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

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Vineland Adaptive Behavior Scales Second
EditionS. Sparrow D. Balla D. Cicchetti
(2005)

• Presented by
• Shannon Burns

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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.

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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 .

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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.

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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.

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Skills Measured by VABS-IIwww.agsnet.com
/Group.aspnGroupInfoIDaVineland
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Updated Norms

• Standardization took place from 03/03 10/04.
• A nationally representative sample of 3687
  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.

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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.

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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.

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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.

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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.

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Scoring Software

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

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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

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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.)

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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.

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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.