Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Introducing the
Vineland-3: The
New Revision of
the Vineland
Adaptive Behavior
Scales
Anne-Marie Kimbell, PhD, MSEd
National Training Consultant
Pearson
Vineland Adaptive Behavior Scales, Third Edition 1
Agenda
• Adaptive Behavior
• History of the Vineland
• Highlights of What is Similar to
Vineland-II
• Highlights of What is New to
Vineland-3
• Structure of the Vineland-3
• Administration of the Vineland-3
• Interview
• Parent/Caregiver &Teacher
• Q-global
• Scoring
• Computer-Generated Reports
• Overview of Psychometrics
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
1
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
What is Adaptive
Behavior?
The effectiveness or degree with which
an individual meets the standards of
personal independence and social
responsibility expected for age and
cultural group.” (Grossman, 1983).
Adaptive Skills are . . .
Age-related
Defined by the expectations or
standards of other people
Modifiable
Defined by typical performance,
not ability
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
2
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
What is Adaptive
Behavior?
The collection of conceptual, social,
and practical skills that have been
learned by people in order to
function in their everyday lives.”
(AAMR, 2002, p. 41).
Adaptive skills comprise
everyday competence
• Adaptive skills are defined as the practical, everyday
skills needed to function and meet the demands of
one's environment, including the skills necessary to
effectively and independently take care of oneself and
to interact with other people.
• As the person matures, adaptive skills are also required
for academic and vocational functioning.
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
3
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Defining Intellectual Disability
in the DSM-5
• Deficits in cognitive functioning (“scores of approximately two
standard deviations or more below the mean”)
• Deficits in adaptive functioning (e.g., communication, daily living,
social participation, and independent living)
• Onset in the developmental period
Severity Levels: Defined by adaptive functioning rather than IQ
level (different from DSM-IV)
• Mild
• Moderate
• Severe
• Profound
Differentiating Cognitive Ability from
Adaptive Functioning
• Cognitive ability is generally defined as an individual’s
repertoire of skills that are either innate or acquired.
‒ Skills that an individual is capable of performing
• Adaptive Behavior is generally defined as performance of skills
that are necessary for personal and social sufficiency.
‒ Skills an individual does perform, independently, in daily
activities and routines
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
4
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
When Should We
Assess Adaptive
Behavior?
Assessing Adaptive Behavior
• Traditionally, measuring adaptive behavior has been a
concern for individuals with intellectual disabilities.
• However, daily living skills are critical for everyone, and
the measurement of adaptive behavior should be
considered when developing interventions for individuals
with attentional, behavioral, and learning disorders as
well as Autism Spectrum disorder.
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
5
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Standards for Identifying Adaptive Behavior
Use Results from Adaptive Behavior
Measures To . . .
Support diagnosis of intellectual and developmental
disabilities, autism, and developmental delays
D
P
E
Determine eligibility for special education services
I
Plan rehabilitation or intervention services
Track and report progress
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
6
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
History of Adaptive
Behavior & the
Vineland
The Vineland Social Maturity Scale
(Edgar Doll; 1935 & 1965)
• Edgar Doll developed the Vineland Social Maturity Scale out of
an interest in identifying the relationship between mental
deficiency and social competence
• The VSMS encompassed 8 categories: Self-help general; selfhelp dressing; self-help eating; communication; self-direction;
socialization; locomotion; and occupation
• Doll’s perspective on adaptive behavior was that it is
developmental, multidimensional, and best assessed using a 3rd
party informant (parent/caregiver rather than the individual)
“No mental diagnosis is complete if it does not begin with a sound
estimate of social competence and end with a prediction of social
competence following prognosis or treatment.”
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
7
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
History of the
Vineland Adaptive Behavior Scales (1984; 2005; 2008; 2016)
• Sara Sparrow, David Balla, & Domenic Cicchetti developed
the Vineland Adaptive Behavior Scales after US law included
deficits in adaptive functioning in the Education for All
Handicapped Children Act of 1975 (now IDEA).
• Expanded upon the Social Maturity Scales by focusing on
broader areas of adaptive functioning beyond socialization
(i.e., communication, daily living skills, & motor skills).
• Similar to Doll, Sparrow also endorsed the 3rd party
administration, emphasizing that the most reliable method of
obtaining accurate information on adaptive behavior is
through a semi-structured interview with a parent or caregiver.
Goals of the revision
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
8
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Revision Goals
1. Shorter completion times.
2. Improve usability of the Parent/Caregiver Form
3. Updating content.
4. Updating norms.
17
Vineland-3
Highlights
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
9
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Overview of the Vineland-3
Interview
Form
Comprehensive
Core Adaptive
Scores
3 Domains
Parent/Caregiver
Form
Domain-Level
3 Domains
9 Subdomains
Optional
Domains
Comprehensive
3 Domains
Teacher
Form
Domain-Level
Comprehensive
3 Domains
3 Domains
9 Subdomains
Domain-Level
3 Domains
9 Subdomains
Overall ABC
Overall ABC
Overall ABC
Overall ABC
Overall ABC
Overall ABC
Motor Skills
Motor Skills
Motor Skills
Motor Skills
Motor Skills
Motor Skills
Maladaptive
Behavior
Maladaptive
Behavior
Maladaptive
Behavior
Maladaptive
Behavior
Maladaptive
Behavior
Maladaptive
Behavior
Age Range
Total Item
Count (typically
not all are
completed)
Completion
Time (minutes)
Birth to 90+
3 to 90+
Birth to 90+
3 to 90+
3 to 21
3 to 21
502
195
502
180
333
149
35 - 40
23 - 27
20 - 25
10 - 15
15 - 20
8 - 10
Vineland Adaptive Behavior Scales, Third Edition 19
Major Features that are NOT Changing
Three Forms
Only one
Interview
Form
Interview │ Parent/Caregiver │ Teacher
Motor
Domain is
Optional
Four Adaptive Domains
Communication │ Daily Living Skills │ Socialization │ Motor Skills
11 Subdomains
Receptive
Expressive
Written
Personal
Domestic
Community
Interpersonal
Play/Leisure
Coping Skills
Gross Motor
Fine Motor
Gross/Fine
Motor are
Optional
Removed
“Other”
Section
Maladaptive Sections
Internalizing | Externalizing | Critical Items
Vineland Adaptive Behavior Scales, Third Edition 20
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
10
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Highlights of What’s New
Updated
Item
Content
Item Scoring Changes
1. Basal and ceiling
rules
New
2. Suggested
Online
interview questions
Administration
and item-specific!
probes
Later Start Ages
Comprehensive
vs.
Domain-Level Forms
Parent/Caregiver
Forms in Spanish
Vineland Adaptive Behavior Scales, Third Edition 21
Updated Item Content of the Vineland-3
• Items were updated to reflect changes in daily living (e.g.,
technology) and in conceptions of developmental disabilities
(e.g., autism)
• Outdated items were dropped or modified
• Items are more general in wording to allow for potential
cultural differences
‒ “Understands what direction his/her language is written in”
‒ “Responds politely when given something” (e.g., more general than ”says
thank you”)
‒ “Maintains culturally appropriate eye contact during social situations”
• Efforts to reduce redundancy and streamline similar items to
specific subdomains (e.g., moving all conversational items to
Socialization)
Vineland Adaptive Behavior Scales, Third Edition 22
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
11
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Examples of Updated Content
• We have expanded the Receptive subdomain to include more items at all
developmental levels (e.g., more items about gesture use and nonverbal
communication)
• We have expanded the Written subdomain to include more items at all
developmental levels (e.g., more items about prereading & writing skills, as
well as more advanced skills)
• We added items in the Personal subdomain to reflect 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)
• We updated the Community subdomain to reflect use of technology for
everyday purposes; (e.g., using the internet to obtain information)
• And we added items in the Coping subdomain to assess for social gullibility
(e.g., “understands that a friendly appearing person may actually intend
harm”; “recognizes that advertising messages may not be accurate”)
Vineland Adaptive Behavior Scales, Third Edition 23
Online Administration
• Options for online completion of all 3 forms
• Q-global will automatically keep 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
Vineland Adaptive Behavior Scales, Third Edition 24
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
12
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Changes to Basal & Ceiling Rules
Comprehensive Forms
Basal/
Ceiling
Form
VINELAND-II
VINELAND-3
Basal
4 consecutive scores of 2
4 consecutive scores of 2
Ceiling
4 consecutive scores of 0
4 consecutive scores of 0
Basal
Parent completed entire form
5 consecutive scores of 2
Ceiling
Parent completed entire form
5 consecutive scores of 0
Basal
Teacher completed all items
within age range
5 consecutive scores of 2
Ceiling
Teacher completed all items
within age range
5 consecutive scores of 0
Interview
Parent/Care
giver
Teacher
Vineland Adaptive Behavior Scales, Third Edition 25
Modifications to Scoring Responses
RESPONSE OPTION
VINELAND-II
VINELAND-3
2
Usually
Usually (Int.)
Usually or Often (P/C & T)
1
Sometimes or Partially
Sometimes
0
Never
Never
Maladaptive Domain
2
Usually
Often
26
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
13
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Estimated Items
• The Vineland-3 no longer has “Don’t Know” (DK) or
“No Opportunity” (N/O) item response options
• The Vineland-II Teacher Form employed a Check if
Estimated response option for every item
• In Vineland-3, this approach is used instead of DK
and N/O across all forms
• Rationale: A very familiar respondent’s “educated
guess” will be more accurate than an assignment of DK
or N/O, which were arbitrarily given partial credit on
the Vineland-II (i.e., a score of 1)
Vineland Adaptive Behavior Scales, Third Edition 27
Ages for Administration
Domain
Subdomain
Ages Administered
Communication
Receptive
All
Daily Living Skills
Socialization
Motor Skills
Maladaptive Behaviors
Expressive
All
Written
3 and Older
Personal
All
Domestic/Numeric*
3 and Older
Community/School*
3 and Older
Interpersonal Relations
All
Play and Leisure
All
Coping Skills
2 and Older
Gross Motor
Birth through 9
Fine Motor
Birth through 9
3 through Adult
* Different Subdomain used in the Teacher Form
28
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
14
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Vineland-3 Report Updates
Item-Level Comparison
Intervention Guidance
Vineland Adaptive Behavior Scales, Third Edition 29
Vineland-3 Materials
Interview form:
Comprehensive
Domain-Level
Parent/Caregiver Form:
Comprehensive
Domain-Level
Teacher Form:
Comprehensive
Domain-Level
30
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
15
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Record Forms
31
Structure of the
Vineland-3
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
16
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Vineland-3 Domains and Subdomains
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)
* A different subdomain is used in the Teacher Form
33
What the Vineland-3 Measures
Communication Domain/Subdomains
Daily Living Skills Domain/Subdomains
Receptive
What the individual understands.
Personal
How the individual eats,
dresses, and practices
personal hygiene.
Expressive
What the individual says.
Domestic
What household tasks the
individual performs.
Written
What the individual reads and
writes.
Community
How the individual functions in
the world outside the home.
Socialization Domain/Subdomains
Motor Domain/Subdomains
Interpersonal
Relationships
How the individual interacts
with others.
Gross
How the individual uses arms and
legs for movement and
coordination.
Play and
Leisure Time
How the individual plays and
uses leisure time.
Coping Skills
How the individual regulates
behavior and demonstrates
responsibility to others.
Fine
How the individual uses hands and
fingers to manipulate objects.
*Ages Birth thru 9 includes Motor Domain
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
17
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Motor Skills Domain
• On the Vineland-II, the Motor Skills Domain was
required in order to compute the ABC score for
examinees birth to age 6.
• On the Vineland-3, the Motor Skills Domain is no
longer required to compute the ABC score.
• The primary reason for the removal of the Motor
Skills Domain from the ABC score is to align with
the criteria currently specified by AAIDD when
considering adaptive behavior in the diagnosis of
intellectual disability (i.e., two standard deviations
below the mean on conceptual, social, or practical;
or two standard deviations below mean on one
standardized measure of conceptual, social, and
practical skills)
35
Vineland-3 Maladaptive Behavior Domain
OPTIONAL!
Measures undesirable/atypical behaviors that
interfere with adaptive functioning.
Three Areas of Maladaptive Behavior
Internalizing (e.g., anxiety; depression)
Externalizing (e.g., hyperactivity; disruptive behavior)
Critical items (e.g., self-injury; suicidality; aggression)
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
18
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Completion Times in Minutes
Examinee Age
Core Domains
Motor Skills
(O)
Maladaptive Behavior
(O)
Comprehensive Interview Form
0-2
20-25
4-5
3-9
35-40
2-3
N/A
3-4
10-90+
25-30
N/A
3-4
2-3*
2-3
Domain-Level Interview Form
3-90+
23-27
Comprehensive Parent/Caregiver Form
0-2
10-15
3-4
3-9
20-25
2-3
N/A
2-3
10-90
15-20
N/A
2-3
2-3*
2-3
Domain-Level Parent/Caregiver Form
3-90+
10-15
Comprehensive Teacher Form
3-9
15-20
1-2
1-2
10-21
10-15
N/A
1-2
1-2*
1-2
Domain-Level Teacher Form
3-21
8-10
*Ages 3-9 only
37
Vineland-3
Interview Form
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
19
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Vineland-3 Interview Form:
• The Vineland Interview Form remains the LEADING MEASURE FOR
ASSESSING ADAPTIVE BEHAVIOR!
• Drs. Sparrow and Doll believed that an open-ended interview between a
clinician and a caregiver provides more accurate and comprehensive
information about adaptive behavior.
• Adaptive behavior is NOT capacity or repertoire of skills; it is the
independent & functional application of skills to daily contexts and
routines.
• Helps to differentiate the “can do” from the “does do”
• The interview allows for probing for the true frequency and independent
application of behaviors.
Vineland Adaptive Behavior Scales, Third Edition 39
When using the semistructured
interview technique, . . .
DO
Use openended
questioning
Use
information
from
respondent to
score items
DO
NOT
Read items
to
respondent
Ask
respondent to
provide item
scores
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
20
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Open-Ended Questions
YES
• Tell me about Sally’s reading skills.
• When it comes to dressing, what does she do
on her own and what does she need help with?
• How about her toileting skills? Describe what
they are like.
• Tell me about Eric’s friendships.
• What does he like to do for fun?
• How does he travel from one place to another?
Closed Questions (Yes/No)
NO
• Does he ever...
• Does she read the newspaper?
• Can he dress himself?
• Does she have any friends?
• Does she play competitive games?
• Did he play pretend games?
• Does she manage her own bank account?
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
21
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
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!
Vineland Adaptive Behavior Scales, Third Edition 43
Interview Guidelines
Topic Area
Category in which items cluster.
E.g., Friendships.
Suggested Interview Question
Open-ended questions to help elicit
information on a given topic area
E.g., “Tell me about Stella’s
friendships.”
Item Specific Probe
Open-ended probe to elicit more
detail.
E.g., “How does Stella try to make
friends with others her age?”
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
22
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Paper Administration
TOPIC AREAS
ASK TOGETHER
ITEM SPECIFIC PROBE
Vineland-3
Digital on Q-global
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
23
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Online Administration
• Options for online completion of all 3 forms
• Q-global will automatically keep track of basal, ceiling, and
subdomain completion rules
• INTERVIEW FORM:
• Process is the same as Vineland-II
• BUT 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
• Q-global automatically tracks basals and ceilings
Training for Q-global
www.pearsonclinical.com
Vineland Adaptive Behavior Scales, Third Edition 47
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 on posing
questions and scoring items.
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
24
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Sample Interview Topic Screen
Topic Area
Suggested Question
to Introduce Topic
Item-Specific
Probe
Additional Scoring
Criteria if Needed
Vineland Adaptive Behavior Scales, Third Edition 49
Interview Topic Screen
• TOPIC AREA: The topic area name is at the top of the screen
e.g., “Friendships”
• SUGGESTED INTERVIEW QUESTION: Listed beneath the Topic Area
e.g., “Tell me about Stella’s friendships”
• ITEM-SPECIFIC PROBE: Click to see a more detailed question
e.g., “How does Stella try to make friends with others her age?”
• SCORING CRITERIA: Click to see scoring criteria – e.g., “Examples include
asking for a play date or to go somewhere with another child”
SUGGESTED INTERVIEW QUESTIONS AND PROBES WILL BE AVAILABLE
IN THE VINELAND-3 BOOKLET AND MANUAL
Vineland Adaptive Behavior Scales, Third Edition 50
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
25
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Administering
Maladaptive Domain
• The 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.
• The 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.
Vineland-3
Parent/Caregiver &
Teacher
Forms
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
26
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Domain Names for Parent/Caregiver and
Teacher Forms
Teacher Form
Parent/Caregiver Form
Communication
Communication
Daily Living Skills
Daily Living Skills
Socialization
Social Skills and Relationships
Motor Skills
Physical Activity
Maladaptive Behavior
Problem Behaviors
Subdomain Names for Parent/Caregiver
and Teacher Forms
Teacher Form
Parent/Caregiver Form
Receptive
Listening and Understanding
Expressive
Talking
Written
Reading and Writing
Personal
Caring for Self
Numeric
Caring for Home
School/Community
Living in the Community
Interpersonal Relationships
Relating to Others
Play and Leisure
Playing and Using Leisure Time
Coping Skills
Adapting
Gross Motor
Using Large Muscles
Fine Motor
Using Small Muscles
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
27
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Online Administration of the
Parent/Caregiver & Teacher Forms
• These are self-administering questionnaires conducted
on the Q-global platform
• Q-global allows the examiner to send an email link to
the parent/caregiver or teacher, who completes the
form using a computer, tablet, or smartphone
• Q-global selects the appropriate sections to
administer and uses built-in logic to sequence items
and to track basals and ceilings
• Forms can be completed in one session or in multiple
sessions
Vineland Adaptive Behavior Scales, Third Edition 55
Changes to BOTH the
Parent/Caregiver & Teacher Forms
•
•
•
Introduction of basal and ceiling rules to the administration of the
Comprehensive Parent/Caregiver & Teacher Forms
‒ Basal:
5 consecutive scores of 2
‒ Ceiling:
5 consecutive scores of 0
This significantly reduces administration time of both forms for the
computerized administration on Q-global
For the paper Parent/Caregiver & Teacher Forms, the examiner will need to
carefully prepare the test booklet to ensure that the required items are
completed:
• Clearly cross out sections not to be completed—based on the
examinee’s age and decisions about optional Motor & Maladaptive
• Circle the Start Item in each subdomain—based on the Start Point Age
that you determine for the examinee
Vineland Adaptive Behavior Scales, Third Edition 56
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
28
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Changes to the Parent/Caregiver Form
• Separation of the Interview and Parent/Caregiver
Forms in Vineland-3
‒ Reason for the change
‒ Item content is identical between forms; however,
item wording differs to achieve a 5th-grade reading
level in the Parent/Caregiver Form
‒ The two forms now have separate norms
• Vineland-3 Parent/Caregiver Forms (both
Comprehensive and Domain-Level) are available in
Spanish
Vineland Adaptive Behavior Scales, Third Edition 57
Changes to the Teacher Form
• Overall, the Teacher Form is the least changed of the
three forms relative to Vineland-II
• Maladaptive Behavior domain added to assess
problem behaviors in the school setting
• Motor domain now optional (as with the Interview &
Parent/Caregiver Forms)
• Teacher Form is at a 7th-grade reading level
• As with Vineland-II, test range is ages 3 to 21, with
18-year-old norms used for ages 19, 20, & 21
Vineland Adaptive Behavior Scales, Third Edition 58
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
29
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Choosing between the Interview
Form vs. Parent/Caregiver Form
Advantages of the Interview Approach
• Involvement of a professional interviewer protects against
potential sources of inaccuracy in parent reporting
‒ Misunderstanding of item content and/or item scoring rules
‒ Deliberate over-reporting or under-reporting of adaptive competencies—
designed to influence outcome of the assessment
‒ Unintentional over-reporting or under-reporting of adaptive
competencies—driven by unconscious motives
• Provides more in-depth information regarding the examinee’s
functioning and his/her home environment
Advantages of the Parent Questionnaire Approach
• Reliable & valid assessment of adaptive behavior when a faceto-face interview is not possible (also Spanish availability)
Vineland Adaptive Behavior Scales, Third Edition 59
DOMAIN-LEVEL
FORMS
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
30
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Domain-Level Forms
Shortened
administration
of all three
forms
Scores for all
domains and
ABC
Administer
online or in
paper format
Scores meet
AAIDD and
DSM-5
requirements
for ID
Interview, Parent/Caregiver, Teacher
Domain-Level Forms
Interview
Parent/
Caregiver
Teacher
Age Range
3 to Adult
3 to Adult
3 to 21
Administration
Time
~ 25 min
10-15 min
~ 10 min
No basal and ceiling rules!!!! – Every item is administered
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
31
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
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)
63
Interview Form vs. Parent/Caregiver
Form
Both cover same AB areas.
Both 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 for clinician to correct this, and
to probe more deeply for understanding.
Interview form is the “gold standard” but is not always
feasible due to time/location/etc.
64
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
32
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Vineland-3
Scoring and Reporting
Available Norm-Referenced Scores
Adaptive Behavior
Domains and
Overall ABC
(Comprehensive Forms)
Standard Score:
Mean = 100; SD = 15
v-Scale Score:
Mean = 15; SD = 3
85%/90%/95%
Confidence Intervals
Age Equivalents (AE)
Growth Scale Values
(GSVs)
Percentile Ranks
Adaptive Behavior
Subdomains
Maladaptive
Behavior
v-Scale Score:
Mean = 15; SD = 3 for
(Internalizing and
Eternalizing)
Critical items do not
form a coherent
construct and are
therefore reported at
the item level
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
33
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Supplemental (Ipsative) Analysis
Strength/Weakness Analysis
Pairwise Difference
Comparisons
Compare each domain
standard score to mean
domain standard score
Compare each domain
standard score to other
domain standard scores
Compare each subdomain
v-scale score to mean
subdomain v-scale score
(Comprehensive Forms)
Compare each subdomain
v-scale score to other
subdomain v-scale scores
(Comprehensive Forms)
Comprehensive Interview
Form
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
34
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Computer-Generated Reports
• Computerized administration, scoring, and reporting will use Q-global
• Reports will offer all components of the Vineland-II ASSIST reports:
All raw and normreferenced scores
Narrative text
describing scores
Multi-rater
comparisons when
Interview or
Parent/Caregiver
Form is given along
with Teacher Form
Comparison to prior
results when available
for monitoring
progress
• AND MORE, including item-level comparisons between tests
Vineland Adaptive Behavior Scales, Third Edition 69
Multi-Rater Report:
Scale-Level Comparisons
Parent
Teacher
Vineland Adaptive Behavior Scales, Third Edition 70
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
35
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
NEW! Item-Level Comparisons for
Multi-Rater Report
Parent
Teacher
Vineland Adaptive Behavior Scales, Third Edition 71
Progress Monitoring
• Administering multiple Vineland-3 assessments over time enables
the professional to monitor an individual’s progress (or lack
thereof) in adaptive behavior
• Q-global enables comparison of results from up to 5 different
administrations of the same format
• Results may be compared over time for the Comprehensive
and/or Domain-Level versions of all 3 forms (Interview, Parent/
Caregiver, Teacher)
‒ However, comparisons should not be made across formats
because format differences could obscure actual behavioral
changes
Vineland Adaptive Behavior Scales, Third Edition 72
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
36
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Progress Report:
Scale-Level Comparisons
Time 2
Time 1
Vineland Adaptive Behavior Scales, Third Edition 73
NEW! Item-Level Comparisons for
Progress Report
Time 1
Time 2
Vineland Adaptive Behavior Scales, Third Edition 74
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
37
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
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.
Vineland Adaptive Behavior Scales, Third Edition 75
Intervention Guidance
Written 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
Areas
A = Pre-reading
B = Developing Reading Skills
C = Developing Writing Skills
D = Applying Reading & Writing
Skills
Vineland Adaptive Behavior Scales, Third Edition 76
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
38
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Steps for Intervention Planning
• Identify the targeted area
• Identify an objective for the targeted area
• Identify a mastery level
• Select appropriate interventions
• Develop an Intervention Plan
• Monitor and evaluate the plan
Vineland-3
Psychometrics
Overview
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
39
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Vineland-3 Standardization:
Normative Samples Matched to US Census
• Socioeconomic Status
• Maternal Education Level (if available; otherwise paternal used)
• Race/Ethnicity
• White, African American, Asian, Hispanic, Other
• Geographic Regions:
Vineland Adaptive Behavior Scales, Third Edition 79
Norms Compared to U.S. Population
Total Norm Sample for Each Form
Demographics
Vineland-3 (U.S. Population)
Interview
(N=2,560)
Parent
(N=2,560)
Teacher
(N=1,415)
White
53.9 (52.9)
53.8 (52.9)
52.2 (51.7)
African American
13.8 (13.2)
13.6 (13.2)
14.0 (13.6)
Asian
3.4
(4.7)
4.0
(4.7)
4.0
(4.7)
Hispanic
23.5 (23.7)
23.2 (23.7)
23.8 (24.4)
Less than High School
14.4 (14.0)
13.3 (14.0)
13.0 (13.8)
High School Diploma
23.4 (23.3)
23.9 (23.3)
22.8 (22.6)
Some College/Tech/Assoc
31.6 (31.7)
32.3 (31.7)
33.3 (32.6)
Bachelor’s Degree/more
30.6 (31.0)
30.5 (31.0)
31.0 (30.9)
Race/Ethnicity
Parental Education Level
Vineland Adaptive Behavior Scales, Third Edition 80
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
40
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Internal Consistency: Domains/ABC
Standard Score
Interview
Parent
Teacher
Communication
.95
.97
.97
Daily Living Skills
.94
.97
.96
Socialization
.96
.98
.98
Adaptive Behavior Composite
.98
.99
.99
Motor Skills
.90
.96
.96
Communication
.93
.94
.93
Daily Living Skills
.92
.93
.92
Socialization
.94
.95
.95
Adaptive Behavior Composite
.97
.97
.97
Motor Skills
.86
.91
.91
Comprehensive Forms
Domain-Level Forms
Vineland Adaptive Behavior Scales, Third Edition 81
Internal Consistency: Subdomains
v-Scale Score
Interview
Parent
Teacher
Receptive
.89
.93
.93
Expressive
.92
.97
.95
Written
.92
.94
.93
Personal
.89
.94
.89
Domestic/Numeric
.93
.95
.91
Community/School Community
.94
.96
.95
Interpersonal Relationships
.92
.95
.96
Play and Leisure
.91
.95
.94
Coping Skills
.95
.96
.96
Gross Motor
.87
.95
.94
Fine Motor
.83
.92
.93
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
41
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Test-Retest Reliability: Domains/ABC
Standard Score
Interview
Parent
Teacher
Communication
.89
.88
.88
Daily Living Skills
.84
.84
.86
Socialization
.79
.80
.84
Adaptive Behavior Composite
.86
.85
.88
Motor Skills
.86
.93
.84
Communication
.79
.88
.86
Daily Living Skills
.75
.85
.84
Socialization
.74
.79
.81
Adaptive Behavior Composite
.82
.87
.88
Motor Skills
.76
.90
.84
Comprehensive Forms
Domain-Level Forms
Vineland Adaptive Behavior Scales, Third Edition 83
Test-Retest Reliability: Subdomains
v-Scale Score
Interview
Parent
Teacher
Receptive
.78
.87
.82
Expressive
.82
.81
.83
Written
.85
.88
.86
Personal
.79
.74
.77
Domestic/Numeric
.78
.84
.82
Community/School Community
.77
.87
.80
Interpersonal Relationships
.72
.80
.75
Play and Leisure
.78
.81
.77
Coping Skills
.72
.67
.81
Gross Motor
.90
.90
.82
Fine Motor
.78
.89
.87
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
42
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Clinical Sensitivity of the
Comprehensive Interview Form
Comparison of the percentage of individuals with ID (vs.
matched controls in parentheses) having Adaptive Behavior
Composite scores falling at or below 75 in four samples
IQ Range
School-Age with ID
Adults with ID
50 - 70
79% ABC ≤75 (vs. 2%)
90% ABC ≤75 (vs. 0%)
< 50
93% ABC ≤75 (vs. 2%)
100% ABC ≤75 (vs. 0%)
This provides evidence that the Interview Form is highly sensitive to identifying ID
Vineland Adaptive Behavior Scales, Third Edition 85
Clinical Samples Included in
Vineland-3 Standardization
• Developmental Delay
• Intellectual Disability, School-Age Sample
Segmented by IQ: 50-70/35-49/<35
• Intellectual Disability, Adult Sample
Segmented by IQ: 50-70/35-49/<35
• Autism Spectrum Disorder
Segmented by age (3-8 & 9-20) and IQ: ≤70 vs. >70
• Hearing Impaired
• Visually Impaired
Vineland Adaptive Behavior Scales, Third Edition 86
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
43
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Comparisons to Other Measures of
Adaptive Behavior
Vineland-II
Bayley Scales of Infant and Toddler Development
(Bayley-III)
(Parent/Caregiver and Teacher)
Adaptive Behavior Assessment System (ABAS-3)
(Parent/Caregiver and Teacher)
Vineland Adaptive Behavior Scales, Third Edition 87
Questions?
Anne-Marie.Kimbell@Pearson.com
Thank you for attending!
Online Introductory Training
included with Vineland-3
Vineland Adaptive Behavior Scales, Third Edition
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
88
44
Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved
45