 26, 2009, from http://ezproxy.lib.ucalgary.ca:2048/login?url=http:// search.ebscohost.com/login.aspx?direct=true&db=loh&AN =18193482&site=ehost-live Widaman, K. F. (2004). Mental measurements yearbook: Review of the Vineland adaptive beahivor scales, second edition. Retrieved on September 26, 2009, from http://ezproxy.lib.ucalgary.ca:2048/login?url=http:// search.ebscohost.com/login.aspx?direct=true&db=loh&AN=18193482&site=ehost -live