The Revised Vineland 3 - Wikispaceshoumet.wikispaces.com/file/view/Hou-Met+Conf+2016+-+Vineland-3... · The Newly Revised Vineland 3 Anise Flowers. Ph.D. HouMet 2016 1 Vineland Adaptive

The Newly Revised Vineland 3

Anise Flowers. Ph.D.HouMet 2016 1

Vineland Adaptive Behavior Scales, Third Edition

Introduction to the Vineland Assessment of Adaptive Behavior –

Third Edition

1Vineland Adaptive Behavior Scales, Third Edition

Presented by:Anise Flowers, Ph.D.

Assessment ConsultantSouth Texas

[email protected]


Agenda

Review of Adaptive Behavior

Overview of Vineland-3

Changes from Vineland-II

Conducting the SemistructuredInterview

Administration of Teacher Form & Parent/Caregiver Form

Vineland-3 Scores & Report

Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type)


Adaptive Behavior

Defined as…“The performance of daily activities required for personal and social sufficiency”

Two major facets:1. The degree to which the individual is able

to function and maintain him/herself independently

2. The degree to which he/she satisfactorily meets the culturally imposed demands of personal and social responsibility


Adaptive Behavior

Definition implies it is

1. Age-related• Important activities differ by age

2. Evaluated in a social context• In reference to expectations and standards of others

3. Modifiable• In contrast to cognitive ability

4. Defined by typical performance• Not by ability (ability is necessary, but not sufficient)


History of the

Vineland Social Maturity Scale (1935 & 1965)

Vineland Adaptive Behavior Scales (1984; 2005; 2008)

Edgar DollSara Sparrow, David Balla, Dominic Cichetti

Adaptive behavior is developmental and multidimensional.

Education for All Handicapped Children Act of 1975 (now IDEA). Included domains Socialization,Communication, Daily Living Skills, Motor Skills.

Adaptive behavior is best assessed using a third-party administration.

Most reliable method of obtainingaccurate information on adaptive behavior is through a clinical interview with parent or caregiver.

5 Vineland Adaptive Behavior Scales, Third Edition 6

Vineland-3 Instruments


Interview Form

Parent/Caregiver Form

Teacher Form

Comprehensive Domain-Level Comprehensive Domain-Level Comprehensive Domain-Level

Core Adaptive Scores

3 Domains

9 Subdomains

Overall ABC

3 Domains

Overall ABC

3 Domains

9 Subdomains

Overall ABC

3 Domains

Overall ABC

3 Domains

9 Subdomains

Overall ABC

3 Domains

Overall ABC

Optional Domains

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Age Range Birth to 90+ 3 to 90+ Birth to 90+ 3 to 90+ 3 to 21 3 to 21

Item Count 502 195 502 180 333 149



Vineland Adaptive Behavior Scales, Third Edition 7Vineland Adaptive Behavior Scales, Third Edition

Vineland-3 UpdatesSara S. Sparrow, Domenic V. Cicchetti, & Celine A. Saulnier, PhD

Three Forms

Interview │ Parent/Caregiver │ Teacher

Each form has Comprehensive and Domain Level

Interview │ Parent/Caregiver │ Teacher

Each form has Comprehensive and Domain Level

Domains

Communication │ Daily Living Skills │ Socialization │ Motor Skills │ Maladaptive Behavior

Communication │ Daily Living Skills │ Socialization │ Motor Skills │ Maladaptive Behavior

Maladaptive Sections

Internalizing | Externalizing | CriticalInternalizing | Externalizing | Critical

Subdomains

ReceptiveExpressive

Written

PersonalDomestic/Numeric

Comm/School

Interpers. RelationsPlay & LeisureCoping Skills

Gross MotorFine Motor

ReceptiveExpressive

Written

PersonalDomestic/Numeric

Comm/School

Interpers. RelationsPlay & LeisureCoping Skills

Gross MotorFine Motor

Removed the words “Rating,”

“Survey,” & “Expanded.”

Motor Skills & Motor Skills & Maladaptive Behavior are

optional.

Removed “Other” section.

Gross/Fine Gross/Fine Motor are optional.

Authors


Vineland-3 Updates (continued)

Later Start Ages

New

Online

Administration!

Item Scoring Changes

Parent/Caregiver Forms in Spanish

1. Basal and ceiling rules

2. Suggested interview questions and item-specific

probes


• Items were updated to current standards

• Outdated items were dropped or modified

• Communication domain items were modified to allow for alternative/augmentative forms of communication (e.g., sign language; voice output devices)

• Items are more culturally sensitive with wording to allow for cultural differences (e.g., utensils vs. chopsticks)

• Efforts to reduce redundancy and streamline similar items to specific subdomains (e.g., moving all conversational items to Socialization)

9

Updated Item Content

10 Vineland Adaptive Behavior Scales, Third Edition 10

• Expanded Receptive subdomain includes more items at all developmental levels – e.g., more items about gesture use and nonverbal

communication

• Expanded Written subdomain includes more items at all developmental levels – e.g., more items about pre-reading & writing skills, as

well as more advanced skills

• Addition of items in the Personal subdomain reflects healthy eating habits and exercise choices– e.g., not only showing awareness that some foods are

healthier than others, but also taking the initiative to make healthy eating choices

continued…Vineland Adaptive Behavior Scales, Third Edition

Updates/Additions in Item Content

Vineland Adaptive Behavior Scales, Third Edition 11

• Updated Community subdomain reflects use of technology for everyday purposes– e.g., using the internet to obtain information

• Addition of items in the Coping subdomainassesses for social gullibility– e.g., “understands that a friendly appearing person may

actually intend harm”; “recognizes that advertising messages may not be accurate”


Updates/Additions in Item Content


Suggested Introductory Questions for each Interview Topic are also providedInterview Topics listed in record form at the beginning of each subdomain

But where are the introductory 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

Addition of Suggested Questionsto Comprehensive Interview Form




Help less experienced interviewers conduct more effective interviews• Also helps them reach full proficiency more quickly

Addition of Item-Specific Probesto Comprehensive Interview Form


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


Item-Specific Probes with Q-global Digital Administration

Clicking on Probe reveals same item-specific probes included on the paper record form


Scoring Criteria with Q-globalDigital Administration

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


Changes to Basal & Ceiling RulesComprehensive Forms

FormBasal/Ceiling

VINELAND-II VINELAND-3

Interview

Basal 4 consecutive scores of 2 4 consecutive scores of 2

Ceiling 4 consecutive scores of 0 4 consecutive scores of 0

Parent/ Caregiver

Basal Parent completed entire form 5 consecutive scores of 2

Ceiling Parent completed entire form 5 consecutive scores of 0

Teacher

Basal Teacher completed age range 5 consecutive scores of 2

Ceiling Teacher completed age range 5 consecutive scores of 0


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

Basal & Ceiling with Q-globalDigital Administration




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

• Will automatically adapt depending on responses‒I.e., basal rules, required reversals, and ceiling rules will automatically be implemented for you

Item Order with Q-global Digital Administration


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 Introductory Questions and Item-Level Probes are easily viewed

Summary:Why Q-global is Easier Than Paper


Item-Level Comparison

Intervention Guidance

Vineland-3 Report Updates


Modifications to Scoring Responses

22

RESPONSE OPTION VINELAND-II VINELAND-3

2 UsuallyUsually (Int.)

Usually or Often (P/C & T)

1 Sometimes or Partially Sometimes

0 Never Never

Maladaptive Domain2

Usually Often

18

Vineland Adaptive Behavior Scales, Third Edition23

• 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

• This scoring method gave credit for partial independence

• The Vineland-3 considers a behavior fully independent only if the entire behavior is performed

Rationale for Modifying the Wording of a Score of “1”

19 Vineland Adaptive Behavior Scales, Third Edition

Introduction of Estimated Items

24

• Elimination of “Don’t Know” and “No Opportunity” item response options from Vineland-II

• Introduction of Estimated Item response options for every item across all 3 forms

• 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

20




When respondent indicates they’ve had no

opportunity to observe a behavior:

1. Ask them to estimate frequency of the

behavior

2. Record this estimated item score

3. Check the Estimated checkbox for that item

Introduction of Estimated Item Responses


If two of more sections of the form have 25% or more estimated item scores, the informant may not know the child well enough to provide a valid report<15% Validity not compromised15% - 25% Interpret scores with caution>25% Do not interpret scores for that

section Note: Section =subdomain on Comprehensive form, domain on domain level form

Scoring Estimations on all Forms


Ages for Administration

27

Domain Subdomain Ages AdministeredCommunication Receptive All

Expressive AllWritten 3 and Older

Daily Living Skills Personal AllDomestic/Numeric* 3 and OlderCommunity/School* 3 and Older

Socialization Interpersonal Relations AllPlay and Leisure All

Coping Skills 2 and OlderMotor Skills Gross Motor Birth through 9

Fine Motor Birth through 9Maladaptive Behaviors

3 through Adult

* Different Subdomain used in the Teacher Form


Vineland-3 Domains & Subdomains

28

Domain Subdomain

Communication Receptive

Expressive

Written

Daily Living Skills Personal

Domestic / Numeric*

Community / School Community*

Socialization Interpersonal Relationships

Play and Leisure

Coping Skills

Motor Skills (optional) Gross Motor

Fine Motor

Maladaptive Behaviors(optional)

Internalizing, Externalizing, & Critical Items (Sections)

* Teacher Form


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

• Primary reason: To align with criteria currently specified by AAIDD in diagnosis of intellectual

• disability

Changes to Motor Skills Domain


• Provides a brief assessment of problem behaviors

• Aids in diagnosis or intervention planning for examinees ages 3 and older

• Divided into three sections: Internalizing, Externalizing, and Critical Items

– Internalizing and Externalizing sections have a v-scale score with normative mean of 15 and standard deviation of 3

– Critical items cover a wide range of severe problem behaviors, including disordered thinking, restrictive and repetitive behaviors and interests, self-harm, and extreme violence and cruelty

Maladaptive Behavior Domain




Vineland-3 Materials

Interview form:ComprehensiveDomain-Level

Parent/Caregiver Form:ComprehensiveDomain-Level

Teacher Form:ComprehensiveDomain-Level

31 Vineland Adaptive Behavior Scales, Third Edition

Record Forms

32


Vineland-3 Comprehensive Interview Form

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


Vineland-3 Interview Form:

The interviewer

• Does not read the items to the respondent or ask him/her to provide item scores

• Uses open-ended questioning to prompt the respondent to talk about he examinee’s behavior in the adaptive areas that are assessed

• Uses the obtained information to score the items

NOTE: This is different from the Parent/Caregiver form, where items are read and scored by the parent/caregiver on his/her own (both forms cover the same adaptive areas)

34


Vineland-3 Interview Form:Suggested Questions and Item-Specific Probes

• Suggested interview questions are general questions designed to begin discussion of an adaptive behavior content area

• Item-specific probes can be used to obtain more accurate information to score individual items– These are for optional use– Assists less experienced interviewers– Helps to “lower the learning curve” of the adaptive

interview– These are NOT intended to fully script an interview!


• Brief versions of the Comprehensive, Teacher, and Parent/Caregiver forms

• Provide reliable, valid domain-level scores

• Appropriate for:• Diagnosis• Determining eligibility for services

Vineland-3 Domain-Level Forms




Vineland-3 Parent/Caregiver and Teacher Forms

• Introduction of basal & ceiling rules to Comprehensive Parent/Caregiver and Teacher Forms (for Domain-Level forms all items are completed)

• Separation of Interview and Parent/Caregiver Forms – Item content & item wording differences– Separate norms

• Spanish version of the Parent/Caregiver Forms

• Teacher Form (ages 3-21)– 18-year-old norms utilized for students ages 19-21


Why Conduct an Interview?

• Reduces likelihood of “response bias”

• Promoted rapport

• Creates a positive environment about the individual

• Provides richer, more in-depth information

• Ensures more accurate scoring


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 vs. Parent/Caregiver Form


Teacher Form in Combination with Interview Form or Parent/Caregiver Form

• Complements the Interview Form or Parent/Caregiver Form

• Best practice is to obtain input from different informants

• Some jurisdictions require both parent/caregiver and teacher reports in Adaptive Behavior assessments under IDEA

40


Domain-Level Forms

• Utilized with examinees ages 3 and older

• Options for brief administration of Interview, Parent/Caregiver, and Teacher Forms

• Provides overall scores for Communication, Daily Living Skills, Socialization, Motor Skills, and the Adaptive Behavior Composite

• Scores meet AAIDD and DSM-5 requirements for diagnosing Intellectual Disability

• Domains consist of items drawn from each of the Comprehensive Form subdomains (e.g., Interview Form Communication domain consists of 45 items sampled equally from Receptive, Expressive, & Written subdomains)


Comprehensive vs. Domain-Level

• Comprehensive takes more time to complete– Scores at four levels: Overall Adaptive Behavior Composite (ABC) Domains Subdomains Individual items

• Domain-Level takes less time to complete– Scores at three levels: Overall Adaptive Behavior Composite (ABC) Domains Item (fewer)

42




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


Introducing the Interview

Explain . . .The 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.

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 all individuals perform the same

activities at the same age


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


Administering a Subdomain for the Comprehensive 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


Basal and Ceiling Rules for Comprehensive Form

Basal CeilingFour 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




Item Order: Comprehensive and Domain-Level Forms

Comprehensive Form Domain-Level FormItems within each subdomain are ordered according to increasing difficulty, from lowest developmental level to highest

Does not use basal/ceiling rules, so all items must be completed

The items that make up each Interview Topic are scattered throughout the subdomain

Items that make up each Interview Topic are grouped together


Choosing Start Point for Comprehensive Interview Form

• An important step in setting up administration of the Comprehensive Interview Form is to choose a Start Point Age

• If completing the form online, enter the Start Point Age in Q-global and the form will begin each subdomain with the appropriate Interview Topic


Determining Start Point

Select start point based on estimate of child’s developmental age• May require use of your clinical judgment and experience‒ Okay to use lower age 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 BehaviorsEach item scored as one of the following:

2 – Child usually performs behavior independently (without physical help or reminders; or has outgrown the behavior)

1 – Child sometimes performs behavior independently

(without help or prompting)

0 – Child never performs behavior or never performs it independently

‒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 have respondent estimate scores when necessary

And be sure to check Estimated box

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

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.

Remember when rating behaviors . . .




Establishing Basals and Ceilingsin 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 basalVineland Adaptive Behavior Scales, Third Edition

Administering Maladaptive Domain

• Semistructured interview technique is not used for the optional Maladaptive Behavior domain. In this section only, the interviewer reads the items directly to the respondent.

• Interviewer reads (or paraphrases) each item as it is written, clarifies if needed, and asks the respondent whether the behavior described occurs often, sometimes, or never.

• There are no basal and ceiling rules, and all items must be administered.


Administering the 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)

Determines when conditions are met for completing each section

This frees the interviewer to concentrate solely on posing questions and scoring

items

Online or Paper Administration

Online Administration Paper Administration

Internet Connection

To learn more about administering the Interview Form online, please view the Training Module: Vineland-3 on Q-Global.

Administering the Parent/Caregiver or Teacher Form Online

• The Online Parent/Caregiver & Teacher Forms are self-administered questionnaires.

• Both forms begin with instruction screens, then items are presented on-screen.

• Program goes backward from starting point to establish a basal first.

• Examiner sets up administration and has option to e-mail link to respondent for remote on-line completion.

Administering the Parent/Caregiver& Teacher Forms Online

Q-global. . .

Selects appropriate sections to administer

Uses a built-in logic to sequence items

Keeps track of basals and ceilings (for Comprehensive

Form)

Determines when conditions are met for completing each section

Uses the Start Point Age based on examinee’s date of birth (for Comprehensive Form)



Administering the Parent/Caregiver or Teacher Form Using a Paper Booklet

• Respondent is required to follow instructions regarding which items to complete.

• Examiner will need to prepare booklet prior to administration.

1. Cross out any sections that you will not be administering before you begin the interview.

2. Circle start item in each section to be completed.

Preparing a Comprehensive Booklet for the Respondent

Select Start Point Age based on Examinee’s Developmental Age

Chronological Age

Developmental Age

Start Point Age

8 years 8 years 8 years

8 years 5 years 5 years

8 years Above 8 years 8 years

Start Point Ages on paper forms are far below those used for online administration & far below the developmental level represented by each Start Point Age.

Orienting the Respondent to the Form

• Explain purpose of the form is to have respondent report on examinee's typical adaptive behaviors.

• Explain mechanics of completing the form and ALL of the scoring rules

• If using the Comprehensive Form• Point out marked start item for each section.• Explain ceiling rule.• If including Maladaptive Behavior section,

explain to respondent all items must be answered.

64


Vineland-3 Scores

• Subdomain scores: Norm referenced scores reported as v-scale scores

o Mean = 15; SD = 3

• Domain scores: Composite scoreso Mean = 100; SD = 15

• Adaptive Behavior Composite (ABC) (composed of Communication, Daily Living Skills, and Socialization)

o Mean = 100; SD = 15

65 Vineland Adaptive Behavior Scales, Third Edition 66Vineland Adaptive Behavior Scales, Third Edition

Computer-Generated Reports

• Computerized administration, scoring, and reporting using Q-global

• Reports offer all components of the Vineland-II ASSIST reports:

• AND MORE, including item-level comparisons between tests

All raw and norm-referenced scoresAll raw and norm-referenced scores

Narrative text describing scores

Narrative text describing scores

Multi-rater comparisons when

Interview or Parent/Caregiver

Form is given along with Teacher Form

Multi-rater comparisons when

Interview or Parent/Caregiver

Form is given along with Teacher Form

Comparison to prior results when available

for monitoring progress

Comparison to prior results when available

for monitoring progress




Multi-Rater Report:Scale-Level Comparisons

Parent Teacher


NEW! Item-Level Comparisons forMulti-Rater Report Parent Teacher


Progress Report: Scale-Level Comparisons

Time 2

Time 1


NEW! Item-Level Comparisons forProgress Report Time 2Time 1


NEW: Intervention Guidance

• Generated for the Comprehensive form reports only

• Items in each subdomain are identified with “Content Areas” that can help focus intervention efforts (e.g., Written Communication; Pre-reading; Developing Reading Skills; Developing Writing Skills; Applying Reading & Writing Skills)

• Items within each subdomain are ordered according to increasing developmental sequence (easiest to most difficult) based on normative data

• Lowest subdomain v-scale scores are listed first, followed by second lowest, etc.

• All scores of 0 and 1 can be referenced to normative expectations and prioritized for intervention


Intervention GuidanceWritten Subdomain

Item Scores of 0 /1 are shaded to highlight skills that need improvement

Use Content Areas to identify intervention targets by topic (e.g., B & C)

Written Subdomain Content AreasA = Pre-readingB = Developing Reading SkillsC = Developing Writing SkillsD = Applying Reading & Writing

Skills

Documents

The Revised Vineland 3 - Wikispaceshoumet.wikispaces.com/file/view/Hou-Met+Conf+2016+-+Vineland-3... · The Newly Revised Vineland 3 Anise Flowers. Ph.D. HouMet 2016 1 Vineland Adaptive