Brand Architecture & Visual Identity
10/26/2016AgendaHistory of Measuring Adaptive BehaviorIntroduction tothe Vineland-3:The New Revisionof the VinelandAdaptiveBehavior ScalesStructure of the Vineland-3Presented by:Training ResourcesStandardizationNew Features of the Vineland-3: Interview Form Parent/Caregiver & Teacher Forms Domain-Level FormsOnline Administration, Scoring, &Reporting with Q-globalJ. Lynsey Psimas, PhD, LCP, NCSPClinical Assessment Consultant1Vineland Adaptive Behavior Scales, Third Edition 2History of Measuring Adaptive BehaviorAdaptive Behavior in DSM-5 and AAIDD Early 1900’s - The construct of adaptivebehavior has early roots in the history ofdefining Intellectual Disability (ID).In the most recent literature, adaptive behavior hasbeen given equal (AAIDD, 2010) or greater (DSM-5)emphasis that IQ scores in classification of ID. 1950 - The American Association on MentalDeficiency published a manual that formallyincluding adaptive behavior deficits, inaddition to sub-average intelligence, as partof the definition of ID.Educational Classification IDEA highlights the importance of adaptivebehavior assessment in determining eligibility forSpecial Education services for children from infancythrough age 21.3Intellectual Disability in the DSM-5 & AAIDDAAIDD: Intellectual disability is characterized by significantlimitations in both intellectual functioning and inadaptive behavior. Definition of Intellectual Disability –AAIDD and DSM-5Intellectual Functioning “General mental capacity, such as learning, reasoning,problem solving”‒ Typically, an IQ score of around 70 or as high as 75indicates a limitation in intellectual functioning.This disability originates before the age of 18.DSM-5: Intellectual disability involves impairments of generalmental abilities that impact adaptive functioning inthree domains (Conceptual, Social, and Practical). 4These three domains determine how well an individualcopes with everyday tasks.5Adaptive Behavior “The collection of conceptual, social, and practical skillsthat are learned and performed by people in theireveryday lives”61
10/26/2016Intellectual Disability:Additional ConsiderationsAdaptive Domains – AAIDD and DSM-5 The conceptual domain includes skills in language,reading, writing, math, reasoning, knowledge, andmemory.In defining and assessing intellectual disability, the AAIDD stressesthat additional factors must be taken into account Community and environment typical of the individual’s peers andculture. The social domain refers to empathy, socialjudgment, interpersonal communication skills, theability to make and retain friendships, and similarcapacities. Linguistic diversity and cultural differences in the way peoplecommunicate, move, and behave. Assessments must also assume that limitations in individualsoften coexist with strengths, and that a person’s level of lifefunctioning will improve if appropriate personalized supports areprovided over a sustained period. The practical domain centers on self-management inareas such as personal care, job responsibilities, moneymanagement, recreation, and organizing school andwork tasks.78History of theHistory of theVinelandVineland Social Maturity Scale(1935 & 1965)Vineland Adaptive Behavior Scales(1984; 2005; 2008; 2016)Edgar DollSara Sparrow, David Balla, DominicCichettiEducation for All HandicappedChildren Act of 1975 (now IDEIA).Adaptive behavior isdevelopmental andmultidimensional.Adaptive behavior is bestassessed using a third-partyadministration.Included domains Socialization,Communication, Daily Living Skills,Motor Skills.Most reliable method of obtainingaccurate information on adaptivebehavior is through a clinical interviewwith parent or caregiver.9About the Vineland-3 Long history of research; Dates back to 1935 Aids in diagnosis and provides valuableinformation for developing educational andtreatment plans. Can be used for individuals with ID, ASD, ADHD,Brain Injury, Hearing Impairment,Dementia/Alzheimer’s11122
10/26/2016Structure of the Vineland-3Structure of the Vineland-3 The first three (core) domains align with the majoradaptive behavior areas for the diagnosis ofintellectual disability (ID):InterviewFormComprehensiveCoreAdaptiveScores Communication (Conceptual) Daily Living (Practical) Socialization (Social)Parent/Caregiver FormDomainLevel3 DomainsComprehensive3 Domains3 Domains9SubdomainsOverall ABCOptionalDomainsAge RangeDomainLevel3 DomainsCommunicationDaily Living SkillsSocializationMotor Skills (optional)Maladaptive Behavior(optional)SubdomainsOverall ABCOverall ABCMotor SkillsMotor SkillsMotor SkillsMotor SkillsMotor rBirth to 90 3 to 90 Birth to 90 3 to 90 3 to 213 to 21502195502180333149Vineland Adaptive Behavior Scales, Third Edition 14Descriptions of Vineland-3 SubdomainsCommunicationDaily Living SkillsInterpersonal RelationshipsPlay & LeisureCoping SkillsFine MotorGross MotorSocializationMotor SkillsInternalizingExternalizingCritical ItemsOverall ABCOverall rsonalDomesticCommunity3 Domains9SubdomainsVineland Adaptive Behavior Scales, Third Edition 13Domains3 DomainsDomainLevelMotor SkillsItem CountVineland-3 Domains & SubdomainsComprehensive9SubdomainsOverall ABCAAIDD, 2010; ing, understanding, responding appropriately to info from othersExpressiveUsing words & sentences to express oneself verballyWrittenUsing reading & writing skillsPersonalSelf-sufficiency in areas of eating, dressing, personal care, hygiene, etc.DomesticPerforming household tasks (cleaning up, chores, food prep, etc.)Numeric*Practical applications of numeric concepts (e.g., time, dates, money)CommunityFunctioning in outside world (e.g., safety, using money, rights. travel)School Community*Meeting expectations for appropriate behavior in school settingInterpersonalRelationshipsResponding & relating to others (e.g., friendships, caring, conversation,social appropriateness)Play & LeisureEngaging in play & fun activities w/ othersCoping SkillsDemonstrating behavioral & emotional control in situations w/ othersGross MotorPhysical skills in using arms & legs for movement & coordinationFine MotorPhysical skills in using hands & fingers to manipulate objects in daily lifeInternalizingProblem behaviors of an emotional natureExternalizingProblem behaviors of an acting-out natureCritical ItemsMore severe maladaptive behaviors (reported at item-level)Vineland Adaptive Behavior Scales, Third Edition 15Vineland Adaptive Behavior Scales, Third Edition 16Major Features that are NOT ChangingThree FormsInterview Parent/Caregiver TeacherWhat’s Changing?4 DomainsCommunication Daily Living Skills Socialization Motor Skills** What’s staying thesame?11 WrittenInterpersonalDomestic Play/LeisureCommunity CopingMaladaptive SectionsRemoved theword “Rating”Motor Domainis OptionalGross/FineMotor areOptionalRemoved“Other” SectionInternalizing Externalizing CriticalVineland Adaptive Behavior Scales, Third Edition 183
10/26/2016Motor Skills & Maladaptive Domains(Optional)Highlights of What’s New Motor Skills domain: Optional (no longer included in the ABC) Age range extended upward (birth to age 9) UpdatedItemContentMaladaptive Behavior domain:Ages 3 to adultIncludes Internalizing, Externalizing, & Critical ItemsNo basal & ceiling rules (administer all ministrationUpdated NormsInterventionGuidanceVineland Adaptive Behavior Scales, Third Edition 19Updated Item Content for Vineland-3 Item content updated to reflect changes in thenature of everyday life as well as changes in theconceptions of developmental disabilities (e.g.,autism spectrum disorders). Outdated items were dropped or modified & manymore contemporary items have been added. Incorporates more culturally sensitive wording toallow for cultural differences.Vineland Adaptive Behavior Scales, Third Edition 20Changes to the Parent/Caregiver& Teacher Forms Basal and ceiling rules to Parent/Caregiver Teacher forms Comprehensive versions only; all items completed for Domainlevel forms Interview Parent/Caregiver forms are now separate New, separate norms Item wording differences – Same topics covered w/ simplifiedwording for Parent/Caregiver Form (5th grade reading level) Spanish-language Parent/Caregiver form available Paper forms or digital format available for online completionVineland Adaptive Behavior Scales, Third Edition 21Modified wording for response choices Usually or Often 2 pts Sometimes 1 pt. Never 0 pts. “Sometimes” has replaced “Partially” to distinguishactivities that are performed partially vs. activities performedindependently sometimesVineland Adaptive Behavior Scales, Third Edition 22IMPORANT REMINDER: Adaptive behavior scores should reflect what a personchooses to do, not what they are capable of doing. Scores should best describe what the person does onhis or her own without needing help or reminders. Eliminated “Don’t Know” and “No opportunity” “Estimate” option remains availableVineland Adaptive Behavior Scales, Third Edition 23244
10/26/2016Norms Compared to U.S. PopulationTotal Norm Sample for Each FormDemographicsVineland-3PsychometricsVineland-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 26Reliability & Internal 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(ABC).97.97.97Motor Skills.86.91Clinical Sensitivity for Intellectual Disability(Comprehensive Interview Form)Comparison of the percentage of individuals with ID(vs. matched controls in parentheses) having AdaptiveBehavior Composite (ABC) scores falling at or below 75 infour samples:IQ RangeSchool-Age with IDAdults with IDIQ 50 – 7079% ABC 75 (vs. 2%)90% ABC 75 (vs. 0%)IQ 5093% ABC 75 (vs. 2%)100% ABC 75 (vs. 0%) Nearly all mean ABC & domain-level scores are below 70 forindividuals with IDSupports the use of the Vineland-3 as avalid instrument for assessing adaptive deficits fordeterminations of ID.91Comprehensive FormsDomain-Level FormsVineland Adaptive Behavior Scales, Third Edition 27Diagnostic group results:Autism Spectrum DisorderDevelopmentally Delayed vs.Matched Controls (Interview Form)Comprehensive FormDomains/ABCVineland Adaptive Behavior Scales, Third Edition 28 Distinct patterns of results were observed in the ASD sampleDevelopmentally delayedMatched aily Living .5Adaptive BehaviorComposite77.014.5100.814.1Motor Skills79.318.1101.714.0 Vineland-3 subdomains most relevant to deficits in socialcommunication & social interaction include: Communication Receptive & ExpressiveVineland Adaptive Behavior Scales, Third Edition 29 Socialization Interpersonal relationships & Play & Leisure The Critical Items category of Maladaptive Behaviors capturesbehaviors such as repetitive movements & speech, fixatedinterests, unusual sensory experiences & lack of response topainVineland Adaptive Behavior Scales, Third Edition 305
10/26/2016Autism Spectrum Disorder (IQ 70)vs. Matched Controls: Interview FormAutism Spectrum Disorder (IQ 70)vs. Matched Controls: Interview FormAges 3-8Ages 3-8ASD: IQ 70Matched controlSubdomainsASD: IQ 70Matched 3.84.115.42.3Daily Living ic8.33.015.02.4Motor ive Behavior Composite54.516.7101.012.4Interpersonal Relationships4.93.215.62.7Play & Leisure5.74.015.52.6Coping Skills7.92.515.22.5Gross Motor9.34.115.32.5Fine Motor7.74.015.12.6Diagnostic groups results for ASD sample are reportedseparately for samples with IQs below 70 and IQs above 70Vineland Adaptive Behavior Scales, Third Edition 31Autism Spectrum Disorder (IQ 70)vs. Matched Controls: Interview FormAutism Spectrum Disorder (IQ 70)vs. Matched Controls: Interview FormAges 9-20ASD: IQ 70Vineland Adaptive Behavior Scales, Third Edition 32Ages 9-20Matched .98.5SubdomainsASD: IQ 70Matched e3.23.915.61.9Written5.03.815.11.9Daily Living ve Behavior –––Interpersonal Relationships4.74.115.42.3Play & Leisure3.74.115.32.7Coping Skills6.53.915.22.6Gross Motor--------Fine Motor--------Motor SkillsVineland Adaptive Behavior Scales, Third Edition 33Vineland Adaptive Behavior Scales, Third Edition 34Vineland-3 forms:3 basic administration formats (2 versions of each): Interview (Comprehensive) – with or without probes Interview (Domain)Vineland-3Forms Teacher (Comprehensive) Teacher (Domain) Parent/Caregiver (Comprehensive) Parent/Caregiver (Domain)Vineland Adaptive Behavior Scales, Third Edition 366
10/26/2016Domain-Level FormsDomain-Level Forms Brief administration formato Consists of items drawn from each subdomain in theComprehensive form. Provides overall scores for each domain & the ABC (nosubdomain scores are provided). This format may be a better choice if: If the primary focus of assessment is eligibilitydetermination If a relatively brief assessment is desired or time islimited. Can be used for progress-tracking purposes or if furtherevaluation is needed in a particular domain offunctioning 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 rulesVineland Adaptive Behavior Scales, Third Edition 37Vineland Adaptive Behavior Scales, Third Edition 38Vineland-3 Interview Form:Comprehensive Interview Form –with Item Probes (sample page) – Paper Format Open-ended questions elicit more descriptive informationabout the true frequency & independent application ofbehaviors.Vineland Adaptive Behavior Scales, Third Edition 39Vineland Adaptive Behavior Scales, Third Edition 40Preparing to Administer the Vineland-31. Decide Which form(s) to administer2. Select the respondent(s)Administration of theVineland-33. Decide between paper and online administration4. Decide whether or not to include the optionalMotor Skills and Maladaptive Behavior domains417
10/26/2016Decide Which form(s) to Administer:Students over age 18Decide Which Form(s) to Administer:Parent/Caregiver & Teacher FormsWhen using the Teacher Form to evaluate students 19,20, or 21, use the norms for 18-year-olds. Teacher form is usually used in conjunction witheither Interview or Parent/Caregiver form toprovide a view of the examinee’s adaptivefunctioning from a second source and in a settingdifferent from the home.43Select the respondent(s)44Decide between paper and onlineadministration1) Parent/Caregiver Form Someone living in the same home. Residential – someone who provides careOnline: Can be complete on computer, tablet, or asmartphone2) Teacher Form Should have frequent contact with the child for atleast 2 months. Classroom or special education teacher is ideal. Should not be completed by babysitter or nannyAdvantages: No need to order, store, mail paper forms Software automatically administers thecorrect items in the correct sequence No basal or ceiling rules to track Immediate, error-free scoring, and reporting4546Decide whether or not to include theoptional Motor Skills and MaladaptiveBehavior domainsMotor Skills: Birth Age 9Additional AdministrationConsiderationsMaladaptive Behavior: Ages 3 Adult*All domains can be administered as stand-alone tests(using paper/pencil booklet), but Communication,Daily Living Skills, and Socialization must becompleted to obtain the ABC score.47488
10/26/2016Comprehensive Form:Basal and Ceiling Rules Basal & Ceiling RulesComprehensive FormsNo basal or ceiling rules on:Domain formMotor domainMaladaptive behavior domainFormBasal/CeilingVINELAND-IIVINELAND-3Basal4 consecutive scores of 24 consecutive scores of 2Ceiling4 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 0Interview Start-points are examiner-assigned developmentalages Cross out areas not completed for Parent/CaregiverParent/CaregiverTeacher49Vineland Adaptive Behavior Scales, Third Edition 50Illustration of Start Points on ComprehensiveParent/Caregiver FormPreparing the booklet forthe RespondentDomain Form: Cross out Motor and/or Maladaptive Behavior Summarize Scoring procedures (Directions page of form)Comprehensive Form: Mark Start Point Note Ceiling Rule (5 scores of 0 in a row) Summarize Scoring procedures (Directions page of form)5152Reminders for Parents: Scoring ProceduresVineland-3 onQ-global539
10/26/2016Assigning the Vineland-3to an ExamineeAssigning the Vineland-3to an ExamineeVineland Adaptive Behavior Scales, Third Edition 55Choose whether or not to includethe optional Motor Skills and/orMaladaptive Behavior domains:Vineland Adaptive Behavior Scales, Third Edition 56Assessment Details:Select delivery methodVineland Adaptive Behavior Scales, Third Edition 57Manual entry of item responses(paper form administration)Vineland Adaptive Behavior Scales, Third Edition 58On-Screen AdministrationVineland Adaptive Behavior Scales, Third Edition 59Vineland Adaptive Behavior Scales, Third Edition 6010
10/26/2016Remote On-Screen AdministrationRemote On-Screen Administration:Customize your email invitationVineland Adaptive Behavior Scales, Third Edition 61Vineland Adaptive Behavior Scales, Third Edition 62Remote On-Screen Administration:Sample invitation emailVineland-3:Q-global ReportingVineland Adaptive Behavior Scales, Third Edition 63How to generate a Vineland-3report on Q-global:Computer-Generated ReportsAll raw and normreferenced scoresNarrative summarydescribing scoresComparison scores(multi-rater,item-level, etc.)Comparison to priorresults for monitoringprogressIntervention Content – specific areas of weakness are “flagged” for furtherevaluation & easily identify target areas in need of improvementVineland Adaptive Behavior Scales, Third Edition 65Vineland Adaptive Behavior Scales, Third Edition 6611
10/26/2016Customize report options, then click“Generate Report”Select the completed assessment,then click “Configure Report” tocustomize report options:Vineland Adaptive Behavior Scales, Third Edition 67Vineland Adaptive Behavior Scales, Third Edition 68Types of Scores on Vineland-3:ABC and Domain-Levels Standard ScoreMean 100; SD 15; range 20-140 Percentile RanksPercentage of individuals in norm group who scored thesame or lower than examinee.Interpreting Vineland-3 Results Confidence Intervals (85%, 90%, or 95%)Higher level chosen, greater likelihood true score lies withinthe intervalTypes of Scores on Vineland-3:Sub-domains V-scale is a scaled score with a mean of 15 and SD of 3; Range 1 – 24 - greater score range allows for greaterdifferentiation among extremely impaired individuals.717212
10/26/2016Qualitative DescriptorsAdaptive LevelSubdomainv-scale ScoresDomain and ABCStandard ScoresHigh21 to 24130 to 140Moderately High18 to 20115 to 129Adequate13 to 1786 to 114Moderately Low10 to 1271 to 851 to 920 to 70LowDomain and ComprehensiveReports7376Multi-Rater Report:Scale-level comparisonsParentTeacherMulti-Rater Report77Vineland Adaptive Behavior Scales, Third Edition 7813
10/26/2016Multi-Rater Report:Item-level comparisonsParentTeacherParentTeacher80Vineland Adaptive Behavior Scales, Third Edition 79Progress Report:Compare results across administrations Compare results over time for up to five administrations ofthe same form (Interview, Parent/Caregiver, or Teacher) –regardless of whether the brief (Domain-Level) or full-length(Comprehensive) versions of the forms were used on differentoccasions.Progress Monitoring Report Scores for the ABC & core domains can be compared acrossadministrations, as well as subdomain-level results However, different formats (Interview – Parent – Teacher)should not be compared – results may be confounded bybehavioral changes in home vs. school settings.81Vineland Adaptive Behavior Scales, Third Edition 82Progress Report:Item-Level ComparisonsTime 1Time 2Intervention GuidanceVineland Adaptive Behavior Scales, Third Edition 838414
10/26/2016NEW: Intervention Guidance Available for Comprehensive form reports only. Identify examinee’s weakest subdomains & refer to item-leveldata to identify specific behaviors in need of intervention.Vineland Adaptive Behavior Scales, Third Edition 8586Vineland-3 – Digital Options For more information on digitaladministration, scoring, & reportingvia Q-global: Two basic pricing options for the Vineland-3 on Q-global:Visit HelloQ.com for more information about Q-globalFree training webinars are available on the Vineland-3 productpage at www.pearsonclinical.com Pay-per-report (on-screen administration, scoring, &reporting) Domain-LevelComprehensive Unlimited-use scoring subscription* (manual entry ofresponses from paper forms – does not include onscreen administration)*Available in 1-, 3-, or 5-year termsVineland Adaptive Behavior Scales, Third Edition 87Vineland Adaptive Behavior Scales, Third Edition 88Questions?J. Lynsey Psimas, PhD, LCP, NCSPClinical Assessment Consultant1-800-627-7271 x 262241Lynsey.psimas@pearson.comCustomer on.comVineland Adaptive Behavior Scales, Third Edition 8915
Vineland Adaptive Behavior Scales, Third Edition 2 History of Measuring Adaptive Behavior Early 1900’s - The construct of adaptive behavior has early roots in the history of defining Intellectual Disability (ID). 1950 - The American Association on Mental Deficiency published a manual that formally including adaptive behavior deficits, in
Strategic Brand Management Exeter MBA and MSc –Day 2 Brand Strategy Jack Buckner Aaker’s Brand Identity System BRAND IMAGE How the brand is now perceived BRAND IDENTITY How strategists want the brand to be perceived BRAND POSITION The part of the brand identity and value pro
evaluated through a case study, where the difference between Happy Plugs' brand identity and brand image is analyzed. The method was designed using Kapferer's Brand Pyramid and Brand Identity Prism. Both qualitative and quantitative data is used to examine how wide the gap between Happy Plugs' brand identity and brand image is. The Happy .
Appendix 3: Brand Identity: Kapferer's Identity Prism, Kapferer, 2004 The brand identity is what brand managers would like their brand to be, what it stands for and what makes it unique. The Brand Identity Prism, created by Kapferer, is a tool that allows communicating the identity of the brand. The Prism is divided into 6 aspects: Physical .
brand equity, brand image, brand personality and brand extension. 2. Brand Extension. Brand extension is a marketing strategy in which new products are introduced in relation to a successful brand. Various experts have defined brand extensions differently . though, these definitions look quite similar. Kotler and Armstrong (2002) defined brand
Brand values help to remain true to your brand values and will increase employee engagement. Benefit 2 Brand values make your brand more memorable. Benefit 3 Brand values will create deep emotional connections with your audience. Benefit 4 Brand values will maintain brand authenticity. Benefit 5 Brand values will guide everyone on your team .
brand awareness, brand association, perceived quality and brand loyalty to estimate brand equity [11]. Reference on Aaker, we define brand asset with four dimensions: brand awareness, brand association, perceived quality and brand loyalty. Brand awareness is the ability to consumers or potential consumers to realize relationships between a certain
brand foundation. brand application. 1.1 the meaning of a brand 04 1.2 brand promise 05 1.3 brand pillars 06 1.4 brand character 11 1.5 centering idea 12 1.6 brand (ethos) declaration 13 4.0. contact. contact 55. 2.0. brand elements. 2.1 logo explaination 15 2.2 logo 16 2.3 brand voice 26 .
where the sender represents the company that communicates a brand identity (Kapferer, 2012). Brand identity is primarily how a company seeks to identify itself and it includes brand values, aim and moral image, which together constitute the essence of individuality that differentiate the brand (de Chernatony & Harris, 2001).
