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SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009 1 Layne Smith Intelligence Presentation Grand Canyon University Instructor: Dawn Veneable

Grand Canyon University Instructor: Dawn Veneable … · Grand Canyon University Instructor: Dawn Veneable. ... emotional intelligence expands on Howard Gardner's ... Multiple Intelligences

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Page 1: Grand Canyon University Instructor: Dawn Veneable … · Grand Canyon University Instructor: Dawn Veneable. ... emotional intelligence expands on Howard Gardner's ... Multiple Intelligences

SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009

1

Layne Smith

Intelligence Presentation

Grand Canyon University

Instructor: Dawn Veneable

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

2

Many teachers struggle with finding ways to reach individual

learning styles and needs. In an attempt to find answers to this

kind of instruction this presentation will cover the following

topics, in order:

Defining intelligence

Adaptive behavior

Vineland Adaptive Behavior Scale

Multiple Intelligences (Emotional Intelligence)

Multiple Intelligences (Gardner)

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3

Despite the importance of intelligence, both as a concept and in terms of measurement, there has been a significant problem

concerning its definition. Alfred Binet used criterion of school

success as he sought to develop examining procedures that

would identify children who failed academically (Reitan & Wolfson, 1992).

DefiningIntelligence

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

4

Intelligence is the ability to undertake activities that are characterized by:

DefiningIntelligence

Difficulty

Complexity

Abstractness

Economy

Adaptiveness to goal

Social value

Emergence of originals and maintain such activities under

conditions that demand a concentration of energy and

resistance to emotional forces(Reitan & Wolfson, 1992).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

5

Boring in 1923 stated: Intelligence as a

measureable capacity must at the

start be defined as the capacity to do

well in an intelligence test.

Intelligence is what the tests

test(Reitan & Wolfson, 1992).

DefiningIntelligence

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

6

However, in 1985 Howard Gardner

argued for the existence of

multiple intelligences, which may

vary considerably, within the same

individual. He opposed a concept

of intelligence represented by the

IQ measurement or any other

specific testing procedures (Reitan

& Wolfson, 1992).

DefiningIntelligence

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

7

The display of adaptive behavior has been important

throughout recorded history. For example, the ancient Greeks

asserted the ability of individuals to care sufficiently for

themselves and to engage in community life reliably reflected

intelligence and maturity. It refers to "the effectiveness and

degree to which the individual meets the standards of

personal independence and social responsibilities expected

for his and her cultural group“ (Ditterline, et.al, 2008).

AdaptiveBehavior

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

8

Adaptive behavior includes skills used by an individual to meet

personal needs as well as deal with the natural and social

demands in one's environment including skills needed to

independently care for one's personal health and safety, dress

and bathe, communicate, display socially appropriate

behaviors and academic skills, effectively engage in

recreation and work, and to engage in community life

(Ditterline, et.al, 2008).

AdaptiveBehavior

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

9

Adaptive behavior or social competence was largely ignored

for many years by assessment specialists. However, Public Law

94-12 required information about students adaptive behavior

when they were being considered for special education

services, especially youngsters with mental retardation

(Oakland & Houchins, 1985).

AdaptiveBehavior

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10

Psychologists have found

that the Vineland Adaptive

Behavior Scale is an effective

assessment tool for

identifying various special

needs of children (Oakland &

Houchins, 1985).

AdaptiveBehavior

Behavior

Scale

Vineland

Adaptive

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

11Adaptive

Behavior

Behavior

Scale

Vineland

Adaptive

The Vineland Adaptive Behavior Scale

(VABS) is one of the various assessment

tools that can be used to help

diagnose and evaluate the special

needs of students. The focus of this test

is the measurement of the adaptive

behaviors, including the ability to cope

with environmental changes, to learn

new everyday skills and to demonstrate

independence. Adaptive behavior,

according to Eugene Edgar Doll, a

pioneer in psychology, is

multidimensional and reflects the

individual‟s personal and social skills as

he interacts with his or her environment

(Brighthub.com, n.d.).

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12Adaptive

Behavior

Behavior

Scale

Vineland

Adaptive

The primary purpose of the VABS is to

assess the social abilities of an

individual, whose age ranges from

preschool to 18 years old. The results

reliably reveal crucial information for

diagnosing various disabilities, including

autism, Asperger syndrome, mental

retardation, and speech impairment

(Brighthub.com, n.d.).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

13Adaptive

Behavior

Behavior

Scale

Vineland

Adaptive

Since adaptive behavior is a composite of

various dimensions, the test measures five

domains. These are the Communication,

Daily Living Skills, Socialization, Motor Skills,

and Maladaptive.

The first four domains are key parts of the

VABS But the last domain, Maladaptive

Behavior, is an optional part of the

assessment test. It is used when measuring

obvious undesirable behaviors

(Brighthub.com, n.d.).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

14Adaptive

Behavior

The Communication Domain evaluates the receptive,

expressive, and written communication skills of the child.

The Daily Living Skills Domain measures personal behavior as

well as domestic and community interaction skills.

The Socialization Domain covers play and leisure time,

interpersonal relationships, and various coping skills.

The Motor Skills Domain measures both gross and fine motor

skills (Brighthub.com, n.d.).

Domains

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

15Adaptive

Behavior

Not only does VABS aid in diagnosis, but it provides valuable

information for developing educational and treatment plans

(Pearsonassessments.com, n.d.).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

16Multiple

Intelligences

Emotional Intelligence

In 1990 Salovey and Mayer defined emotional intelligence as

„a form of social intelligence that involves the ability to

monitor one‟s own and others‟ feelings and emotions, to

discriminate among them, and to use this information to

guide one‟s thinking and action‟ (Wakeman, 2006).

Furthermore, Dan Goleman, states that his understanding of

emotional intelligence expands on Howard Gardner's

"personal intelligences"—the intrapersonal (knowing yourself)

and interpersonal (knowing how to get along with others).

Goleman emphasized that educators need to consider

"educating differently" for this intelligence, because different

areas of the brain are involved (Pool, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

17Multiple

Intelligences

Emotional Intelligence

Five Dimensions of Emotional Intelligence

Self-awareness

Is the basis for self-confidence. Youngsters need to learn from a

young age what the words for feelings are, why they feel the way

they do, and what action options they have.

Handling emotions

The second dimension, knowing how to handle upsetting feelings, or

impulses, is the root of emotional intelligence (Pool, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

18Multiple

Intelligences

Emotional Intelligence

Motivation

Moving toward a goal is a third element of emotional intelligence.

An important element of motivation is hope—having a goal,

knowing the small manageable steps it takes to get to that goal,

and having the "zeal or persistence" to follow through (Pool, 2007)

Empathy

The fourth element, means reading other people's feelings by tone

of voice or facial expression, not necessarily words. Knowing how

someone else feels is a fundamental human ability (Pool, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

19Multiple

Intelligences

Emotional Intelligence

Social skills

An example of people who seem to lack empathy is

playground bullies. How do educators deal with

bullies? Some researchers have found that bullies

benefit from lessons in reading faces—what different

emotions look like. A researcher paired all the

children and had them make faces at each other,

then identify what feelings the faces communicated.

The bullies learned the differences between sad,

angry, neutral, and hostile expressions. The

psychologist also taught the children other social

skills, such as how to ask other kids about themselves

and how to take turns (Pool, 2007)

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

20Multiple

Intelligences

Howard Gardner

The following provides an overview of the eight multiple

intelligences connected with Howard Gardner's theory. Each of

the intelligences encompasses certain characteristics and

provides ways for educators to incorporate the intelligences into

their daily lesson planning for practical use in the classroom. This,

in turn, allows each child to learn in a way that is associated to

his or her strengths, creating a differentiated instructional classroom environment (Nolen, 2003).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

21Multiple

Intelligences

Howard Gardner

Linguistic Learners

Linguistic learners are characterized as students with excellent written and

oral skills. They excel in the humanities. Instructional strategies that work for

these learners must focus on self-expression. Using the Internet for research

and then presenting their findings is an excellent project for these students.

They are very comfortable speaking and benefit greatly from giving

presentations or doing desktop publishing (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

22Multiple

Intelligences

Howard Gardner

Linguistic Learners

Students with a strong linguistic intelligence enjoy a project such as a class

poem. The teacher sets up a few computers to act as learning stations.

Each computer has an open word processing document with lines that are

incomplete (e.g., “I am,” “I see,” “I think”). Students then move to each

station and complete the phrase with a statement of their choosing.

Linguistic learners embrace this learning opportunity because they can use

their verbal skills to express an abstract concept (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

23Multiple

Intelligences

Howard Gardner

Logical–Mathematical

Logical learners work best with tangible projects and results. Their career

interests are focused on mathematics and engineering. The technologies

that benefit them most are databases and spreadsheets. Both of these

programs allow students to calculate and organize data. Logical learners

also excel at inquiry-based projects. These students enjoy being

presented with a problem and then given resources to solve it. A

definitive answer is what these learners seek (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

24Multiple

Intelligences

Howard Gardner

Logical–Mathematical

The use of manipulatives is a great activity for students with strong

logical intelligences. The examples become even more effective if the

teacher has access to an interactive whiteboard. Logical students‟

understanding of mathematics is strengthened by visualization of

concepts and the ability to move geometric objects (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

25Multiple

Intelligences

Howard Gardner

Spatial

Spatial learners are extremely visual. These students look to artists and

architects for inspiration. Creativity is the key for these learners. They

enjoy digital and video-camera projects. Computer-aided design and

paint programs can also maximize their potential. Like the logical

learner, spatial learners are result driven. Their final projects usually differ

from those of the logical learners in that spatial learners focus on

interpretation and beauty(McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

26Multiple

Intelligences

Howard Gardner

Spatial

An engaging lesson for spatial learners incorporates visual aspects into

the set curriculum. Students can research famous quotes and images and

then give a short introspective speech. Internet research gives students

the ability to find an almost unlimited number of quotes and pictures.

Once their research is complete, they can share their work with the use of

presentation software. This activity allows the spatial student to express his

or her creativity while still covering necessary content (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

27Multiple

Intelligences

Howard Gardner

Musical

Musical learners focus on listening and creating rhythms and patterns.

They express themselves through auditory means. A person who

possesses strong musical and linguistic skills might consider this career

because there is heavy emphasis on patterns and timing. Musical

learners benefit most from interactive books, video and audio

recordings, and audio notations. These learners adapt well to cross-

curricular projects that can incorporate music (McCoog, 2007).

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28Multiple

Intelligences

Howard Gardner

Musical

A good technology to use with musical learners is a software program

that synthesizes music into waves. These students benefit greatly by using

their musical talents to break down and rebuild melodies. This

encourages critical thinking skills that can be used in all disciplines. It also

stimulates the learner‟s visual (seeing music as waves), auditory (hearing

and building melodies), and kinesthetic (manipulating waves) learning

styles (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

29Multiple

Intelligences

Howard Gardner

Bodily–Kinesthetic

Kinesthetic learners are acutely aware of the roles

their bodies play in their learning. Their ideas are

best expressed through movement. Career

prospects for these learners include athlete, police

officer, and actor. These students need to

manipulate their surroundings to achieve their

maximum potential. They benefit greatly from video

production, virtual field trips, and PDAs for data

collection. Susan Griss outlines in her book, Minds in

Motion (1998) lesson plans to use for students with

strong kinesthetic intelligences (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

30Multiple

Intelligences

Howard Gardner

Interpersonal

Interpersonal learners interact well with society and

have been labeled in classroom-management circles

as the “talkers.” They are exceptionally aware of the

feelings and motives of others around them and are

also especially good at starting discussions and

encouraging participation from other classmates.

Interpersonal learners thrive as counselors and

salespeople. They enjoy creating products that allow

them to express themselves to an audience.

Presentations, e-mail projects, and videoconferencing

inspire these students (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

31Multiple

Intelligences

Howard Gardner

Interpersonal

Interpersonal students and math usually do not mix. These learners are

more focused on people and their opinions. A teacher can use this to

his or her advantage with a simple statistics lesson. A group of

interpersonal learners can use numerous online survey tools to create a

test for other students. This focus is on their communication and creative

strengths because the topic can be whatever they like. The content of

the survey is moot; synthesizing the results is what matters. Once the

other students have taken the survey, the group can create a visual

representation of the results (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

32Multiple

Intelligences

Howard Gardner

Intrapersonal

Intrapersonal learners are keenly self-aware. They are characterized

as self-motivated and learn through metacognitive processes.

Computer based journaling, concept mapping, and Internet

research are all good technology options for these learners. The final

products from these students can vary. If the student has a strong

spatial intelligence, graphic organizers and concept maps are very

effective. If the student has a stronger linguistic intelligence, then a

research paper may be more appropriate (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

33Multiple

Intelligences

Howard Gardner

Intrapersonal

Intrapersonal learners create great products

but are not sure how to share them beyond the

school community. For that reason, blogs are a

great resource for intrapersonal learners. They

allow these students to express their thoughts

and feelings in an ordered way. Students still

create a self-reflective piece in a generally self-

paced environment; however, it can then be

effectively shared with others. A blog provides

an outlet and might open the door for further

opportunities, such as writing contests (McCoog,

2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

34Multiple

Intelligences

Howard Gardner

Naturalistic

Naturalists learn best by making connections between

how content interacts with the natural world. Cameras

are an excellent technology resource for these students.

They take pride in recording and presenting the natural

world. Showing change over time is another gainful

project for these students. Synthesizing the change of

seasons or showing the transition of animals are two

great examples of projects that could incorporate

numerous visual technologies (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

35Multiple

Intelligences

Howard Gardner

Naturalistic

Once the students have gathered data, they can catalog it for

future use. Electronic databases and spreadsheets allow naturalists

to not only present what they have found but also create a tangible

product for those who come after them (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

36Multiple

Intelligences

Howard Gardner

Existentialist

The existentialist is a new intelligence. These learners focus on the big

picture and why the world operates the way it does. The best

technologies to use with these learners are communication and

problem-solving applications. Other strong intelligences for

existentialists are usually naturalistic, spatial, or logical. The nature of

technology is existential and its use continues to evolve how we look

at ourselves. Students with a strong existential intelligence enjoy a

Web 2.0 project. These students can research how Internet

collaboration is changing the world around them (McCoog, 2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

37Multiple

Intelligences

Howard Gardner

Existentialist

Some of the products existentialists will produce can be startling. The

idea that we all belong to an electronic world in which computers

might one day have the capacity of the human mind sounds like

science fiction; however, it is a sample topic that would help a

student with a strong existentialist intelligence flourish (McCoog,

2007).

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

38

“People like me are aware of their so-called genius at eight, nine, ten…I always wondered, „Why has nobody discovered me? In school, didn‟t they see that I‟m more clever than anybody in this school? That the teachers are stupid too? That all they had was information I didn‟t need? It was obvious to me. Why didn‟t they put me into art school? Why didn‟t they train me? I was different, I was always different. Why didn‟t they notice me? “ --John Lennon (Hopper & Hurry, 2000, p. 31).

MultipleIntelligences

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39

All of the cognitive styles (measured, adaptive, and multiple) described

in this presentation can accommodate various learning styles. Teachers

should structure the presentation of material which engages all or most

abilities. Teachers who prepare their lessons in favor of the multiple

intelligences‟ approach realize the benefits such as active learners and

successful students. Each of these aptitudes is potential in every learner

and it is part of a teacher's job to nurture and help the children develop

their own intelligences.

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December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education

40Circle the appropriate rating. Explain if possible in the area under the

statement.

Excellent 5 -Above average 4 – Average 3- Basic 2- Poor 1

The content of the workshop was relevant.

Explain:

5 4 3 2 1

The pace of the workshop was appropriate.

Explain:

5 4 3 2 1

The time allotted for the workshop was appropriate.

Explain:

5 4 3 2 1

The presentation was clear and to the point.

Explain:

5 4 3 2 1

The presenter was responsive to participants.

Explain:

5 4 3 2 1

The presenter demonstrated thorough knowledge and understanding

of the topic.

Explain:

5 4 3 2 1

Any suggestions to better the presentation?

Rate the presentation

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41

References

SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009

Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive Behavior Profiles

of Students with Disabilities. Journal of Applied School Psychology, 24(2),

191-208. doi:10.1080/15377900802089973.

Brighthub.com (n.d.). “What is the Vineland Adaptive Behavior Scale?” Retrieved

November 25, 2009, from

http://www.brighthub.com/education/special/articles/13506.aspx#ixzz0Xtr

qNBME

Nolen, J. (2003). MULTIPLE INTELLIGENCES IN THE CLASSROOM. Education,

124(1), 115-119. Retrieved from Education Research Complete database.

McCoog, I. (2007). Integrated Instruction: Multiple Intelligences and Technology.

Clearing House, 81(1), 25-28. Retrieved from Education Research Complete database.

Hopper, B., & Hurry, P. (2000). Learning the MI Way: The Effects on Students’ Learning of

Using the Theory of Multiple Intelligences. Pastoral Care in Education, 18(4), 26.

Retrieved from Education Research Complete database.

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42

References

SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009

Pool, C. R. (1997). “Social and Emotional Learning”. Educational Leadership. May, 1997

Vol. 54, No. 8.

Wakeman, C. (2006). Emotional intelligence: testing, measurement and analysis.

Research in Education, (75), 71-93. Retrieved from Education Research

Complete database.

Reitan, R., & Wolfson, D. (1992). Conventional intelligence measurements and

neuropsychological concepts of adaptive abilities. Journal of Clinical

Psychology, 48(4), 521-529. Retrieved from Education Research Complete database

Pearsonassessments.com (n.d.). “ Vineland Adaptive Behavior Scales, Second Edition

(Vineland-II)” Retrieved November 25, 2009, from

http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-

Oakland, T., & Houchins, S. (1985). A Review of the Vineland Adaptive Behavior

Scales, Survey Form. Journal of Counseling & Development, 63(9), 585.

Retrieved from Education Research Complete database.