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Vineland-3 Overview Training Module

Copyright © 2016. Pearson Inc., and/or its affiliates. All rights

reserved.

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Vineland Adaptive Behaviour Scales, Third Edition

3Vineland Adaptive Behavior Scales, Third EditionOverview

Presented by:

Valorie O’KeefeConsultant PsychologistPearson Clinical Assessment

www.pearsonclinical.com.au

Agenda

What has been updated in the Vineland?

How has the structure of the Vineland changed?

What Vineland-3 Materials are available?

What are the new Vineland-3 Form options?

Online vs Paper-Pencil administration and scoring

Q Global Vineland-3 Reports.

Vineland-3 Standardisation and Psychometrics

4Vineland Adaptive Behavior Scales, Third Edition

History

Vineland Social Maturity Scale

(1935 & 1965)

Vineland Adaptive Behaviour Scales

(1984 & 2008)

Vineland-3(2016)

Uses of the Vineland-3

Uses of the Vineland-3

• Diagnosing Developmental Delay, Intellectual Disability, and Autism Spectrum disorder

• Special Education and/or NDIS eligibility

• Intervention Planning

• Progress Monitoring

• Assessing independence and self sufficiency in a variety of settings, ie with older adults

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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



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Differentiating Cognitive Ability from

Adaptive Functioning

• Cognitive ability is generally defined as an individual’s repertoire of skills/knowledge 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‒ Adaptive behaviour is age-related & is evaluated in a social context.‒ Adaptive behaviour is modifiable

Vineland-3 Updates & Materials


Vineland-3 Updates

Three Forms

Interview │ Parent/Caregiver │ Teacher

Each form has Comprehensive and Domain Level

Interview │ Parent/Caregiver │ Teacher

Each form has Comprehensive and Domain Level

DomainsCommunication │ Daily Living Skills │ Socialisation │ Motor Skills │ Maladaptive

BehaviourCommunication │ Daily Living Skills │ Socialisation │ Motor Skills │ Maladaptive

Behaviour

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.”

are optional.

Motor Skills & Maladaptive

Behaviour are available on all forms now, but are optional.

Removed “Other” section.

birth 9yrs.

Gross/Fine Motor are optional.

Normed on birth-9yrs.

Vineland-3 Materials

Parent Interview form:ComprehensiveDomain-Level

Parent/Caregiver Questionnaire Form:

ComprehensiveDomain-Level

Teacher Questionnaire Form:

ComprehensiveDomain-Level

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Domain-Level Forms• Allow for shortened administration of the Interview,

Parent/Caregiver, and Teacher Forms.

• Provide scores for all domains (Communication, Daily Living Skills, Socialisation, optionally Motor Skills and Maladaptive Behavior) and the overall Adaptive Behaviour Composite, but not subdomains.

• Each can be administered online or via paper booklet.

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

• Domain forms 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).


Domain-Level Forms

• Age Ranges

• Interview Form: 3 to adult

•Parent/Caregiver Form: 3 to adult

•Teacher Form: 3 to 21

• Administration Time

• Interview Form: ~25 minutes

•Parent/Caregiver Form: ~10-15 minutes

•Teacher Form: ~10 minutes

• No basal and ceiling rules!!!! – Every item is administered



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Vineland-3 Instruments

Vineland Adaptive Behavior Scales, Third Edition

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

Record Forms

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Vineland-3 Scoring pages for hand-

scoring


Q-global: Online administration and/or scoring platform

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For the Vineland-3, allows users to administer the assessment 3 different ways:

• Manual Entry: Paper/pencil administration with Q-global scoring.

• On-screen Administration: Administer the assessment on the screen of any web-enabled device

• Remote On-screen Administration: Allows a third party (i.e. parent/teacher) to access the assessment from their own web-enabled device through sending a secure URL via email.

•

Vineland-3 Options

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OptionsOptions

Hand Scoring• Administration: Paper

• Scoring & Reporting: Paper

Hybrid• Administration: Paper

• Scoring & Reporting: Q-global unlimited subscription

All Digital• Administration: Q-global

• Scoring & Reporting: Q-global (pay per usage)

For more information about Vineland-3 product options, please see:www.pearsonclinical.com/Vineland-3 (Product tab)

• Q-global will automatically keep track of basal, ceiling, and subdomain completion rules

• INTERVIEW FORM:• Q-global organises 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

More on Q Global later!

Completion Times in Minutes

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Examinee Age Core DomainsMotor Skills(O)

Maladaptive Behavior (O)

Comprehensive Interview Form

0-2 20-25 4-5 N/A

3-9 35-40 2-3 3-4

10-90+ 25-30 N/A 3-4

Domain-Level Interview Form

3-90+ 23-27 2-3* 2-3

Comprehensive Parent/Caregiver Form

0-2 10-15 3-4 N/A

3-9 20-25 2-3 2-3

10-90 15-20 N/A 2-3

Domain-Level Parent/Caregiver Form

3-90+ 10-15 2-3* 2-3

Comprehensive Teacher Form

3-9 15-20 1-2 1-2

10-21 10-15 N/A 1-2

Domain-Level Teacher Form

3-21 8-10 1-2* 1-2

*Ages 3-9 only



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Structure of the Vineland-3

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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-3 Domains and Subdomains

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Domain Subdomain

Communication Receptive

Expressive

Written

Daily Living Skills Personal

Domestic/Numeric*

Community/School Community*

Socialisation Interpersonal Relationships

Play and Leisure

Coping Skills

Motor Skills (optional) Gross Motor

Fine Motor

Maladaptive Behaviors(optional)

Internalising, Externalising, & Critical Items (Sections)

* A different subdomain is used in the Teacher Form

Definitions of Vineland-3 Adaptive Behavior Subdomains

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Domain and Subdomain Definition

Communication

Receptive Attending, Understanding, and responding appropriately to information from others

Expressive Using words and sentences to express oneself verbally to others

Written Using reading and writing skills


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Daily Living Skills Domain

Personal Self-sufficiency in such areas as eating, dressing, washing, hygiene, and health care

Domestic (a) Performing household tasks such as cleaning up after oneself, chores, and food preparation

Numeric (b) Using numeric concepts in practical ways, including time, dates, and money

Community (a) Functioning in the world outside the home, including safety, using money, travel, rights and responsibilities, etc.

School Community(b) Meeting expectations for appropriate behavior within the school environment

a – Interview & Parent/Caregiver Forms onlyb – Teacher Form only


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Socialisation Domain

Interpersonal Relationships Responding and relating to others,including friendships, caring, social appropriateness, and conversation

Play and Leisure Engaging in play and fun activities with others

Coping Skills Demonstrating behavior and emotional control in different situations involving others



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Vineland-3 Motor Skills Domain

Optional, and no longer contributes to ABC

SUBDOMAIN

• Gross Motor

• Fine Motor


ITEM DESCRIPTION

• How an individual usesarms & legs for movement

& coordination

• How an individual uses hands & fingers to manipulate objects

The Motor Skills domain is normed from birth – 9 years. Though optional, it can be very useful to

administer to individuals of any age with suspected or known motor deficits.

Vineland-3 Maladaptive Behavior Domain

Optional, and now included on ALL forms!

• Measures undesirable/atypical behaviors that interfere with adaptive functioning

– Rather than measuring the absence of an adaptive behavior

• Ages 3+

• All items are administered

• 3 areas of maladaptive behavior:

– Internalising (e.g., anxiety; depression)

– Externalising (e.g., hyperactivity; disruptive behavior)

– Critical Items (e.g., self-injury; suicidality; aggression)

A closer look at the new Vineland-3

FormsInterview Forms

Vineland-3 Interview Forms:

• The interviewer does not read the items to the respondent or ask him/her to provide item scores.

• The interviewer uses open-ended questioning to prompt the respondent to talk about the examinee’s behaviour in the adaptive areas that are assessed.

• The interviewer then uses the information to score the items himself/herself.

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

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Interview Forms

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Comprehensive Form

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40 41

42 43



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Basal & Ceiling RulesComprehensive Forms

FormBasal/Ceiling

VINELAND-3

ComprehensiveInterview

Basal 4 consecutive scores of 2

Ceiling 4 consecutive scores of 0

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Introduction of Estimated Items

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• Options of “Don’t Know” and “No Opportunity” item response options from Vineland-II have been removed

• New ‘Estimated’ Item response options available for every item across all 3 forms


Estimated Items

• Estimated Box: If the respondent has not observed the behavior, ask him/her to estimate a score – then check the Estimated Box

• The % of estimated items per section is the # of estimated items divided by the total number of items answered

• If 2+ sections of the form have >25% estimated items, the form may be invalid

% Est < 15%: Validity is not compromised

% Est ≥15% but < 25%: Interpret with caution

% Est ≥ 25%: Do not interpret scores

CHECK IF ESTIMATED

49 50Vineland Adaptive Behavior Scales, Third Edition

Paper Administration

• Letters designate topic areas – familiarize yourself with Letter Clusters• Ask the Suggested Interview Question for each Topic Area

• “Let’s talk about what John understands. What types of words does he understand?”

• Use the Item Specific Probes as needed to ask about specific behaviors

TOPIC AREAS

ITEM SPECIFIC

PROBES

ASK TOGETHER



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Domain Level Interview Form

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195 questions compared to 502 in the Comprehensive Form

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55 57



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Sample Interview Topic Screen


Topic Area

Item-Specific Probe

Additional Scoring Criteria if Needed

Suggested Question to Introduce Topic

Questionnaire Forms

Parent/Caregiver Forms

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Teacher Forms

62 63

Maladaptive Behaviour domain added to assess problem behaviours in the school setting



reserved.

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Changes to Basal & Ceiling RulesComprehensive Forms

FormBasal/Ceiling

VINELAND-II VINELAND-3

Parent/ Caregiver

Basal Parent completed entire form 5 consecutive scores of 2

Ceiling Parent completed entire form 5 consecutive scores of 0

Teacher

BasalTeacher completed age range

5 consecutive scores of 2

Ceiling Teacher completed age range

5 consecutive scores of 0

No basal and ceiling rules on Domain Forms: All items completed

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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 administer the Vineland 3 at their computer, or, 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 3 Scores


Available Norm-Referenced Scores

• Adaptive Behaviour domains and overall AB Composite

‒ Standard Scores: normative Mean = 100, SD = 15

‒ Range: 20 - 140

‒ 85%/90%/95% Confidence Intervals

‒ Percentile Ranks

• Adaptive Behaviour subdomains (Comprehensive Forms only)

‒ v-scale scores: normative Mean = 15, SD = 3

‒ Age Equivalents and Growth Scale Values (GSVs)

• Maladaptive Behaviour

‒ v-scale scores for the Internalising and Externalising scales

‒ Critical Items do not form a coherent construct and are therefore reported at the item level



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Vineland-3 Score Summary

Vineland Adaptive Behavior Scales, Third Edition 74Vineland Adaptive Behavior Scales, Third Edition

Supplemental (Ipsative) Analyses

• Strength/Weakness Analysis

‒ Statistical comparisons of each domain standard score to the mean domain standard score

‒ Statistical comparisons of each subdomain v-scale score to the mean subdomain v-scale score (Comprehensive Forms only)

• Pairwise Difference Comparisons

‒ Statistical comparisons of each domain standard score with all other domain standard scores

‒ Statistical comparisons of each subdomain v-scale score to selected other subdomain v-scale scores (Comprehensive Forms only)

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Vineland-3 Supplemental Analysis


Vineland-3 Reports


Computer-Generated Reports

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

• CD/Disc based scoring software no longer available. Only online.

• 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

Q Global Pricing:

Comprehensive Form

(admin/scoring/reporting): $6.50

***

Domain Form

(admin/scoring/reporting: $5

***

Unlimited annual license for

scoring paper forms: $67



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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

• 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 prioritised for intervention.



reserved.

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Vineland-3 Psychometrics


Total Norm Sample for Each Form

Vineland-3

Interview(n=2560)

Parent(n=2560)

Teacher(n=1415)

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)

Maternal Education Level

Total: 6,535

Percentages of Clinical Groups inthe Normative Sample

91

Special Education classification

Interview Form Normative sample

Parent/CaregiverForm NormativeSample

Teacher Form Normative Sample

Autism 0.9 0.9 0.9

Developmental delay

0.7 0.8 1.1

Emotionaldisturbance

0.8 0.6 0.2

Intellectual disability

0.9 0.9 0.9

Specific learning disability

4.2 4.1 4.3

Speech or language impairment

2.7 2.9 2.8

All other IDEA disability categories

1.7 2.0 2.3

All IDEA disability categories combined

11.9 12.2 12.5


Examples of clinical Samples Included

In Vineland-3 Standardisation

• 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


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






Comprehensive FormsDomain-Level Forms



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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


Test-Retest Reliability: Domains/ABC

Standard Score Interview Parent Teacher











Comprehensive FormsDomain-Level Forms


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

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