Presentation on theme: "VINELAND ADAPTIVE BEHAVIOR SCALES – 2 ND ED. Bahar Mansur Seton Hall University."— Presentation transcript:
VINELAND ADAPTIVE BEHAVIOR SCALES – 2 ND ED. Bahar Mansur Seton Hall University
Vineland-II: At a Glance Purpose: To measure personal and social skills needed for everyday living from birth to adulthood. Publisher: Pearson Age Range: Birth to 90 years Time to Administer: 20 – 60 minutes Qualification Level: Graduate/post-graduate qualification Price: $ for the Complete Starter Kit
Vineland-II: Forms 4 Forms: 1. Survey Interview Form Semi-structured interview format 2. Parent/Caregiver Rating Form 3. Expanded Interview Form 4. Teacher Rating Form
Vineland-II: Domains Adaptive Behavior Composite An overall assessment of an individuals level of adaptive behavior Communication Domain How an individual speaks, understands others, and uses written language Motor Skills Domain How the individual uses arms, legs, hands, and fingers for movement, coordination, and to manipulate objects Daily Living Skills Domain The practical skills and behaviors that are needed to take care of oneself Socialization Domain The skills and behaviors that are needed to get along with others and for use in free-time activities Maladaptive Behavior Domain Measure of undesirable behaviors that may interfere with adaptive behaviors
Vineland-II: Subdomains DomainsSubdomains CommunicationReceptive Expressive Written Daily Living SkillsPersonal Domestic Community SocializationInterpersonal Relationships Play and Leisure Time Coping Skills Motor SkillsFine Gross Maladaptive Behavior (Optional) Internalizing Externalizing Other
Vineland-II: Validity & Reliability Test Content: Theoretically and empirically linked to target behaviors defining skills needed for adaptive behavior Measurement Bias: Mean scores very similar across age, gender, ethnic groups, etc Concurrent Validity: Highly correlated with VABS Moderately to Highly correlated with the BASC-II Internal Consistency Coefficients range from.80 to.90 Test-Retest Coefficients range between.86 to.92 Validity Reliability
Vineland-II: Norms & Standardization A nationally representative sample of 3,687 individuals that were assessed across 44 states 20 age groups: Evenly split between males and females Ages ranged from birth to 90 years Population based on the 2001 U.S census Gender, SES, Community Size, Ethnicity, Geographic Region Clinical Populations proportionally represented based on 2004 Congressional Report ADHD, Speech and Language impaired, LD, etc.
Vineland-II: Format Survey Interview Form: Lists items by sub-domains Total of 433 items General Administration: Start Point determined by chronological age Do not read items verbatim to respondent, ask broad to specific interview questions Maladaptive Section does not require general questions Just describe the behavior and ask whether the individual always, sometimes, or never engages in the behavior
Vineland-II: Scoring Item Scores: 2 = Usually or habitually occurs without help 1 = Performed sometimes without help or reminders 0 = Never performed without help Basal & Ceiling Rules: Basal = 4 consecutive scores of 2 Basal Item = Highest item # in the set of 4 scores of 2 Ceiling = 4 consecutive scores of 0 Ceiling Item = Lowest item # in the set of 4 scores of 0
Vineland-II: Interpretation Scoring Interpretation: Raw scores V-scale scores for sub-domains Standard scores for domains and ABC Confidence Intervals Percentile Ranks Age Equivalents Strengths & Weaknesses Interpretive Steps: 1. Describe General Adaptive Functioning 2. Describe performance in all domains and sub- domains 3. Interpret the pattern of domain standard scores to identify strengths and weaknesses 4. Generate hypotheses about profile fluctuations
Vineland-II: Critical Reviews Mental Measurement Yearbook Vineland-II reflect the greater cultural expectations for adaptive behavior The theoretical model is well described and well supported by previous and current research. Users should be cognizant of the inherent limitations of any instrument that relies solely on indirect measures of behavior such as ratings or interviews of third-party respondents
Vineland-II: Adaptive Level Descriptions and Profile Comparisons Adaptive LevelSD from the Mean Standard Score Range v-Scale score ranges Percentile Rank Range High2.0 or above130 and above21 and above98 and above Moderately High 1.0 – – – 2084 – 97 Adequate-1.0 – – – 1718 – 83 Moderately Low -2.0 – – 8510 – 123 – 17 Low-2.0 or below70 and below9 and below2 and below Vineland-II: Profile Comparisons High Functioning Autism and Asperger Syndrome Autism and Mental Retardation Normal Development and ADHD Normal Development and Hearing Impaired Nonspecific Mental Retardation and Down Syndrome
Case Study: Anthony Background Information: Age: 3-5 Lives in a home in northern New Jersey Lives with mother, father, older brother, and younger sister Described as very lively and energetic Respondent: Mother
Kohlbergs Stages of Moral Development Pre-conventional Morality Stage 1: Obedience and Punishment The earliest stage of moral development is especially common in young children. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. Stage 2: Individualism and Exchange At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs.
Case Study: Results Domain Standard ScoresSubdomain v-Scores Communication = 100 Strength Adequate Receptive = 16 Expressive = 15 Written = 14 Daily Living Skills= 93Adequate Personal = 14 Domestic = 14 Community = 14 Socialization = 85Moderately Low Interpersonal Relationships = 12 Play and Leisure Time = 15* Coping Skills = 10* Motor Skills = 91Adequate Gross = 14 Fine = 13 Adaptive Behavior Composite = 90
Interpretations & Recommendations Interpretations: Communication Domain: Personal Strength Receptive, Expressive, and Written subdomains Socialization Domain Play and Leisure Time subdomain: Personal Strength Coping Skills subdomain: Personal Weakness Interpersonal Relationships: Moderately Low adaptive level Recommendations: Anthony may benefit from a daily schedule (using visual cues) to ease in transitions from different activities More structure in home environment to ease into the transition into preschool Since he has a very playful nature, and is able to communicate his needs well, Anthony may benefit from a reinforcement system that would promote his positive behaviors when interacting with peers his age For example: Frequent verbal praise, token economy system, etc.
References Sparrow, S.S., Cicchetti, D.V., Balla, D.A. 2005). Vineland Adaptive Behavior Scales, Second Edition: Survey Forms Manual. Pearson Assessments: Minneapolis, MN. Stein, S. (N.D.A). Review of the vineland adaptive behavior scales, 2 nd edition. Mental Measurements Yearbook. Widaman, K.F. (N.D.A.). Review of the vineland adaptive behavior scales, 2 nd edition. Mental Measurements Yearbook.