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Vineland Adaptive Behavior Scales Second Edition S' Sparrow, D' Balla,

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... Behavior Scales Second Edition. S. Sparrow, D. Balla, & D. Cicchetti ... High functioning autism and Asperger's Syndrome. Autism and Mental Retardation ... – PowerPoint PPT presentation

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Title: Vineland Adaptive Behavior Scales Second Edition S' Sparrow, D' Balla,


1
Vineland Adaptive Behavior Scales Second
EditionS. Sparrow, D. Balla, D. Cicchetti
(2005)
  • Presented by
  • Shannon Burns

2
Introducing Vineland-II
  • The standard of measuring self-sufficiency.
    (AGS Publishing)
  • Vineland-II retained the slogan used by its
    previous edition, claiming that it is a measure
    of personal and social skills needed for everyday
    living.
  • May need to change now that they have added a
    Motor Skills Domain.
  • Used in identifying and developing interventions
    for individuals who have mental retardation,
    developmental delays, brain injuries, and other
    impairments.

3
Increased Coverage of Adaptive Behaviors
  • Updated content so tasks and daily living skills
    measured are more in line with current societal
    expectations and research findings.
  • Expanded age range
  • Now ranges from birth to age 90 (Survey
    Interview, Expanded Interview, Parent/Caregiver
    Rating Form) and 3 to 21-11 (Teacher Rating
    Form).
  • VABS was only 0 through 18-11 low-functioning
    adults (Interview Edition, Survey Form and
    Expanded Form), and 3 through 12-11 (Classroom
    Edition).
  • Increased coverage of early childhood adaptive
    behavior improves classification of moderate to
    profound mental retardation.
  • More complete coverage of adult adaptive behavior
    improves detection of decline in older adults .

4
Updated Content
  • Communication Domain
  • Now includes more items that measure the
    development of spoken language and conversational
    abilities.
  • Specifically targeted at better measuring
    impairments associated with autism spectrum
    disorders.
  • Daily Living Skills Domain
  • Now includes more items for assessing independent
    living skills.
  • Useful for determining how much support is needed
    for an individual to live in the least
    restrictive environment.

5
Updated Content (cont.)
  • Socialization Domain
  • Now includes more items measuring an individuals
    ability to understand and use nonverbal
    communication during social interaction.
  • Items assessing the ability to develop and
    maintain personal relationships.
  • Specifically targeted at better measuring
    impairments associated with autism spectrum
    disorders.
  • Also, items measuring gullibility, social
    naiveté, and the ability to recognize/avoid
    victimization have been added to help identify
    mild mental retardation.

6
Skills Measured by VABS-IIwww.agsnet.com
/Group.asp?nGroupInfoIDaVineland
7
Updated Norms
  • Standardization took place from 03/03 10/04.
  • A nationally representative sample of 3,687
    individuals were assessed at 242 sites in 44
    states (and D.C.).
  • Ages ranged from birth through 90 years.
  • 20 age groups, each evenly split between males
    and females.
  • Demographic targets of each age group based on
    the Current Population Survey, March 2001, with
    regard to race/ethnicity, SES, and geographic
    region.
  • Community size and Special Ed. Placement were
    also controlled.

8
Vineland-II Reliability
  • Internal-Consistency Reliability
  • Extent to which items reflect a common underlying
    dimension of adaptive behavior.
  • Of the 154 subdomain reliabilities, gt50 are .90
    or greater, only 6 are lt.80.
  • Test-Retest Reliability
  • Same respondent administration method,
    different times.
  • Most subdomains gt.85, average domain
    reliabilities between .88 and .92.
  • Interinterviewer Reliability
  • Same respondent, different examiners.
  • Ages 0-6 averages ranged from .48 to .92 on
    subdomains, indicating an effect of examiner on
    survey interview form scores. Older groups
    averages ranged from .70 to .74.
  • Interrater Reliability
  • Same method and examiner, different respondents
    with different levels of familiarity with
    examiners behavior.
  • Reliability ranges from mid .70s to mid .80s for
    domains, subdomains, and ages.

9
Vineland-II Validity
  • Test Content
  • Content is theoretically and empirically linked
    to target behaviors defining skills needed for
    adaptive functioning and the developmental
    sequence of skill acquisition.
  • Measurement Bias
  • Mean scores very similar across sex and
    educational level, similar across ethnic groups,
    and small differences found across SES.
  • Test Structure
  • Well defined hierarchy of subdomains, domains,
    and overall composite.
  • Clinical Groups
  • Clinical evidence supports the use of the VABS-II
    as a measure of adaptive functioning in those
    with Mental Retardation, Autism, ADHD, EBD, LD,
    VI, and D/HH.
  • Relationships to Other Measures
  • Highly correlated with VABS, moderately to highly
    correlated with BASC-2
  • Low correlation with WISC-III and WAIS-III,
    indicating that they measure different things and
    should both be used when making diagnostic
    decisions.

10
Four Formats
  • Survey Interview
  • Survey administered to a parent or caregiver
    using a semistructured interview format.
  • Open-ended questions gather in-depth information
    and promote rapport between the interviewer and
    respondent.
  • Parent/Caregiver Rating Form New
  • Covers the same content as the Survey Interview,
    but uses a rating scale format.
  • This alternative approach is acceptable when time
    or access is limited, or when in-depth
    information is not necessary.

11
Four Formats
  • Expanded Interview - Available 2006
  • A more comprehensive assessment of adaptive
    behavior than the semistructured interview
    format.
  • Helps you prepare educational and/or treatment
    programs. Can also be used as a follow-up to
    obtain more information about deficits suggested
    by the Survey Interview.
  • Teacher Rating Form - Available Spring 2006
  • Assesses adaptive behavior of a student in the
    classroom.
  • Similar to the previous Vineland Classroom
    Edition, this form will consist of a
    questionnaire to be completed by the teacher.

12
Scoring Software
  • Vineland-II ASSIST - Available Fall 2005
  • Scoring and interpretation software
  • Calculates derived scores and produces reports.

13
Revised Interview Format
  • Semistructured interview form now lists items by
    subdomain, making test administration easier.
  • General Administration is the same
  • Start Point determined by chronological age, may
    be lowered for suspected developmental delays.
  • Do not read items to respondent, ask board to
    specific interview-style questions.
  • Maladaptive Behavior sections do not require
    general questions and probes just describe each
    behavior and ask whether the individual always,
    sometimes, or never engages in the activity.

14
Scoring Interview Form
  • Item Scores (Appendix E)
  • 2 Usually or habitually performed without help
    or reminders
  • 1 Performed sometimes or partially without help
    or reminders
  • 0 Never performed without help or reminders
  • N/O No Opportunity
  • DK Dont Know
  • New Basal and Ceiling Rules
  • Basal 4 consecutive scores of 2
  • Basal Item Highest item in the highest set of 4
    consecutive scores of 2
  • Ceiling 4 consecutive scores of 0
  • Ceiling Item Lowest item in the lowest set of 4
    consecutives scores of 0.

15
Scoring Interview Form
  • Computing Subdomain Raw Scores
  • All items below the Basal Item are counted as
    having scores of 2 even if some were actually 1s
    or 0s.
  • All items above the Ceiling Item are counted as
    having scores of 0, actual scores are ignored
    past this point.
  • Transfer raw scores to Score Summary page
  • Appendix B
  • Find v-scale scores for subdomains, standard
    scores for domains, and a standard score for the
    Adaptive Behavior Composite.
  • Appendix C
  • Locate percentile ranks, stanines, bands of
    error, adaptive levels, age equivalents, and
    maladaptive levels

16
Parent/Caregiver Rating Form
  • General guidelines same as interview format.
  • Select respondent who knows the individual best,
    will give honest answers, and possesses
    sufficient reading skills.
  • Determine starting point and mark it on each
    subdomain before giving form to respondent.
  • Starting points are generally set much lower to
    ensure that a basal is established.
  • Explain scoring criteria, and read directions on
    pages 3 and 4.
  • Give contact information for questions.

17
Reviewing Rating Form
  • Confirm that respondent started with correct
    items and basals have been established for each
    subdomain.
  • Confirm that all items above the basal have been
    completed.
  • Follow-up on any omitted items or items marked
    DK.
  • Scoring procedures same as interview format.

18
Interpreting Performance
  • V-scale scores
  • Used for subdomains and subscales
  • Mean 15, SD 3
  • Confidence Intervals
  • Values for confidence levels of 85, 90, and 95.
  • Percentile Ranks
  • Available for Adaptive Behavior Composite and
    domains.
  • Age Equivalents
  • Available for subdomains only (raw score needed).
  • Development occurs at different rates in each
    area of functioning, so note that similar v-scale
    scores can produce different age equivalencies.
  • Strengths and Weaknesses
  • Compare each domain score to the median domain
    score. Difference of 10 or more points.
  • Within domains, compare each subdomain score to
    the median subdomain score. Difference of 2 or
    more points.

19
Interpreting Performance
  • Adaptive Levels
  • Descriptive categories to better communicate test
    results to parents and teachers
  • High, Moderately High, Adequate, Moderately Low,
    and Low
  • Maladaptive Levels
  • Categories used to describe the individuals
    Internalizing, Externalizing, and overall
    Maladaptive Behavior Index.
  • Average about the same number of maladaptive
    behaviors as most individuals.
  • Elevated more maladaptive behaviors than 84 of
    those the same age in the standardization sample.
  • Clinically Significant individual scored in the
    extreme 2 of individuals the same age.

20
Profiles
  • Ch. 5 in manual describes prototypical score
    profiles for individuals with different
    diagnostic classifications and provides
    comparisons between
  • High functioning autism and Aspergers Syndrome
  • Autism and Mental Retardation
  • Normal Development and ADHD
  • Normal Development and Hearing Impaired
  • Nonspecific Mental Retardation and Down Syndrome

21
Vineland-II Applied
  • Similar Battelle Developmental Inventory Scores
  • Student J (63 months)
  • Subdomain/Domain z-score Age Equivalent
  • Personal-Social -2.33 23 months
  • Communication -2.33 23 months
  • Cognition -2.33 30 months
  • Student D (58 months)
  • Subdomain/Domain z-score Age Equivalent
  • Personal-Social -2.33 28 months
  • Communication -2.33 24 months
  • Cognition -2.33 31 months
  • (The mean or average score for all domains is
    100. Scores that are two standard deviations (z
    -2.33) below the mean are considered to be
    significantly delayed.)

22
Vineland-II Applied
  • Question So are they mild, moderate or severe?
  • These two children are almost indistinguishable
    based on cognitive, personal/social, and
    communication skills.
  • But, discrepant Adaptive Behavior Composites and
    highly discrepant Maladaptive Behavior Index
    levels when given the Vineland-II.

23
Critique
  • More comprehensive and useful than ABAS
  • Age equivalents better for assessing very young
    children.
  • Median better than mean for determining strengths
    and weaknesses in adaptive behavior because not
    affected by extreme scores.
  • Is Not Able and Never When Needed are easily
    confused by respondents.
  • Better suited for classifying specific
    disabilities and levels of functioning.
  • More difficult and time consuming to score.
  • Interview format recommended unless you are
    confident that parent/caregiver is knowledgeable,
    honest, sufficiently literate, takes the
    assessment seriously, and will successfully
    follow the directions.
  • Follow-ups will often be necessary on rating form
    due to basal and ceiling requirements.
  • Recommend scoring software.
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