1. Children with Autism and Adaptive Behaviour the ability to adapt to the environment The Vineland Adaptive Behaviour Scales Second Edition (Venn, 2007)

2. Autism Spectrum Disorder’s (ASD) primary characteristics Impaired Social InteractionsImpaired Communication Restricted patterns of behaviours interests and activities *The above behaviours range in a variety of combinations and severity. (Manitoba Education Citizenship, and Youth, 2005)

3. Obtaining information about adaptive behaviour in children with autism is important as it enables us to evaluate how well the child is able to function in their environment and care for him or herself. (Perry, Flanagan, Geier and Freeman, 2009)

4. The Vineland Adaptive Behaviour Scales II assesses the following domains: Communica- tion Daily Living Skills SocializationMotor Skills (Sparrow, Cicchetti and Balla 2006; Venn 2007)

5. Communication Domain includes: Expressive Receptive Written (Sparrow, Cicchetti and Balla 2006)

6. Daily Living Domain Practical Self-Help Skills Dressing Toileting TellingT ime Hygiene Eating (Sparrow, Cicchetti and Balla 2006; Venn 2007)

7. Socialization Domain 1. Interpersonal Relationships Recognizes emotions in others, show interest in others 2. Play and Leisure Time Shares, takes turns, follows rules, plays cooperatively 3. Coping Skills Controls emotions, transitions between activities (Sparrow, Cicchetti and Balla 2006)

8. Gross Motor Fine Motor (Sparrow, Cicchetti and Balla 2006)

9. Scores (Perry, Flanagan, Geier and Freeman 2009; Venn 2007). Standard scores, percentiles and adaptive behaviour scores are given for each domain (motor skills norms are only available for children under 6) Scores across domains can be combined to create an overall Adaptive Behaviour Composite score.

10. (Perry, Flanagan, Geier and Freeman, 2009). Understanding of adaptive behaviour profiles in autism assists in: Clinical Diagnostics I.E.P. Development Program planning

11. Too much emphasis I.Q. Not enough emphasis Functional Skills In children with autism that have boarderline I.Q. there may be: (Perry, Flanagan, Geier and Freeman, 2009).

12. appropriate consistent across settings Adaptive interventions should be: (McCarney, McCain and Bauer 1995)

13. References Manitoba Education, Citizenship and Youth. (2005). Supporting inclusive schools: A handbook for developing and implementing programming for students with autism spectrum disorder. 1970 Ness Avenue, Winnipeg MB R3J 0Y9 McCarney, S., McCain, B., Bauer, A. (1995). Adaptive Behaviour Intervention Manual. 800 Gray Oak Drive, Columbia, MO: Hawethorn Educational Services, Inc. Perry, A., Flanagan, H., Geier, J., Freeman, N. (2009). Children with Autism spectrum disorders at different cognitive levels. Journal of Autism Developmental Disorders. 39. p 1066-1078. doi: 10.1007/s10803-009- 0704-9 Sparrow, S., Cicchetti, D., Balla, D. (2006). Vineland adaptive behavior scales, second edition. Pearson, 19500 Bulverde Road, San Antonio, TX 78259 Venn, J. (2007). Assessing students with special needs, Fouth Edition. Upper Saddle River, N.J.: Pearson Education Inc.

14. Contact Information Cathy Grain Resource Teacher Brandon School Division Email: grain.cathy@brandonsd.mb.cagrain.cathy@brandonsd.mb.ca Phone: 204-729-0332