Gail C. Rodin, PhD Assessment Consultant Pearson/PsychCorp

Gail C. Rodin, PhD Assessment Consultant Pearson/PsychCorp
Introducing Gail C. Rodin, PhD Assessment Consultant Pearson/PsychCorp

TODAY’S AGENDA Review of adaptive behavior Overview of Vineland-3
Changes from Vineland-II General administration guidelines The semi-structured interview Administration/scoring/reporting using Q-global Q & A

Review of Adaptive Behavior

What is Adaptive Behavior?
Definition: The performance of daily activities required for personal and social sufficiency Two major facets: The degree to which the individual is able to function and maintain him-/herself independently The degree to which he/she satisfactorily meets the culturally imposed demands of personal and social responsibility

What is Adaptive Behavior?
Definition implies that adaptive behavior is: Age-related Important activities differ by age Evaluated in a social context In reference to expectations and standards of others Modifiable In contrast to cognitive ability Defined by typical performance Not by ability Ability is necessary, but not sufficient

Adaptive Behavior = Typical Performance
Ability is necessary for performance of daily activities BUT . . . An individual’s adaptive behavior is inadequate if the ability is not demonstrated when required Examples?

Role of Adaptive Behavior in Defining Intellectual Disability
Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18. American Association on Intellectual and Developmental Disabilities (AAIDD) [formerly: American Association on Mental Retardation (AAMR)], 2010.

Operationalizing “Significant Limitations”
Typically defined as scores that are 2 or more standard deviations below the mean (SS < 70) on measures of: Cognitive ability (IQ) -and- Adaptive behavior

Measuring Adaptive Behavior
Most common method is via reporting by informant(s) familiar with adaptive behavior of individual being assessed “Using standardized adaptive behavior measures to determine significant limitations in adaptive behavior usually involves obtaining information regarding the individual’s adaptive behavior from a person or persons who know the individual well.” (AAIDD, 2010) I.e., the individual being evaluated does not participate in the adaptive behavior assessment

Measuring Adaptive Behavior (cont.)
Why not measure adaptive behavior directly (the way we measure cognitive ability)? Direct administration of tasks determine maximum performance in a contrived situation We want to measure typical performance in an everyday situation

Measuring Adaptive Behavior (cont.)
Why not measure adaptive behavior via direct behavioral observation (the way we sometimes measure other types of behavior – e.g., using BASC-3 Student Observation System)? This does allow us to assess in naturalistic setting(s) However, adaptive behavior includes too broad an array of behaviors to make such observation feasible

Overview of Vineland-3

Vineland-3 – The Basics An individually administered measure of adaptive behavior Available in three administration forms: Interview Form Comprehensive With or without item-level probes Domain-Level Parent/Caregiver Form Teacher Form

Record Forms The six form levels are the interview, parent/caregiver, and teacher forms, each in comprehensive and domain-level. However, there are 9 total record forms available, including comprehensive interview with probes; a comprehensive interview w/out probes, a domain level interview form; a comprehensive parent/caregiver form and a domain-level parent/caregiver form; a comprehensive teacher form and a domain-level teacher form, and a comprehensive parent/caregiver Spanish form and a domain-level parent/caregiver Spanish form.

Parent/Caregiver Form Q: Why use the Interview Form?
Vineland-3 Instruments Interview Form Parent/Caregiver Form Teacher Comprehensive Domain-Level Core Adaptive Scores 3 Domains 9 Subdomains Overall ABC Optional Domains Motor Skills Maladaptive Behavior Age Range Birth to 90+ 3 to 90+ 3 to 21 Item Count 502 195 180 333 149 I’m going to talk about some of the updates next, but first I wanted to show this slide, which is kind of an overview table. I want to point out some of the major features that are not changing. There are still the three basic administrations: Interview, parent/Caregiver, and Teacher. The interview form is completed by a professional who interviews a respondent, typically a parent/caregiver who can report knowledgably on the adaptive behavior of the examinee. The parent/caregiver form is completed by a parent, caregiver, or other respondent who describes the examinee’s adaptive behavior using a rating scale format, and the teacher form is completed by a teacher or daycare provider who describes the examinee’s adaptive behavior in the school or structured daycare setting using a questionnaire format. As with previous versions, the examinee is reported on by a parent, caregiver, or teacher, but he or she does not participate in the assessment. All of the domains and subdomains are the same, and the age range remains the same: birth to 90+ in the interview and parent/caregiver form and 3-21 in the teacher form. What you’ll see that is new here are the domain level forms, which is the brief administration for eligibility purposes. The Domain-Level forms are brief versions of the Comprehensive and provide reliable, valid domain-level scores. These domain level scores are appropriate for diagnosis or determining qualification for services and can be used for examinees ages 3 years and older. Each of these forms can be administered online or using a paper Record form. Online administration is available on Q-global, Pearson’s secure online-testing, scoring and reporting system, which I’ll talk more about in a bit. Record form, or booklet administrations can be scored either using Q-global or by hand. Q: Why use the Interview Form?

Vineland-3 Interview Form
Weakness of third-party reporting is greater susceptibility to inaccuracy E.g., parent’s faulty memory or biased perception Interview Form counters this potential inaccuracy

Vineland-3 Comprehensive Interview Form Correlations with Parent/Caregiver Form
Domain Ages 3 – 6 Ages 7 – 11 Ages 12 – 20 Communication .82 .55 .75 Daily Living Skills .67 .62 Socialization .53 .38 .69 Adaptive Behavior Composite .72 .63 .83 Motor Skills .57 -- Despite parallel item content, most correlations are only in the moderate range

Why Conduct an Interview? Wouldn’t a Parent Rating Scale be Easier?
Reduces likelihood of “response bias” A respondent may be motivated to: Provide an unrealistically positive picture of an individual’s functioning -or- Exaggerate an individual’s deficits Why?

Much easer to give biased answers if the respondent knows the items that are being scored Why we don’t ask specific item questions or allow respondent to read items during interview Also, the rapport created by the interview format encourages greater candor in respondents Warm, human interaction helps develop respondent trust, which improves accuracy of descriptions of functioning

Be on the lookout for positive or negative response bias Respond by asking for additional details and specific examples that explore the individual’s behavior in detail Often clarifies how behavior should be scored

Other advantages of semistructured interview: A positive testing environment that emphasizes what individual does do Rather than focusing on what they don’t do Provides far richer, more in-depth information about an individual’s functioning Ensures more accurate scoring As scoring done by professional rather than respondent

Semistructured Interview
Focus of interview decided by interviewer Idea is to understand respondent’s point of view, not to judge Questions are open-ended No two interviews ever the same

Summary: Interview vs. Parent/Caregiver Form
Both forms: Cover same adaptive behavior areas Require adult informant familiar with examinee’s everyday functioning Parent/Caregiver form can be a source of under- or over-reporting, either deliberately or unintentionally Interview format allows clinician to correct this, and to probe more deeply for understanding Interview form is the “gold standard” but not always feasible due to time, location, etc. Interview Form Versus Parent/Caregiver Form As I mentioned, both the interview form and the parent/Caregiver Form cover the same adaptive behavior areas. Both approaches require an adult informant who is familiar with the examinee’s everyday adaptive functioning; the difference is the role of the professional examiner in the interview format. A major advantage that the professional interviewer provides is as a corrective against various sources of inaccuracy that can affect a parent questionnaire approach. One potential source of inaccuracy is the parent or caregiver’s inability to adequately comprehend the item content and/or scoring rules of a rating form. Even though wording of the Vineland–3 Parent/Caregiver Form has been simplified compared to the Vineland–II Parent/Caregiver Rating Form and a Spanish version has been introduced, some parents or caregivers may still struggle with the reading involved. The item scoring rules are somewhat complex and respondents with little or no testing experience may have trouble following them accurately. The interview format circumvents these potential problems, because it is the professional interviewer, not the respondent, who reads and scores the items. A parent or caregiver’s misreporting of the individual’s adaptive competencies—either underreporting or over-reporting them—is another source of possible inaccuracy in the parent questionnaire approach (Lachar, 2007; Sattler & Hoge, 2006; Wells, 1981). Misreporting can be deliberate or unintentional (Sattler & Hoge, 2006). Deliberate distortion may be motivated by an attempt to influence the outcome of the assessment, for example, to gain services or compensation (which would motivate underreporting), or to avoid having the examinee being labeled as “special needs” (which would motivate over-reporting). Unintentional distortion can include exaggeration of a child’s competencies stemming from basic parental pride, while underreporting may reflect frustration with a difficult parenting situation, an attempt to gain sympathy, or any number of other emotionally driven responses. The experience and judgment of a professional interviewer should, in most cases, serve as a corrective against misreporting. The interviewer’s knowledge of child development and of specifics of the examinee’s situation (e.g., the referral concern) provide a “reality check” for the parent or caregiver’s descriptions of the examinee’s behavior. The interviewer can and should be on the lookout for positive or negative exaggeration when conducting the interview. He or she can respond to apparent exaggeration by asking questions that explore the examinee’s behavior in detail. Asking the respondent for examples of the specific behavior being discussed can often clarify how the behavior should be scored. Although sensitive and effective questioning may not totally counteract response distortion, it usually helps lessen its effects. Another important benefit of the interview format is the more in-depth picture of the examinee and his or her home situation that can be obtained from a structured discussion with the parent or caregiver. This is lacking when the parent or caregiver simply completes a questionnaire. In comparing the two methods, Goldstein, Smith, Waldrep, and Inderbitzen (1987) concluded that “the more open-ended nature of the Vineland ABS procedure frequently promotes response elaboration and elicits more information than does the rating scale” (p. 5). Despite the substantial benefits of the interview method of adaptive behavior assessment, meeting the parent or caregiver for a face-to-face interview may not be possible. In these cases, the Vineland–3 Parent/Caregiver Form can provide a reliable and valid method of obtaining a profile of adaptive behavior scores, providing that certain conditions are met. For one thing, the parent or caregiver must be able to read and comprehend the form. Also, the professional must judge that the parent’s or caregiver’s responses will be relatively free of underreporting or over-reporting. The more contact the professional is able to have with the parent or caregiver, the firmer the foundation for such a judgment. Finally, although there is usually no reason to use both the Interview and the Parent/Caregiver Form in the same assessment, there may be occasions when it makes sense. For example, a busy school psychologist may choose to have a parent complete the relatively brief Domain-Level Parent/Caregiver Form for a child whose eligibility for special education services appears borderline. If the scores confirm eligibility, the psychologist could use the Comprehensive Interview Form as one basis for developing the student’s IEP

Complements Interview Form or Parent/Caregiver Form
Teacher Form in Combination with Interview Form or Parent/Caregiver Form Complements Interview Form or Parent/Caregiver Form Best practice to obtain input from different informants Some jurisdictions require both parent/caregiver and teacher reports for adaptive behavior assessments under IDEA Whereas the Interview Form and Parent/Caregiver Form will typically not be used together in the same assessment, the Teacher Form very often provides a useful complement to either of these for examinees who are in a structured daycare, preschool, or grade school setting. The perspective of a second informant who observes the examinee in a different setting helps broaden and enrich the picture of the examinee’s adaptive competencies. Generally speaking, it is considered best practice in the assessment of children and adolescents to obtain input from different informants, and some jurisdictions require both parent/caregiver and teacher reports in adaptive behavior assessments under the Individuals with Disabilities Education Improvement Act of 2004 (commonly known as IDEA). Chapter four of the Vineland manual provides a discussion of the interpretation of results from the Teacher Form in combination with those from the Interview or Parent/Caregiver Form

Vineland-3 Comprehensive Interview Form
Includes 502 items Core items: 381 Optional items: 121 Motor Skills: 77 Maladaptive Behavior: 44 Most domains/subdomains have more items: For example: Communication: 99 (V-II)  126 (V-3) Daily Living Skills: 109 (V-II)  143 (V-3) Socialization: 99 (V-II)  169 (V-3)

Completed by a professional who interviews respondent who can report knowledgably on adaptive behavior of examinee Typically, but not necessarily, a parent

May be administered in two ways: Digital administration using Q-global No record form required Enter responses directly into Q-global Q-global automatically scores and generates report Using paper record form Record responses on record form Then enter responses into Q-global for automated scoring and reporting

Comprehensive Interview Form Approx. Completion Times (in Minutes)
EXAMINEE AGE CORE DOMAINS MOTOR SKILLS (Optional) MAL. BEHAVIOR (Optional) 0 – 2 20 – 25 4 – 5 NA 3 – 9 35 – 40 2 – 3 3 – 4 10 – 90+ 25 – 30 The time needed to complete the Vineland–3 depends on (a) the particular form used, (b) the age of the examinee, and (c) whether or not the optional Motor Skills and/or Maladaptive Behavior domains are included. This table provides approximate completion times from the standardization studies. Completion time in any particular instance may differ due to factors such as interviewer thoroughness or the amount of time a parent or teacher spends thinking about how to answer each item. The values you see here pertain to online completion times only. Because of the way the forms are set up, paper administration usually takes longer than online administration for the Comprehensive forms. However, Domain-Level form completion times should be similar between online and paper.

Content of Vineland-3 Comprehensive Interview Form
COMMUNICATION DOMAIN Subdomain Definition Receptive Attending, understanding, and responding appropriately to information from others Expressive Using words and sentences to express oneself verbally to others Written Using reading and writing skills

DAILY LIVING SKILLS DOMAIN Subdomain Definition Personal Self-sufficiency in such areas as eating, dressing, washing, hygiene, and health care Domestic Performing household tasks such as cleaning up after oneself, chores, and food preparation Community Functioning in the world outside the home, including safety, using money, travel, rights and responsibilities, etc.

SOCIALIZATION DOMAIN Subdomain Definition Interpersonal Relationships Responding and relating to others, including friendships, caring, social appropriateness, and conversation Play and Leisure Engaging in play and fun activities with others Coping Skills Demonstrating behavioral and emotional control in different situations involving others

ADAPTIVE BEHAVIOR COMPOSITE A composite of the Communication, Daily Living Skills, and Socialization Domains

MOTOR SKILLS DOMAIN (Optional) Subdomain Definition Gross Motor Physical skills in using arms and legs for movement and coordination in daily life Fine Motor Physical skills in using hands and fingers to manipulate objects in daily life

MALADAPTIVE BEHAVIOR DOMAIN (Optional) Internalizing Problem behaviors of an emotional nature Externalizing Problem behaviors of an acting-out nature Critical Items More severe maladaptive behaviors; do not form a unified construct, and therefore are not scored as a scale

Correlations Between Vineland-3 and ABAS-3
Detailed in Vineland-3 Manual in Tables and 7.28 (pp. 200 – 201) Only Vineland-3 Parent/Caregiver forms used Overall composite scores (Vineland-3 ABC vs. ABAS-3 GAC): Moderate Domains: Low to moderate Depending upon degree of content similarity Subdomains: Moderate Again, not good one-to-one matches for comparison

Correlations Between Vineland-3 and ABAS-3
Conclusions: Nearly all correlations are positive Overall composite scores correlate moderately Indicates two instruments measuring same general area But pattern of correlations between their specific scales indicate they divide up adaptive behavior arena in different ways ABAS-3 mean scores tend to be slightly higher Implications?

Vineland-II  Vineland-3 Updates and Changes

What Hasn’t Changed Three basic administrations:
Interview Parent/Caregiver Teacher Domain and subdomain structure

Normative Age Ranges Interview Form Parent/Caregiver Form Teacher Form
Comprehensive: Birth – 90+ Domain-Level: 3 – 90+ Parent/Caregiver Form Teacher Form Comprehensive: 3 – 18 years Domain-Level: 3 – 18 years Norms for 18-year-olds can also be used for ages 19 – 21

New Comprehensive Forms
VINELAND-II FORM VINELAND-3 COMPREHENSIVE FORM Survey Interview & Expanded Interview Forms Comprehensive Interview Form Parent/Caregiver Rating Form Comprehensive Parent/Caregiver Form Teacher Rating Form Comprehensive Teacher Form

Vineland-3 Domain-Level Forms
Brief versions of the Comprehensive forms Available for ages 3 years and older Provide reliable, valid domain-level scores Appropriate for: Diagnosis Determining eligibility for services

Interview vs. Parent/Caregiver Forms
In Vineland-II, these contained same item wording and used same norms User feedback indicated that item wording was well-suited for use and interpretation by professional interviewers But could pose challenges for parents/caregivers completing forms on their own Interview and Parent/Caregiver Forms still cover same adaptive behavior areas But wording of Parent/Caregiver items now much simpler (~5th-grade reading level) Different wording requires different norms

Updated Item Content Content updated to reflect changes in:
Nature of everyday life E.g., advances in technology and its increased use Conceptions of developmental disabilities E.g., autism spectrum disorders You will see items that are: Retained without changes Revisions of Vineland-II items New to Vineland-3

Changes to Motor Skills Domain
Vineland-II Motor Skills Domain Normed for ages birth – 6 years Included in Adaptive Behavior Composite (ABC) Vineland-3 Motor Skills Domain Now normed up to age 9 No longer included in ABC Domain is now optional Adult Motor Skills norms no longer provided

Changes to Item Scoring for Interview and Parent/Caregiver Forms
RESPONSE OPTION VINELAND-II VINELAND-3 2 Usually Usually (Interview) Usually or Often (P/C & T) 1 Sometimes or Partially Sometimes Never Maladaptive Domain Often Don’t Know (DK) No Opportunity (N/O) Options eliminated, replaced by estimates The modifications to scoring response are shown here. The response options are 0,1,2 based on frequency. There is a change from Vineland-2 to Vineland-3 in that a score of 1 is now sometimes instead of sometimes or partially. So in order to get a score of 1, an individual has to be performing the action fully as it is described. In the Vineland-II, a score of 1 could be obtained if an individual performed the behavior sometimes with independence, or performed only part of the behavior with independence, and the scoring method gave credit for partial independence. However, The Vineland-3 considers a behavior fully independent only if the entire behavior is performed. The label for a score of 2 on the adaptive behavior items has been changed from “Usually” to “Usually or Often” for Parent/Caregiver Form and Teacher forms. The Interview label for a score of 2 remains Usually. ■■ In the optional Maladaptive Behavior section, the label for a score of 2 has been changed from “Usually” to “Often.” ■■

Introduction of Estimated Item Responses
When respondent indicates they’ve had no opportunity to observe a behavior: Ask them to estimate frequency of the behavior Record this estimated item score Check the Estimated checkbox for that item In Vineland-II was on Teacher Form only Rationale is that a very familiar respondent’s “educated guess” will be more accurate than an assignment of DK or N/O, which were given partial credit (i.e., a score of 1) in Vineland-II

Later Start Ages, Extended Age Norms
Domain Subdomain Ages Administered Communication Receptive All Expressive Written 3 and Older Daily Living Skills Personal Domestic/Numeric* Community/School* Socialization Interpersonal Relations Play and Leisure Coping Skills 2 and Older Motor Skills Gross Motor Birth through 9 Fine Motor Maladaptive Behaviors 3 through Adult * Different Subdomain used in the Teacher Form

Addition of Spanish Translation of Parent/Caregiver Form
Available for both Comprehensive and Domain-Level versions Note, however, that none of Vineland-3 research data were collected using these Spanish forms This includes data used to generate norms

Vineland-3 Report Updates
Reports may now include: Item-level comparisons Intervention guidance

Addition of Item-Specific Probes to Comprehensive Interview Form
Help less experienced interviewers conduct more effective interviews Also helps them reach full proficiency more quickly

Item-Specific Probes with Q-global Digital Administration
Clicking on Probe reveals same item-specific probes included on the paper record form

Addition of Suggested Interview Questions to Comprehensive Interview Form
Suggested Interview Questions for each Interview Topic are also provided Interview Topics listed in record form at the beginning of each subdomain But where are the Interview Questions??? In Appendix G of the Manual (begins on p. 317) You may want to copy pp. 317 – 321 and keep them handy when administering using paper forms

Exciting Features Available with Q-global Digital Administration Only
In Q-global, Suggested Interview Questions are right where you would expect (and want) them to be

Changes to Basal and Ceiling Rules on Comprehensive Forms
BASAL/ CEILING VINELAND-II VINELAND-3 Interview Basal 4 consecutive scores of 2 Ceiling 4 consecutive scores of 0 Parent/ Caregiver Parent completed entire form 5 consecutive scores of 2* 5 consecutive scores of 0 Teacher Teacher completed age range Here is some information on the changes to the basal and ceiling rules. In the comprehensive interview form, everything remains the same, so the basal will continue to be four consecutive scores of 2 and the ceiling will continue to be four consecutive scores of zero. However, in the parent/caregiver form and the teacher forms, there are now basal and ceilings where, previously in the Vineland II, when a rater was completing the forms, they just completed all items on the form. Again, this is one of the things that is done for you with the online administration and this does shorten the administrative time. Using basal and ceiling rules in the Comprehensive forms enables the user to reasonably assume that items well below or well above the examinee’s level of functioning can be skipped to make administration shorter and more efficient. When scoring subdomains, items below an established basal are assigned scores of 2 on the assumption that they would have received scores of 2 if administered. Similarly, items above an established ceiling are assigned scores of 0 on the assumption that they would have received scores of 0 if administered. The specific implementation of basal and ceiling rules in the Comprehensive Interview, Parent/Caregiver, and Teacher Forms is covered in the sections that describe each form’s administration in detail. *Note that these basal rules can be applied only when using Digital Administration on Q-global

Introduction of automated basal and ceiling rules for the Comprehensive Parent/Caregiver and Teacher Forms Restricts items that respondent must complete to those within the examinee’s developmental level Replaces extremely conservative age-based start points in Vineland-II &-3 versions of these forms Vineland-3 paper forms do include ceiling rules (5 consecutive scores of 0) Respondent is unaware of: Adaptive nature of item presentation Application of basal and ceiling rules

Note that in Q-global items: Are presented in groups of related items E.g., Following Complex Instructions Are not consecutive items in record form Ordered to facilitate interview Begin with items that precede child’s age-based Start Point Provide a Suggested Interview Question to begin the interview in this area Will automatically adapt depending on responses I.e., basal rules, required reversals, and ceiling rules will automatically be implemented for you

Clicking on Scoring Criteria reveals tips on how to score each item Scoring Criteria are also available for paper administration, but must be viewed in Appendix G on pp. 321 – 338 of the Manual Again, you may want to copy these for use when administering interview using paper form

Summary: Why Q-global is Easier Than Paper
Automatically keeps track of basal, ceiling, and subdomain completion rules INTERVIEW FORM: Q-global conveniently organizes items with related content by topic Interview Topics include 2 to 6 items All information for the items within an Interview Topic is displayed on a single screen Both Suggested Interview Questions and Item-Level Probes are easily viewed More info about the online administration. There are now options for online completion of all 3 forms: Interview, parent/caregiver, and teacher forms, using Q-Global, Pearson’s online administration, scoring, and reporting system. As I mentioned on the previous slide, the ability of computer software to adapt item delivery based on responses to previous items allows basal and ceiling rules to be implemented in the online Vineland–3 Parent/Caregiver and Teacher Forms without the respondent having to keep track (or even be aware) of them. Basal and ceiling rules are used in the Comprehensive versions of these forms, but not the Domain-Level versions. For the Interview form, the process is the same as on Vineland II where you are generating discussions about topic areas, but Q-Global will conveniently organize the items related to a topic, and they will be presented on the screen two to six items at a time within a topic, with all information within a topic displayed on a single screen. I also mentioned that Suggested questions and probes have been added to the Vineland–3 Interview Form. This was done to help inexperienced interviewers conduct more effective interviews and to help shorten the time needed for them to reach full proficiency. Use of these suggested questions and probes is optional, but Q-global capabilities allow the questions and probes to be seamlessly integrated into the online Interview Form. Online administration offers many advantages, including: (1) no need for ordering, storing, mailing, etc. of paper test materials; (2) Q-Global automatically administers the correct items in the correct sequence, rather than the person who is completing the form having to keep track of and follow item completion rules; and (3) immediate, error-free scoring and reporting. Recommended administration hardware includes: All the Vineland-3 forms can be administered on a tablet (android or iPad) and some forms can be administered via a smart phone. For the best administration experience we recommend using a computer or tablet as the forms have been designed for a large screen. If you choose to use a smart phone, we recommend administering the following forms only: 1. Vineland-3 Comprehensive Parent/Caregiver 2. Vineland-3 Domain-Level Parent/Caregiver 3. Vineland-3 Comprehensive Teacher 4. Vineland-3 Domain-Level Teacher We do not recommend using a smart phone to administer the Vineland-3 Comprehensive Interview or the Vineland-3 Domain-Level Interview. This is due to the amount of text that needs to be displayed on screen to administer these forms

General Preparation and Administration Guidelines

Preparing to Administer the Vineland-3 Interview Form
Decide which form(s) to administer Select the respondent(s) Decide between online and paper administration Decide whether or not to include the optional Motor Skills and Maladaptive Behavior domains As you prepare to administer the Interview form, you will make several decisions: 1.Which form to administer 2. Who will serve as the respondent 3. 4. Will you use online or paper administration and will you include the optional motor skills and maladaptive behavior domains. Let's take a closer look at each of these topics.

Selecting the Respondent
Should be someone very knowledgeable about examinee’s everyday behavior Should be someone living in the same home as the examinee If examinee is in a residential care setting, select someone who provides care in that setting For children, best respondent is usually the primary caregiver

Do not conduct the interview over the phone
Establishing Rapport Important for obtaining valid results Take time at beginning of interview to establish a warm, conversational tone Introduce yourself and use your first name If comfortable doing so Maintain good eye contact Smile often to express understanding, reassurance Be sincerely interested, supportive, nonjudgmental Encourage respondent to ask questions at any time during interview Do not conduct the interview over the phone

Introducing the Interview
Explain . . . Purpose of the overall evaluation The role of adaptive behavior assessment as part of the evaluation How the Vineland-3 interview will be used to evaluate examinee’s adaptive behavior First, thoroughly explain (or review) the purpose of the overall evaluation and the role of the adaptive behavior assessment in that process. Important decisions or outcomes (e.g., diagnostic or placement decisions) may stem from the evaluation, and you should be candid about how those decisions or outcomes will be determined. Answer all questions forthrightly. Next, explain how the Vineland–3 interview will be used to evaluate the examinee’s adaptive behavior. You might describe adaptive behavior as “the everyday things that people do to communicate, take care of themselves, and relate to other people.” Describe who will have access to the results, and how they will be used. At the beginning of the meeting with the respondent, emphasize how important it is to the success of the assessment that he or she provides the most accurate information possible when responding to the interview. Acknowledge that the respondent may have strong feelings about the things the examinee is and isn’t doing at home, but that he or she should be as objective as possible. By emphasizing the accuracy of the respondent’s reports, you are alerting him or her to the fact that this is something you will be attuned to as you conduct the interview. Before we move on, let’s say a few words about interpersonal styles. Different professionals prefer different interpersonal styles. Whatever your preferred style, keep in mind that, especially for parents, discussing the examinee’s developmental successes and challenges can bring up strong emotions. Try to convey empathy and support without losing focus on the task at hand. Emphasize the importance of providing the most accurate information possible

Structuring the Interview
Points to emphasize to respondent: No right or wrong answers Describe what the individual actually does Not what they might be capable of doing Not all individuals perform the same activities at the same age Before beginning the interview, emphasize the following points to the respondent: There are no right or wrong answers. He or she should describe what the individual actually does, not what the individual might be capable of doing. Each individual is different. Not all individuals perform the same activities at the same age. It is often helpful to begin with some very general discussion about the individual being assessed. Five minutes of friendly conversation can do much to establish rapport and help the respondent become comfortable. You might ask questions such as, “Tell me what Keisha is like” or “What does Jordan do when he’s not at school?” So far, establishing rapport has been discussed in the context of pre-interview activities. However, you must also strive to maintain the respondent’s cooperation during the interview itself. You may wish to consult helpful texts by Sattler (1998) and Sattler and Hoge (2006) for general guidance on the topic of rapport, as well as other elements of effective clinical interviewing.

Establishing Rapport - Video
“Michael” is 8 years old and in the 2nd grade He’s having academic and behavior problems at school Respondent is Michael’s mother, Maria  3:34

Deciding Whether to Administer Motor Skills Domain
Norms available for Birth – 9 only Useful for evaluating: Children with suspected or known motor deficit Children with disabilities that may affect motor functioning E.g., vision impairment, spinal cord injury NOTE: If Motor Domain is administered to anyone age 7 or older, it is NOT part of the Adaptive Behavior Composite

Comprehensive Interview Form Terminology
Domain Subdomain Interview Topics

Comprehensive Interview Form Structure
Within each subdomain, items are arranged in order of increasing developmental level Easiest to most difficult Each item is scored 2, 1, or 0

Determining Start Point
Select start point based on estimate of child’s developmental age May require use of your clinical judgment and experience OK to use low start points Basal rule will later be used to determine scoring If items below basal completed, they will provide you with additional information for treatment planning Use same start point for all subdomains administered

Rating Behaviors Each item scored as one of the following:
2 – Child usually performs behavior independently (i.e., without physical help or reminders) 1 – Child sometimes performs behavior independently 0 – Child never performs behavior or never performs it independently Remember to have respondent estimate scores when necessary Be sure to check Estimated box when doing so

Rating Behaviors (cont.)
Circle 2 if, when the behavior is needed or appropriate, the individual usually performs it without help or prompting Or if he/she performed the behavior when younger, but has now outgrown it Circle 1 if, when the behavior is needed or appropriate, the individual sometimes performs it without help or prompting

Circle 0 if the individual never performs the behavior, or never performs it without help or prompting May circle 0 if he/she: Hasn’t learned the behavior Is not physically able to perform it Is not expected or allowed to perform it Chooses not to perform it

Remember to consult detailed Scoring Criteria By clicking on Scoring Criteria in Q-global By consulting Appendix G in Manual when completing paper record form Read over these criteria and become familiar with them to speed administration and improve scoring accuracy

Remember when rating behaviors . . .
The criterion for rating adaptive behaviors is the child’s usual behavior. It is not whether he/she can or cannot perform the skill.

Vineland-3 Semistructured Interview

Semistructured Interview Technique
Structured Survey Unstructured Conversation Semi-structured Interview With each respondent, you will collect information from the same general areas You can vary the specific questions and the way they are asked The Vineland-3 uses a semistructured interview technique to elicit information about an examinee's adaptive behavior. Conceptually, the semistructured interview technique is less structured than a structured survey and more structured than an informal, unstructured conversation. In an informal, conversational interview, there are no predetermined questions. In a structured survey, all respondents are asked exactly the same questions and provided with a consistent set of response options. The semi-structured interview technique is used to collect the same general areas of information from each respondent. However, the specific questions, and the way that they are asked, may vary each time, allowing some flexibility in getting information.

When using the semistructured interview technique . . .
Use open-ended questioning Use information from respondent to score items DO Read items to respondent Ask respondent to provide item scores DO NOT When conducting a Vineland interview, the interviewer does not read the items to the respondent or ask him or her to provide item scores. Instead, the interviewer uses open-ended questioning to prompt the respondent to talk about the examinee’s behavior in the adaptive areas that are assessed. The interviewer uses the information elicited in this way to score the items him- or herself. This approach to test administration is called the Vineland semi-structured interview technique. It is designed to reduce inaccuracies in reporting that can compromise an adaptive behavior assessment. Those inaccuracies may stem from respondent difficulty in comprehending item content and/or scoring rules and from misreporting (either deliberate or unintentional) on the part of the respondent. The semistructured interview technique involves using general questions and specific probes to guide a conversation with the respondent about the examinee’s adaptive behavior in a way that permits the interviewer to score the needed items. In past editions of the Vineland, this technique was described in the test manuals, and examiners were left to come up with the actual interview questions and probes themselves. In Vineland–3, suggested questions and probes are provided for optional use by the interviewer.

Semi-Structured Interview Procedures
Ask broad, open-ended questions that allow respondent latitude to answer Follow open-ended questions with probes These allow you to score items (Remember, Vineland-3 provides these!) Ask for examples of behaviors Save direct, targeted questions for the end Think about how to re-direct Think about how to end interview

Administering the Comprehensive Interview Form Using a Paper Booklet
Pay attention to the order in which to administer Interview Topics Decide whether or not to include the Motor Skills domain for either the Comprehensive or the Domain-Level version, if the examinee is age 0 to 9 Decide whether or not to include the Maladaptive Behavior domain if the examinee is age 3 or older Completing the Interview Form using a paper booklet requires you to attend to a number of issues (e.g., in what order to administer Interview Topics) that are automatically handled by the software in online administration. If you are using the Comprehensive version, note that some subdomains in the Communication, Daily Living Skills, and Socialization domains are not administered when the examinee is age 0, 1, or 2. Specifically, the Written, Domestic, Community, and Coping Skills subdomains are not administered at age 0 or 1, and the Written, Domestic, and Community subdomains are not administered at age 2. Use the individual’s current age, without rounding up, to determine which subdomains to exclude.

Administering the Comprehensive Interview Form Using a Paper Booklet
You may wish to cross out any sections that you will not be administering before you begin the interview. You may wish to cross out any sections that you will not be administering before you begin the interview.

Administering a Subdomain for the Comprehensive Interview Form
Begin a subdomain with an Interview Topic that is at or close to the Start Point Age you determined for the examinee After completing the starting topic, decide how to sequence subsequent topics efficiently to establish a basal and ceiling Administering a subdomain in the Comprehensive form involves completing Interview Topics while keeping track of basal, ceiling, and subdomain completion rules. You should begin a subdomain with an Interview Topic that is at or close to the Start Point Age that you have determined for the examinee. After the starting topic has been completed, decide how to sequence subsequent topics efficiently to establish a basal (at least four consecutive items scored 2, or all items back to Item 1 have been scored) and a ceiling (at least four consecutive items scored 0, or all items through the final item have been scored). This is aided by the order of Interview Topics, which is by increasing difficulty/developmental level. If an examinee’s item scores for a topic are low overall, often his or her scores for earlier topics will be higher, and vice versa. A subdomain is complete when both a basal and a ceiling are established and all items between the basal and ceiling have been scored. For a concrete example, review the topic sequencing for the hypothetical example in Figure 2.5, as explained in How the Online Interview Works section. Until a basal or ceiling is established, the interviewer should score all items in each Interview Topic administered. However, after a basal is established, the interviewer does not need to ask questions about or score any items that precede the basal. Similarly, after a ceiling is established, the interviewer does not need to ask questions about or score any items that follow the ceiling.

The grouping of items with related content into Interview Topics was described earlier. A suggested interview question has been developed for each Interview Topic. The suggested interview questions for the Comprehensive form are provided in Appendix G, a section of which is pictured here. Use the suggested interview questions at your discretion.

Interview Topics: Comprehensive Form
As we noted, items with related content are grouped into Interview Topics in an effort to facilitate the semi-structured interview. The Interview Topics, each containing from two to six items, provide a logical way of structuring the interview into units of conversation and item scoring. This figure illustrates the grouping of items into Interview Topics for the Receptive subdomain of the Comprehensive Interview Form. The topic groupings are indicated by letter codes. For example, from this picture, Items 1, 2, and 3 in the Receptive subdomain of the Comprehensive form are grouped together into a topic coded A and labeled Responding. Items 4 and 6 are grouped together into a topic coded C and labeled Understanding Nonverbal Communication. Remember this will be much simpler when you administer using Q-global Digital Administrations

Basal and Ceiling Rules for Comprehensive Form
Four consecutive items with scores of 2. Four consecutive items with scores of 0. If no basal, score all items from first item in subdomain up to ceiling. If no ceiling, score all items from last item in subdomain back to the basal. A basal is established when there are four consecutive items with scores of 2. A ceiling is established when there are four consecutive items with scores of 0. Continue administering Interview Topics until you have established a basal and a ceiling, and all items between the basal and ceiling have been scored. If there is no basal, you must score all items from the first item in the subdomain up to the ceiling. If there is no ceiling, you must score all items from the last item in the subdomain back to the basal. Remember this will be all be done automatically by Q-global when you administer using Digital Administrations

Establishing Basals and Ceilings in Subdomains (Paper Administration)
Basal – 4 consecutive items rated 2 Ceiling – 4 consecutive items rated 0 Remember, during semistructured interview, items are not administered in order they appear in Record Form So basal and ceiling may be established at any time during administration of subdomain Check for basal and ceiling after completing each subdomain! May need to test below start point to establish basal!

Administering Maladaptive Behavior Domain
Semistructured interview technique is not used for optional Maladaptive Behavior domain In this section only, interviewer reads items directly to respondent Interviewer reads (or paraphrases) each item as it is written, clarifies if needed, and asks respondent whether the behavior described occurs often, sometimes, or never There are no basal and ceiling rules, and all items must be administered The semistructured interview technique is not used to administer the Optional Maladaptive Domain. For this section, the interviewer will read the items directly to the respondent. For each item, the interviewer asks the respondent if the behavior occurs often, sometimes, or never. There are no basal and ceiling rules for this domain. You will administer all items.

Maladaptive Domain Here is a picture of the Maladaptive Behavior Domain. Note the administration instructions are presented at the top of the section.

Administering Communication Domain (Receptive Subdomain) - Video
“Michael” is 8 years old and in the 2nd grade He’s having academic and behavior problems at school Respondent is Michael’s mother, Maria Note: Video uses Vineland-II items, so just listen for the basic flow of how a semistructured interview works Afterward, we’ll look at an example using the Vineland-3 Record Form 3:34 

Administering Daily Living Skills Domain (Personal Subdomain) - Video
Again, note that these are Vineland-II items, but they are very similar Afterward, we can review using the Vineland-3 form

Example of Semistructured Interview Using Vineland-3

Suggested Interview Questions and Probes
Suggested Interview Question (from Appendix G): “As you know, we communicate using our bodies in addition to words. What gestures or facial expressions does Gloria respond to?” For each Interview Topic in the Comprehensive and Domain-Level forms, a general opening question, called a suggested interview question, has been developed. The suggested interview question for a topic is designed to initiate a discussion of that topic’s adaptive behavior content area. In many cases, the response to the suggested interview question enables the examiner to score one or more of the items in the Interview Topic. Usually, however, follow-up probing will be needed to score all of the items that make up the topic. To facilitate this probing, an item-specific question is also provided for each item. Looking at this Figure, consider Interview Topic C: Understanding Nonverbal Communication. This topic includes four items: 4, 6, 8, and 16. The suggested interview question for the topic is “As you know, we communicate using our bodies in addition to words. What gestures or facial expressions does [examinee name] respond to?” (See Appendixes G and H for a complete list of suggested interview questions.) The specific probe for each item is shown underneath the item.

Hypothetical Interview Segment
Understanding Nonverbal Communication Interviewer As you know, we communicate using our bodies in addition to words. What gestures or facial expressions does Gloria respond to? Mother Well, she knows that if I point at something, I want her to look at it. If I wave bye-bye, she always waves back. As far as facial expressions, if I look mad or surprised or happy, she will ask me why I’m feeling that way. [The final statement enables the Interviewer to score Item 8 = 2] That’s good. You said that if you point at something, she knows that you want her to look at it. How often does she actually look in that direction? I’d say she almost always does, unless she’s being stubborn. And how often does that happen? Hardly ever. [Enables the Interviewer to score Item 4 = 2] You also said she waves back to you. Try to think of all of the gestures that Gloria responds to when someone makes them toward her. Okay. Mostly simple ones, I guess. Waving bye-bye, shaking your head yes or no at her, when her dad or I hold our arms out for a hug, basic ones like that. [Enables the interviewer to score Item 6 = 2.) What about more advanced gestures like this one [motions “come here” with his hand). Not really. Mostly simple ones, like I said. [Enables the Interviewer to score Item 16 = 0] Use of the suggested interview questions and probes is illustrated using a hypothetical interview segment with the mother of an examinee named Gloria

Suggested Interview Questions and Probes
The semistructured interview technique involves using general questions and specific probes to guide a conversation with the respondent about the examinee’s adaptive behavior in a way that permits the interviewer to score the needed items. In past editions of the Vineland, this technique was described in the test manuals, and examiners were left to come up with the actual interview questions and probes themselves. In Vineland–3, suggested questions and probes are provided for optional use by the interviewer. For each Interview Topic in the Comprehensive and Domain-Level forms, a general opening question, called a suggested interview question, has been developed. The suggested interview question for a topic is designed to initiate a discussion of that topic’s adaptive behavior content area. In many cases, the response to the suggested interview question enables the examiner to score one or more of the items in the Interview Topic. Usually, however, follow-up probing will be needed to score all of the items that make up the topic. To facilitate this probing, an item-specific question is also provided for each item. Looking at this Figure, consider Interview Topic C: Understanding Nonverbal Communication. This topic includes four items: 4, 6, 8, and 16. The suggested interview question for the topic is “As you know, we communicate using our bodies in addition to words. What gestures or facial expressions does [examinee name] respond to?” (See Appendixes G and H for a complete list of suggested interview questions.) The specific probe for each item is shown underneath the item.

Administering the Comprehensive Interview Form Online
The Online Interview Form: Begins with a screen with instructions Then Interview Topics are presented one at a time to the interviewer Jarett can demonstrate this for you As noted previously, the Interview Form is available for online administration or for paper administration. The online Interview Form is a self-administered instrument. It begins with a screen containing instructions, after which Interview Topics are presented on-screen, one at a time, to the interviewer.

Administering the Comprehensive Interview Form Online
The software . . . Selects appropriate sections to administer Uses a built-in logic to sequence Interview Topics Keeps track of basals and ceilings (for Comprehensive Form) The software selects the appropriate sections to administer, uses a built-in logic to sequence Interview Topics, keeps track of the establishment of basals and ceilings (for the Comprehensive version), and determines when the conditions for completing each section are met. This frees the interviewer to concentrate solely on posing questions and scoring items. To complete the form with a computer or tablet, you must have a high-speed internet connection. As the examiner, use Q-Global to set up the administration and score the form afterwards. For more information on Administering the Interview Form Online, please access the Vineland-3 module on online administration and scoring. Determines when conditions are met for completing each section This frees the interviewer to concentrate solely on posing questions and scoring items.

Completing the Interview
Determine that basal and ceiling have been established for each subdomain Determine that all items between basal item and ceiling item have been scored Obtain any missing information from respondent

Vineland-3 General Scoring

Hooray for Q-global! Even if you have administered Vineland-3 using a paper booklet, you do not have to score by hand Just enter response scores from the booklet into Q-global Q-global will score and generate reports

Vineland-3 Scores Subdomains Domains Adaptive Behavior Composite (ABC)
Norm-referenced scores reported as “v-Scale Scores” (Mean = 15, SD = 3) Domains Composite scores (Mean = 100, SD = 15) Adaptive Behavior Composite (ABC) Composite score (Mean = 100, SD = 15) Age Equivalents (AE) Growth Scale Values (GSV) The Vineland–3 yields three kinds of norm-referenced scores at the ABC and domain levels: standard scores, confidence intervals, and percentile ranks. Because they are norm-referenced, each describes the examinee’s performance compared to others in his or her age group. The three kinds of scores are complementary, each offering a different insight into the individual’s performance relative to others of the same age. Standard scores, confidence intervals, and percentile ranks describe the examinee’s level of performance on the adaptive behavior composite and domains. The primary norm-referenced scores for the Comprehensive form subdomains are v-scale scores, which are scaled scores with a mean of 15 and SD of 3. The term “v-scale” was introduced in Vineland–II to convey the relatively unique use of this scale in the Vineland. Most psychometric tests use scaled scores with a mean of 10 rather than 15. By using the higher mean of 15, the Vineland yields subdomain scores as low as 4 2/3 SDs below the mean (a v-scale score of 1), which permits greater differentiation of functioning among extremely impaired individuals. The v-scale score range extends up to 24 (3 SDs above the mean of 15), again reflecting a greater score range below the normative mean than above it. The domain scores are composite scores obtained by summing the relevant subdomain v-scale scores and converting the sum to a standard score with a mean of 100 and SD of 15. Standard scores for the Communication, Daily Living Skills, and Socialization domains are summed to derive a single overall test score, the ABC, which also has a normative mean of 100 and SD of 15. In addition, Age equavilents and Growth Scale values are available on the Vineland-3.

Age Equivalents (AE) and Growth Scale Values (GSV)
Age Equivalent (AE) – Norm-referenced scores that indicate the age level at which the examinee’s raw score is “typical” Growth Scale Value (GSV) – Not norm-referenced Used for tracking performance across repeated test administrations Should only be used to evaluate changes over time in a subdomain measured by the same Comprehensive Form Age Equivalents Age equivalents (AEs) are norm-referenced scores, but Unlike standard scores, percentile ranks, and v-scale scores, AEs do not provide information about an examinee’s performance relative to others in his or her normative age group. Instead, they indicate the age level at which the examinee’s raw score is “typical,” i.e., at the norm sample median. For example, an AE of 5:10 on the Expressive subdomain indicates that the examinee’s Expressive raw score corresponds to the median for children aged 5 years 10 months in the norm sample. Growth Scale Values In contrast to v-scale scores and AEs, growth scale values (GSVs) provide a score metric that does not involve age-based comparisons. Their sole purpose is for tracking performance across repeated test administrations. If a subdomain raw score has gone up upon a repeat administration, meaning that the examinee has gained adaptive skills (though measurement error must also be considered), the GSV also goes up. The Vineland–3 GSVs range between 10 and 197. This wide range facilitates progress monitoring across the very wide age ranges for the forms. Please see the Interpretation module for more detailed information about interpreting these scores.

Vineland-3 Q-global Demonstration

Questions? Gail C. Rodin, Ph.D.

Gail C. Rodin, PhD Assessment Consultant Pearson/PsychCorp

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Gail C. Rodin, PhD Assessment Consultant Pearson/PsychCorp

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