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Copy of Vineland II Assessment
Transcript of Copy of Vineland II Assessment
Survey Interview Form
About the Assessment
A nationally representative sample of 3,695 individuals
Wide spread of ages covered: 0-90 yrs
242 sites in 44 states
Many demographic characteristics looked at
Equal amount of men vs. women
Representative of U.S. regarding race/ethnicity, community size, geographic region & socioeconomic status
Validity & Reliability
4 different types of forms
Explains step-by-step directions and interpretation
Many tables to help with scoring
Does not take very long to complete
Addresses today’s special needs populations, such as individuals with intellectual and developmental disabilities, autism spectrum disorder, and ADHD
Semi-structured interview format which focuses on discussion and gathers in-depth information
Usefulness in OT
Helps OT determine where the individual's strengths and weaknesses are in the four main aspects of adaptive behavior (communication, daily living skills, socialization, and motor skills)
Jill Nolan, Carrie Pfluke, & Rachel Parker
Four Principles of Adaptive Behavior
Meeting the expectations or standards of other people
Ability to modify
Typical performance of abilities
Adaptive Behavior is Defined As:
To assess adaptive behavior in four broad domains: Communication, Daily Living Skills, Socialization, and Motor Skills
The performance of daily activities required for personal and social efficiency
Two survey forms (the Survey Interview Form and the Parent/Caregiver Form)
Expanded Interview Form
Teacher Rating Form
Birth - 90 yrs; lifelong assessment, covers mainly children or adults with intellectual disabilities
Manual (scoring criteria), survey interview from record booklet, and a pencil
Quiet room, adequate space, comfortable temperature, pleasant atmosphere, comfortable chairs
Survey Form 20-60 mins + 15-30 mins for scoring
Adult who is familiar with every day behavior of individual being evaluated
Frequent contact with the individual over a period of time to observe individual's responses to a variety of environmental demands
- Follow book in order
- Follow age criteria for domains and subdomains by completing only the sections that apply to individual's age (Table 2.2)
2- To earn this, the individual must usually or habitually perform the activity without physical help or reminders
1- Performs sometimes or partially without physical help or reminders
0- Never/seldom performed or never performed without help or reminders
DK- Don't know (no knowledge of activity performance)
N/O- No opportunity because of limiting circumstances
Responses for addressed activities
Add up all raw scores for the domains and subdomains
To compute a raw score for subdomain, you must first identify the basal item and the ceiling item
The basal item is the highest item in the highest set of four consecutive items scored: e.g. If items 8-11 constitute the highest set of four consecutive items scored "2" then the basal item is 11
The ceiling item is the lowest item in the lowest set of four consecutive items scored 0
Get v-scale score based on raw scores and Table B.1
Calculate the standard score for each domain (Table B.2)
Calculate percentile ranking based on table C.3
Need an administer that has worked with the individual for a period of time
Behaviors of individuals are not consistent day to day: may skew scores
Respondent may be inconsistent in recalling specific behavior of the individual
Respondent may be uncertain of the meaning of a item or unaware of certain aspects of the individual's behavior
- Is this a good representative sample?
- What makes this a stratified sample?
- Does this seem reliable?
- Covers every demographic in depth
- Is compatible with a wide range of disabilities
- Structure is supported by theories on adaptive behavior provided by Vineland ABS, American Association on Mental Retardation, American Psychological Association, and the National Academy of Sciences
- Standardized administration procedures
- Objective scoring rules
- Items are clearly written
- Observable behaviors are measurable
Potential Sources of Error:
- Internal-consistency reliability
- Test-restest reliability
- Inter-interviewer reliability
- Respondent reliability
Sparrow, S. (n.d.). Retrieved from http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=Vineland-II
Sparrow, S. S., Balla, D. A., Cicchetti, D. V., & Doll, E. A. (2005). Vineland-II: Vineland adaptive behavior scales : survey forms manual. Circle Pines, Minn: AGS Publishing.
Parent/Caregiver Rating Form being administered
Can you think of some circumstances in which a respondent would select no opportunity?
How would you describe validity and reliability?
Let's take a look...
v-Scale scores corresponding to Subdomain Raw Scores
Standard Scores Corresponding to Sums of Subdomain v-Scale Scores and Sums of Domain Standard Scores
Percentile Ranks and Stanines Corresponding to Domain Standard Scores and the Adaptive Behavior Composite
Internal-consistency reliability estimates are moderate to high, approximately 75% of subdomain reliability estimates have a value of .75 or greater
Test-retest reliability: subdomain retest reliability coefficients are high with values exceeding .85; the average reliability across domains ranges from .88-.92
Inter-interviewer reliability of the Adaptive Behavior Composite is .87; domain reliabilities average .75 and subdomain reliabilities average .70
Respondent reliability of the Adaptive Behavior Composite from birth-age 6 is .83, and ages 7-18 is .81