Vineland Adaptive Behavior Scales, Third Edition

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Vineland AdaptiveBehavior Scales,Third EditionCeline A. Saulnier, PhDVineland-3 AuthorDirector of Research Operations at theMarcus Autism Center &Associate Professor in the Departmentof Pediatrics at Emory UniversitySchool of MedicineVineland Adaptive Behavior Scales, Third Edition 1Meet Dr. SaulnierBioCeline Saulnier, Ph.D., is the Director of ResearchOperations at the Marcus Autism Center, Children’sHealthcare of Atlanta and Associate Professor inDepartment of Pediatrics at Emory UniversitySchool of Medicine. She obtained her doctorate inClinical Psychology from the University ofConnecticut, after which she completed apostdoctoral fellowship and then joined the facultywithin the Yale Child Study Center’s AutismProgram. At Yale, Dr. Saulnier worked closely withDrs. Ami Klin and Sara Sparrow investigatingadaptive behavior profiles in ASD, and sheeventually became both the Clinical Director andthe Training Director for the Autism Program. At theMarcus Autism Center, Dr. Saulnier directs a largescale clinical research operation that includes amultidisciplinary diagnostic assessment core forindividuals participating in research. She is coauthor of the book, Essentials of Autism SpectrumDisorders Evaluation and Assessment and is undercontract to write a second book in the Essentialsseries on adaptive behavior.1

AgendaIntroductionsStructure of the Vineland-3Highlights of What is Similar to Vineland-IIHighlights of What is New to Vineland-3Online Administration New Features to the Interview Form New Features to the Parent/Caregiver &Teacher Forms Domain-Level FormsQ-global ReportsComparisons to Other AB InstrumentsQuestions, Answers, & DiscussionVineland Adaptive Behavior Scales, Third Edition 4History/Timeline andGoals of the revisionThe Vineland Social Maturity Scale(Edgar Doll; 1935 & 1965) Edgar Doll developed the Vineland Social Maturity Scale out ofan interest in identifying the relationship between mental deficiencyand social competence The VSMS encompassed 8 categories: Self-help general; self-helpdressing; self-help eating; communication; self-direction;socialization; locomotion; and occupation Doll’s perspective on adaptive behavior was that it isdevelopmental, multidimensional, and best assessed using a3rd party informant (parent/caregiver rather than the individual)“No mental diagnosis is complete if it does not beginwith a sound estimate of social competence and endwith a prediction of social competence followingprognosis or treatment.”2

History of theVineland Adaptive Behavior Scales (1984; 2005; 2008; 2016) Sara Sparrow, David Balla, & Domenic Cicchettideveloped the Vineland Adaptive Behavior Scales afterUS law included deficits in adaptive functioning in theEducation for All Handicapped Children Act of 1975 (nowIDEA). Expanded upon the Social Maturity Scales by focusing onbroader areas of adaptive functioning beyond socialization(i.e., communication, daily living skills, & motor skills). Similar to Doll, Sparrow also endorsed the 3rd partyadministration, emphasizing that the most reliable method ofobtaining accurate information on adaptive behavior isthrough a semi-structured interview with a parent orcaregiver.Uses for the Vineland Confirming or establishing Intellectual DisabilityDiagnosis of Autism Spectrum DisorderIDEA evaluations in the schoolsProgram planningMeasuring progress/Change over timeRESEARCH:– In the United States, the Vineland is modeledin the National Institutes of Health’s NationalDatabase for Autism Research (NDAR) as oneof the required measures for the diagnosticcharacterization of ASDVineland-3Highlights3

Overview of the Vineland-3InterviewFormComprehensive3 Domains3 DomainsCore AdaptiveScoresParent/CaregiverFormDomain-Level3 DomainsTeacherFormDomain-LevelComprehensive3 Domains3 DomainsDomain-Level3 Domains9 Subdomains9 Subdomains9 SubdomainsOptionalDomainsComprehensiveOverall ABCOverall ABCOverall ABCOverall ABCOverall ABCOverall ABCMotor SkillsMotor SkillsMotor SkillsMotor SkillsMotor SkillsMotor rMaladaptiveBehaviorAge RangeTotal ItemCount (typicallynot all arecompleted)CompletionTime (minutes)Birth to 90 3 to 90 Birth to 90 3 to 90 3 to 213 to 2150219550218033314935 - 4023 - 2720 - 2510 - 1515 - 208 - 10Vineland Adaptive Behavior Scales, Third Edition 10Major Features that are NOT ChangingThree FormsOnly oneInterviewFormInterview Parent/Caregiver TeacherMotorDomain isOptionalFour Adaptive DomainsCommunication Daily Living Skills Socialization Motor Skills11 icCommunityInterpersonalPlay/LeisureCoping SkillsGross MotorFine MotorGross/FineMotor areOptionalRemoved“Other”SectionMaladaptive SectionsInternalizing Externalizing Critical ItemsVineland Adaptive Behavior Scales, Third Edition 11Highlights of What’s terventionGuidanceVineland Adaptive Behavior Scales, Third Edition 124

Updated Item Content of the Vineland-3 Items were updated to reflect changes in daily living (e.g.,technology) and in conceptions of developmentaldisabilities (e.g., autism) Outdated items were dropped or modified Items are more general in wording to allow for potentialcultural differences‒ “Understands what direction his/her language is written in”‒ “Responds politely when given something” (e.g., more generalthan ”says thank you”)‒ “Maintains culturally appropriate eye contact during socialsituations” Efforts to reduce redundancy and streamline similar itemsto specific subdomains (e.g., moving all conversationalitems to Socialization)Vineland Adaptive Behavior Scales, Third Edition 13Examples of Updated Content We have expanded the Receptive subdomain to include more items at alldevelopmental levels (e.g., more items about gesture use and nonverbalcommunication) We have expanded the Written subdomain to include more items at alldevelopmental levels (e.g., more items about pre-reading & writing skills, aswell as more advanced skills) We added items in the Personal subdomain to reflect healthy eating habitsand exercise choices (e.g., not only showing awareness that some foods arehealthier than others, but also taking the initiative to make healthy eatingchoices) We updated the Community subdomain to reflect use of technology foreveryday purposes; (e.g., using the internet to obtain information) And we added items in the Coping subdomain to assess for social gullibility(e.g., “understands that a friendly appearing person may actually intendharm”; “recognizes that advertising messages may not be accurate”)Vineland Adaptive Behavior Scales, Third Edition 14Changes to Basal & Ceiling RulesComprehensive FormsFormBasal/CeilingBasalVINELAND-IIVINELAND-34 consecutive scores of 24 consecutive scores of 2Interview4 consecutive scores of 04 consecutive scores of 0BasalParent completed entire form5 consecutive scores of 2CeilingParent completed entire form5 consecutive scores of 0BasalTeacher completed agerange5 consecutive scores of 2CeilingTeacher completed agerange5 consecutive scores of 0CeilingParent/CaregiverTeacherVineland Adaptive Behavior Scales, Third Edition 155

Changes to Item Scoring OptionsRESPONSE es or PartiallySometimes0NeverNeverMaladaptive Domain:Item Score of 2UsuallyOftenVineland Adaptive Behavior Scales, Third Edition 16Estimated Items The Vineland-3 no longer has “Don’t Know” (DK) or “No Opportunity”(N/O) item response options The Vineland-II Teacher Form employed a Check if Estimatedresponse option for every item In Vineland-3, this approach is used instead of DK and N/Oacross all forms The % of estimated items per section is the # of estimated itemsdivided by the total number of items answered If 2 sections of the form have 25% estimated items, the form maybe invalid% Est 15%:Validity is not compromised% Est 15% but 25%: Interpret with caution% Est 25%:Do not interpret scoresVineland Adaptive Behavior Scales, Third Edition 17Maladaptive Behavior Domain Vineland-3 Interview Form has 3 Maladaptive Behavior sections tobriefly assess for problem behaviors: Internalizing Externalizing Critical Items The Parent/Caregiver & Teacher Forms label these as Sections A, B,& C, respectively, so as not to inadvertently influence responses. These domains are optional for individuals over the age of 3 Internalizing and Externalizing sections yield a v-scale score with aMean of 15 and SD of 3 (more on v-scale scores later) The Critical Items section does not generate a scaled score, as theseitems are not a unified construct Scores of “2” indicate “OFTEN” rather than “USUALLY”Vineland Adaptive Behavior Scales, Third Edition 186

Vineland-3Interview FormVineland-3 Interview Form: The Vineland Interview Form remains the LEADING MEASUREFOR ASSESSING ADAPTIVE BEHAVIOR! Drs. Sparrow and Doll believed that an open-ended interviewbetween a clinician and a caregiver provides more accurate andcomprehensive information about adaptive behavior. Adaptive behavior is NOT capacity or repertoire of skills; it is theindependent & functional application of skills to daily contextsand routines. Helps to differentiate the “can do” from the “does do” The test items are not read to the respondent; rather, openended questioning is used to probe for the true frequency andindependent application of behaviors.Vineland Adaptive Behavior Scales, Third Edition 20Vineland-3 Interview Form:Suggested Questions and Item-Specific Probes Suggested interview questions are general questionsdesigned to begin discussion of an adaptive behavior contentarea. Item-specific probes can be used to obtain more accurateinformation to score individual items. These are for optional use. Assists less experienced interviewers. Helps to “lower the learning curve” of the adaptive interview. These are NOT intended to fully script an interview!Vineland Adaptive Behavior Scales, Third Edition 217

Vineland-3Digital on Q-globalOnline Administration Options for online completion of all 3 forms Q-global will automatically keep track of basal, ceiling, and subdomaincompletion rules INTERVIEW FORM: Process is the same as Vineland-IIBUT Q-global conveniently organizes items with related content by topicInterview Topics include 2 to 6 itemsAll information for the items within an Interview Topic is displayed on asingle screen Q-global automatically tracks basals and ceilingswww.pearsonclinical.comVineland Adaptive Behavior Scales, Third Edition 23Sample Interview Topic ScreenTopic AreaSuggested Questionto Introduce TopicItem-SpecificProbeAdditional ScoringCriteria if NeededVineland Adaptive Behavior Scales, Third Edition 248

Interview Topic Screen TOPIC AREA: The topic area name is at the top of the screene.g., “Friendships” SUGGESTED INTERVIEW QUESTION: Listed beneath the Topic Areae.g., “Tell me about Stella’s Friendships” ITEM-SPECIFIC PROBE: Click to see a more detailed questione.g., “How does Stella Try to make friends with others her age?” SCORING CRITERIA: Click to see scoring criteria – e.g., “Examples includeasking for a play date or to go somewhere with another child”SUGGESTED INTERVIEW QUESTIONS AND PROBES WILL BE AVAILABLEIN THE VINELAND-3 BOOKLET AND MANUALVineland Adaptive Behavior Scales, Third Edition 25Vineland-3FormsOnline Administration of theParent/Caregiver & Teacher Forms These are self-administering questionnaires conductedon the Q-global platform Q-global allows the examiner to send an email link to theparent/caregiver or teacher, who completes the formusing a computer, tablet, or smartphone Q-global selects the appropriate sections to administerand uses built-in logic to sequence items and to trackbasals and ceilings Forms can be completed in one session or in multiplesessionsVineland Adaptive Behavior Scales, Third Edition 279

Changes to BOTH theParent/Caregiver & Teacher Forms Introduction of basal and ceiling rules to the administration of theComprehensive Parent/Caregiver & Teacher Forms‒ Basal:5 consecutive scores of 2‒ Ceiling:5 consecutive scores of 0This significantly reduces administration time of both forms for thecomputerized administration on Q-globalFor the paper Parent/Caregiver & Teacher Forms, the examiner willneed to carefully prepare the test booklet to ensure that the requireditems are completed: Clearly cross out sections not to be completed - based on theexaminee’s age and decisions about optional Motor &Maladaptive Circle the Start Item in each subdomain - based on the StartPoint Age that you determine for the examineeVineland Adaptive Behavior Scales, Third Edition 28Changes to the Parent/Caregiver Form Separation of the Interview and Parent/Caregiver Formsin Vineland-3‒ Reason for the change‒ Item content is identical between forms; however,item wording differs to achieve a 5th-grade readinglevel in the Parent/Caregiver Form‒ The two forms now have separate norms Vineland-3 Parent/Caregiver Forms (bothComprehensive and Domain-Level) are available inSpanishVineland Adaptive Behavior Scales, Third Edition 29Choosing between the InterviewForm vs. Parent/Caregiver FormAdvantages of the Interview Approach Involvement of a professional interviewer protects against potentialsources of inaccuracy in parent reporting‒ Misunderstanding of item content and/or item scoring rules‒ Deliberate over-reporting or under-reporting of adaptivecompetencies - designed to influence outcome of the assessment‒ Unintentional over-reporting or under-reporting of adaptivecompetencies - driven by unconscious motives Provides more in-depth information regarding the examinee’sfunctioning and his/her home environmentAdvantages of the Parent Questionnaire Approach Reliable & valid assessment of adaptive behavior when a face-toface interview is not possible (also Spanish availability)Vineland Adaptive Behavior Scales, Third Edition 3010

Changes to the Teacher Form Overall, the Teacher Form is the least changed of thethree forms relative to Vineland-II Maladaptive Behavior domain added to assess problembehaviors in the school setting Motor domain now optional (as with the Interview &Parent/Caregiver Forms) Teacher Form is at a 7th-grade reading level As with Vineland-II, test range is ages 3 to 21, with 18year-old norms used for ages 19, 20, & 21Vineland Adaptive Behavior Scales, Third Edition 31NEWDomain-LevelFormsDomain-Level Forms Options for brief administration of Interview,Parent/Caregiver, and Teacher Forms. Provides overall scores for Communication, Daily LivingSkills, Socialization, Motor Skills, and the AdaptiveBehavior Composite. Scores meet AAIDD and DSM-5 requirements fordiagnosing Intellectual Disability. Domains consist of items drawn from each of theComprehensive Form subdomains (e.g., Interview FormCommunication domain consists of 45 items sampledequally from Receptive, Expressive, & Writtensubdomains)Vineland Adaptive Behavior Scales, Third Edition 3311

Domain-Level Forms Age Ranges: Interview Form: Parent/Caregiver Form: Teacher Form:3 to adult3 to adult3 to 21 Administration Time: Interview Form: Parent/Caregiver Form: Teacher Form: 25 minutes 10 minutes 10 minutes No basal and ceiling rules – Every item isadministeredVineland Adaptive Behavior Scales, Third Edition 34Vineland-3ReportsComputer-Generated Reports Computerized administration, scoring, and reporting will use Q-global Reports will offer all components of the Vineland-II ASSIST reports:All raw and normreferenced scoresNarrative textdescribing scoresMulti-ratercomparisons whenInterview orParent/CaregiverForm is given alongwith Teacher FormComparison to priorresults when availablefor monitoringprogress AND MORE, including item-level comparisons between testsVineland Adaptive Behavior Scales, Third Edition 3612

Multi-Rater Report:Scale-Level ComparisonsParentTeacherVineland Adaptive Behavior Scales, Third Edition 37NEW! Item-Level Comparisons forMulti-Rater ReportParentTeacherVineland Adaptive Behavior Scales, Third Edition 38Progress Monitoring Administering multiple Vineland-3 assessments over timeenables the professional to monitor an individual’sprogress (or lack thereof) in adaptive behavior Q-global enables comparison of results from up to 5different administrations of the same format Results may be compared over time for theComprehensive and/or Domain-Level versions of all 3forms (Interview, Parent/ Caregiver, Teacher)‒ However, comparisons should not be made acrossformats because format differences could obscureactual behavioral changesVineland Adaptive Behavior Scales, Third Edition 3913

Progress Report:Scale-Level ComparisonsTime 2Time 1Vineland Adaptive Behavior Scales, Third Edition 40NEW! Item-Level Comparisons forProgress ReportTime 1Time 2Vineland Adaptive Behavior Scales, Third Edition 41NEW: Intervention Guidance Generated for the Comprehensive form reports only. Items in each subdomain are identified with “Content Areas” that can helpfocus intervention efforts (e.g., Written Communication: Pre-reading;Developing Reading Skills; Developing Writing Skills; Applying Reading &Writing Skills). Items within each subdomain are ordered according to increasingdevelopmental sequence (easiest to most difficult) based on normative data. Lowest subdomain v-scale scores are listed first, followed by second lowest,etc. All scores of 0 and 1 can be referenced to normative expectations andprioritized for intervention.Vineland Adaptive Behavior Scales, Third Edition 4214

Intervention GuidanceWritten SubdomainItem Scores of 0/1 are shaded tohighlight skillsthat needimprovementUse ContentAreas to identifyinterventiontargets by topic(e.g., B & C)Written Subdomain ContentAreasA Pre-readingB Developing Reading SkillsC Developing Writing SkillsD Applying Reading & WritingSkillsVineland Adaptive Behavior Scales, Third Edition 43Vineland-3PsychometricsClinical Samples Included inVineland-3 Standardization Developmental Delay Intellectual Disability, School-Age Sample Segmented by IQ: 50-70/35-49/ 35 Intellectual Disability, Adult Sample Segmented by IQ: 50-70/35-49/ 35 Autism Spectrum Disorder Segmented by age (3-8 & 9-20) and IQ: 70 vs. 70 Hearing Impaired Visually ImpairedVineland Adaptive Behavior Scales, Third Edition 4515

Comparisons to Other Measures ofAdaptive Behavior The Vineland has the longest history, dating back to 1935 The Vineland is, by far, the most researched measure of adaptivebehavior Vineland-3 now offers the most options for tailoring to meet individualneeds: Interview, Parent, and Teacher formats Comprehensive & brief Domain-Level formats Option for online or paper administration Vineland-3 now has the most up-to-date, population-representativenormsVineland Adaptive Behavior Scales, Third Edition 46Norms Compared to U.S. PopulationTotal Norm Sample for Each FormDemographicsVineland-3 (U.S. Population)Interview(n 2560)Parent(n 2560)Teacher(n 1415)White53.9 (52.9)53.8 (52.9)52.2 (51.7)African American13.8 (13.2)13.6 (13.2)14.0 (13.6)Asian3.4(4.7)4.0(4.7)4.0(4.7)Hispanic23.5 (23.7)23.2 (23.7)23.8 (24.4)Less than High School14.4 (14.0)13.3 (14.0)13.0 (13.8)High School Diploma23.4 (23.3)23.9 (23.3)22.8 (22.6)Some College/Tech/Assoc31.6 (31.7)32.3 (31.7)33.3 (32.6)Bachelor’s Degree/more30.6 (31.0)30.5 (31.0)31.0 (30.9)Race/EthnicityMaternal Education LevelVineland Adaptive Behavior Scales, Third Edition 47Internal Consistency on.95.97.97Daily Living Skills.94.97.96Socialization.96.98.98Adaptive Behavior Composite.98.99.99Motor Skills.90.96.96Communication.93.94.93Daily Living Skills.92.93.92Socialization.94.95.95Adaptive Behavior Composite.97.97.97Motor Skills.86.91.91Comprehensive FormsDomain-Level FormsVineland Adaptive Behavior Scales, Third Edition 4816

Test-Retest Reliability: Domains/ABCStandard aily Living Skills.84.84.86Socialization.79.80.84Adaptive Behavior Composite.86.85.88Motor Skills.86.93.84Communication.79.88.86Daily Living Skills.75.85.84Socialization.74.79.81Adaptive Behavior Composite.82.87.88Motor Skills.76.90.84Comprehensive FormsDomain-Level FormsVineland Adaptive Behavior Scales, Third Edition 49Questions?Thank you for attending!Vineland Adaptive Behavior Scales, Third Edition 5017

The Vineland-II Teacher Form employed a Check if Estimated response option for every item In Vineland-3, this approach is used instead of DK and N/O . IN THE VINELAND-3 BOOKLET AND MANUAL Vineland-3 Forms Vineland Adaptive Behavior

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