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)
differential diagnosis among developmental disabilities, and for placement decisions and treatment planning
psychology or social work Training/ experience with interview techniques Knowledge of the Vineland-II manual
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
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)
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
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
Interpretive Steps
Describe general adaptive functioning 2. Describe performance in adaptive behavior domains 3. Describe performance in subdomains 4. Identify strengths and weaknesses
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
academic performance and defiant classroom behavior Mother completed Vineland-II Parent/Caregiver Rating Form
test- retest reliability Solid evidence for content, concurrent, and construct validity Useful tool for the assessment of adaptive behavior
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