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Vineland- II

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Rebeca Velasco

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Transcript of Vineland- II

Vineland- II
Vineland Adaptive Behavior Scales

Vineland II: Vineland Adapative Behavior Scales
Authors:
Sara S. Sparrow, PH.D. & Domenic V. Cicchetti, PH.D., and David A. Balla; Revised from the Vineland Social Maturity Scale by Edgar A. Doll

Qualification Level:
B

Cost:
$198.50 for Vineland-II Expanded Interview Starter Set

Date of Publication:
2005

Scoring Options:
ASSIST™ software or Manual Scoring

Type of Measure:
Semi- Structured Interview & Self-Report Rating Form; Expanded Interview Form for birth through 5 year olds that provides an alternative to the Survey Interview Form & Teacher Rating Form to assess adaptive behavior for children who may be in day care, preschool or regular school

Main Use/ Target Audience:
not limited to the use of intellectual disabilities; designed to aid in the clinical diagnosis of the variety of disorders and disabilities including autism spectrum disorder, various genetic disorders, developmental delays, emotional and behavioral disturbances and a wide range of other mental, physical and injury related conditions; provides valuable information that can used to develop educational plans for students


Diagnosis using the DSM-V
Intellectual Disability (Intellectual Developmental Disorder)
319.00 (F70) Mild
319.00 (F71) Moderate
319.00 (F72) Severe
319.00 (F73) Profound
Multicultural Components
Spanish translation of the Survey Interview Form; other languages not available
Survey can be administered in any language with a bilingual interviewer
Nationally representative samples of 3,687 individuals that were addressed across 44 states (2001 Census)
Clinical populations represented based on 2004 Congressional Report
20 age groups; evenly split between males and females
Ease and Time of Administration
Administration Time:
survey interview form= 20-60 minutes conducting semi-structured interview depends on the age or developmental level of the individual being assessed; parent/caregiver rating form=30-60 minutes depending on the age of the individual whose behavior they are rating

Examiner should expect to spend time going over the form with the respondent before administration and reviewing the form after the respondent has completed it
Scoring Procedure
Average time to score
:15-30 minutes need to hand-score the form, obtain derived scores and complete the interpretive steps (same for both forms) or can score automatically with software by inputting the results

Compute and record sub domain raw scores when using either the survey interview form or parent/caregiver rating form; convert raw scores to derived scores for the sub domains, domains and adaptive behavior composite

Examiner can go a step further in interpreting Vineland-II results by comparing the individual's level to that of individuals in particular diagnostic groups; clinicians need to be cautious when evaluating profiles because an individual with a particular diagnosis may not exhibit the profile that is typical for that diagnostic group

How to record sub domain raw scores:
Basal & Ceiling Rules:
The basal item is the highest item in the highest set.
Basal = 4 consecutive scores of 2
Basal Item = Highest item # in the set of 4 scores of 2
Ceiling is the lowest item in the lowest such set of four consecutive items with scores of 0.
Ceiling = 4 consecutive scores of 0
Ceiling Item= Lowest item # in the set of 4 scores of 0
Test Construction
Norming Sample:

3,695 people matched the demographic variable targets within each age group
Random sampling was used to choose a sample that closely matched the national norms in March of 2001
This included age, sex, geographic region, parent's education, race/ethnic group, and community size
Individuals with various disabilities or other special conditions were eligible for inclusion in the norm sample and are represented proportionately to their incidence in the population
Age: birth through 90 years
Ethnicity: representative of the US population
SES: representative of the US population
Gender: equally balanced by sex

Strengths
Limitations
Vineland Survey: Self-administered Checklist for Teachers of Young Children in Rehabilitation
Purpose:

Examined the feasibility of administering the Vineland Adaptive Behavior Survey Edition in checklist format to teachers as a means of obtaining more useful teacher ratings of low functioning young children.
The present study includes the standard parent-administered Survey Edition interviews and compares them with two teacher-completed checklists: the standard Classroom Edition and a self-administered Survey Edition in checklist format.

Method:

Teachers completed the Vineland Classroom and Survey Editions as checklists to rate 36 preschoolers (ages 4–1 to 5–11 years; 22 male, 14 female) in a rehabilitation day treatment setting.
The Diagnostic Inventory for Screening Children (DISC; Amdur et al. 1996) was included in the present study as a means of investigating the external validity of the experimental teacher-rated Vineland Survey Edition checklist. The DISC is an individually administered screening tool for identifying preschoolers (i.e., birth to 5 years) with developmental delays.

Results:
The results support use of the Survey Edition in checklist format for teachers who are rating skills of young children with developmental disabilities.
Terms to Know
individual's performance of the daily activities that are necessary to take care of himself or herself and get along with others
Overview of the Vineland-II
Someone familiar with the individual is asked to describe the individual's daily activities
Individual's performance of these activities is then compared with that of others the same age, to find out in which areas the person has skills and behaviors typical for his or her age and in what areas he or she needs help to acquire skills not yet learned
4 Main Areas of Adaptive Behavior
Communication
-Listening and Understanding
-Talking
-Reading and Writing
Daily Living
-Caring for Self
-Caring for Home
-Living in the Community
Social Skills and Relationships
-Relating to others
-Playing and Using Leisure Time
-Adapting
Physical Activity
-Using Large Muscles
-Using Small Muscles
*family members and caregivers of individuals older than 7 years are asked questions about physical activity only if the individual has some physical disabilities that may affect his or her performance of day to day activities
Results
The summary of Vineland-II Surveys Forms shows in which of the adaptive behavior categories and subcategories the individual is performing above average, average or below average when compared with the national norm group
Shows the individual's
percentile rank
in each of the four areas and his or her adaptive level in each of the four areas
ex. A percentile rank of 62 tells you that 62 percent of the individuals in the norm group scored lower than your family member
ex. A percentile rank of 50 (the average) means that 50 percent of the people in the norm group had lower scores, and 50 percent had higher scores
Describes
adaptive levels
by Low, Below Average, Average, Above Average, and High compared to others the same age
Describes
problem behaviors
as Average, Elevated, and Clinically Significant compared to others the same age
References
Multiple components that are useful for a variety of diagnostic and intervention planning purposes.
A supportive research base that suggests that the Vineland-II possesses expected correlations with measures of similar constructs
An exhaustive item pool, which allows for the ready identification of treatment goals and objectives.
A large national normative sample and several local norm samples, which make it particularly well suited for diagnostic decision-making.
Modifications of the new version, which eases administration in either semi-structured interview or rating scale formats.
Variety of forms of how to administer the assessment
The written parent/ caregiver option is great for kids who may not be in school yet, while there is an option for an interview style for guardians who may not be able to read, and there is also another form for teachers for students in preschool, daycare or regular school
Test is pretty straight forward and three answers are "always, sometimes, and never", which makes it easy to answer
Used to address the needs of a variety of disabilities and create educational plans for them
The considerable training that is required to properly use the semi structured interview technique.
Relatively little research on the Vineland-II which is offset to some extent by research on its predecessors and its familiarity to many clinicians.
More limited research on the classroom version, particularly regarding its utility for educational interventions.
Only offered in English and Spanish is a drawback to the test
The interview assessment could vary depending on how experienced the person is conducting the interview and this could result in difficult outcomes
Parent/caregiver rating form is long at 22 pages and over 400 questions; could be overwhelming
Language is outdated with the release of the DSM-V; refers to intellectual disabilities as mental retardation and autism spectrum disorder as Asperger's/ high-functioning autism
(Frick, 2010)
(Frick, 2010)
Revision
Instrument Revision:

revision of the 1935 Vineland Social Maturity Scale by Edgar A. Doll

Scales have been expanded
New items have been added in each of the four domains and eleven sub-domains to sample adaptive skills across the lifespan
Items have been added in the birth through 3-year range to increase item density and to allow for greater differentiation during these early years of rapid development
Norms based on 3,000 individuals
Results highly interpretable
Consistent with current research on adaptive behavior
Offer more flexible administration
Undergone various statistical analysis to ensure that either sex or a variety of ethnic and SES can be assessed with confidence
maladaptive behavior domain
measure of undesirable behaviors that may interfere with adaptive behaviors
Reliability & Validity
Reliability:
Internal consistency: coefficients range from .80 to .90
Test-retest: coefficients range between .86 to .92
Interrater reliability: Survey Form: Correlations between two different interviewers, for Domains .62 to .78; for Adaptive Behavior Composite .74 (N=160)

Validity:
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; moderate to highly correlated with the BASC-II
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing

Becker-Weidman, A. (2009). Effects of Early Maltreatment on Development: A Descriptive Study Using the Vineland Adaptive Behavior Scales-II. Child Welfare, 88(2), 137-161. .

McWilliams,Christine (2013, October 7). Vineland-II, Retrieved April 17, 2014, from //www.youtube.com/watch?v=RdMDS7hYnxY

Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2010). Clinical assessment of child and adolescent personality and behavior (3rd ed.). New York: Springer.

Mansur, Bahar. (2012). Vineland-II [PowerPoint Slides]. Retrieved from Lecture Notes Online Web site: http://www.google.com/search?client=safari&rls=en&q=bahar+mansur+vineland+II&ie=UTF-8&oe=UTF-8.

Sparrow, S.S., Cicchetti, D.V., Balla, D.A. (2005). Vineland Adaptive Behavior Scales, Second Edition: Survey Forms Manual. Pearson Assessments: Minneapolis, MN.

Vineland Adaptive Behavior Scale. (2013). Psychology Wiki. Retrieved April 21, 2014, from http://psychology.wikia.com/wiki/Vineland.

Voelker, S. L., Johnston, T. C., Agar, C., Gragg, M., & Menna, R. (2007). Vineland Survey: Self-administered Checklist Format for Teachers of Young Children in Rehabilitation.
Journal of Developmental and Physical Disabilities
. 19, 177-186.
Adaptive Behavior
Maladaptive Behavior
behavior problems; behaviors that interfere with everyday activities
Profiles
Vineland-II also provides 5 clinical profile comparisons to guide in interpretations:

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

Effects of Early Maltreatment on Development: A Descriptive Study Using the Vineland Adaptive Behavior Scales-II
The study explored the effects of complex trauma on the development of 57 children, as measured by the Vineland Adaptive Behavior Scales-II.

It was the first descriptive study to report on the discrepancies between chronological age and developmental ages in adopted and foster children.

The study found that adopted and foster children with a psychiatric diagnosis of reactive attachment disorder show developmental delay in the domain of:
Communication
Daily Living Skills
Socialization

The average adaptive behavior composite score for the children in this study yielded a developmental age of 4.4 years, while the average chronological age was 9.9 years
(Mansur, 2012)
(Sparrow, Cicchetti & Balla, 2005)
(Sparrow et al., 2005)
(Sparrow, Cicchetti & Ball, 2005)
(Sparrow et al., 2005)
(American Psychiatric Association, 2013)
(Sparrow et al., 2005)
(Sparrow et al., 2005)
(Sparrow et al., 2005)
(Vineland Behavior Adaptive Scale, 2013)
Sparrow et al., 2005)
(Sparrow et al., 2005)
(McWilliams, 2013)
(McWilliams, 2013)
(Mansur, 2012)
(Becker-Weidman, 2009)
299.00 (F84.0) Autism Spectrum Disorder
Attention-Deficit/ Hyperactivity Disorder
314.00 (F90.0) Attention-deficit/ hyperactivity disorder, predominantly inattentive presentation
314.01 (F90.2) Attention-deficit/ hyperactivity disorder, combined presentation
314.01 (F90.1) Attention-deficit/ hyperactivity disorder, predominately hyperactive/ impulsive presentation
(Voelker, Johnston, Agar, Gragg, & Menna, 2007)
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