Tassé, M. J.
(2016) – Maryland DD Coalition sponsored presentation titled: “Diagnosing 2 of 4
and Evaluating Children with Developmental Disabilities.” Baltimore, MD. Handouts
Vineland - II
Purpose
• Measure of personal and social skills (adaptive behaviors)
needed for everyday living
• Ages 0 through 90
• Intellectual disabilities, developmental delays, autism
Vineland Adaptive spectrum disorders, and other impairments of personal care
and social skills functioning.
Behavior Scale – II • Assesses adaptive behaviors in the school environment.
Sparrow, Cicchetti, & Balla (2005)
Domains Administration
Vineland – II Adaptive Behavior Composite Score 4 Vineland-II Forms:
• Communication Skills: speaks, understands others, and uses • Survey Interview Form (Ni = 383)
written language. administered using a semi-structured interview format
• Daily Living Skills: practical skills and behaviors that are • Parent/Caregiver Rating Form (Ni = 383)
needed to take care of oneself. questionnaire format that the parent/caregiver completes.
• Socialization Skills: skills and behaviors needed to get along • Expanded Interview Form (Ni = 500+)
with others and use in free-time activities. semi-structured interview format.
• Motor Skills: uses arms, legs, hands, and fingers for movement,
• Teacher Rating Form (Ni = 223)
coordination, and to manipulate objects (Ages 3 – 6 years old)
questionnaire format completed by the teacher.
=> Maladaptive Behavior Domain
Administration Administration
Vineland-II - Survey Interview Form: Vineland-II - Parent/Caregiver Rating Form:
• Provides a targeted assessment of adaptive behavior. You • Covers the same content as the Survey Interview, but uses a
administer the survey to a parent or caregiver using a semi- rating scale format. This alternative approach works when
structured interview format. This approach gathers more time or access is limited. The Parent/Caregiver Rating
in-depth information with its open-ended questions and Form is also a valuable tool for progress monitoring. Use the
promotes rapport between the interviewer and respondent. Survey Interview Form on the initial assessment and track
– Interviewers: should have graduate-level education in psychology or progress by using the Parent/Caregiver Rating Form.
social work as well as in individual assessment and test
– # items = 383 (Comm. = 99; DLS = 109; Social = 99; Motor = 76)
interpretation. Interviewers must read and study the Vineland-II
Survey Forms Manual before administration (practice sessions – Administration time = 40 – 60 minutes
recommended)
– # items = 383 (Comm. = 99; DLS = 109; Social = 99; Motor = 76)
– Administration time = 40 – 60 minutes
1
Tassé, M. J. (2016) – Maryland DD Coalition sponsored presentation titled: “Diagnosing 2 of 4
and Evaluating Children with Developmental Disabilities.” Baltimore, MD. Handouts
Administration Administration
Vineland-II - Expanded Interview Form: Vineland-II - Teacher Rating Form:
• Provides an in-depth alternative to the Survey Interview • Assesses adaptive behavior for students in school preschool,
form with more items. Particularly suitable for ages 0 to 5 or or a structured day care setting. This form uses a
to help facilitate detailed program planning for low questionnaire format completed by the teacher or day care
functioning individuals provider. The Teacher Rating Form contains the same
– # items = 500+ Domains as the Survey Forms but covers content that a
– Administration time = 60 – 90 minutes teacher would observe in a classroom setting. Targeted and
comprehensive, the form lets you evaluate a student's
functioning in a single domain or any combination of
domains. An adaptive Behavior Composite score is provided
when all four domains are administered
– # items = 223 (Comm. = 67; DLS = 57; Social = 60; Motor = 39)
– Administration time = 30 - 40 minutes
Administration Administration
Administering the Parent/Caregiver Rating Form:
Administrating the Parent/Caregiver Rating Form:
• Establish Rapport with Parents.
Explain Instructions:
• Review the form with parent so he/she understands how to – Mark “2” if individual “usually” performs the behavior w/out help or
complete it. reminders; mark “1” if individual “sometimes performs” the behavior
• Explain Instructions: w/out help or reminders or performs part of the behavior w/out help;
mark “0” if the individual “never” or “rarely performs” the behavior or
– “Please read the directions and mark a rating for every item in each
never performs it w/out help or reminders.
section after the start point circled or highlighted.”
– Mark “2” if the individual doesn’t perform a behavior b/c he/she has
– “The items on this form cover a wide range. (Child’s name) is not
outgrown it.
expected to have all the skills described by all the items”
– “Mark the rating that best describes how often the individual performs
the behavior when it is needed, NOT whether the individual can perform
the behavior.”
Scoring Score Results
• Items are grouped by domains, subdomains, and categories
• Each item describes one observable behavior. Daily Living Skills Domain: Mean = 100 / SD = 15
• Rate how common the subject performs the behavior listed Socialization Domain: Mean = 100 / SD = 15
– 2 (usually) Communication Domain: Mean = 100 / SD = 15
– 1 (sometimes/partially)
– 0 (never) Composite Score: Mean = 100 / SD = 15
– DK (don’t know)
• Adaptive Behavior Composite (ABC) & Domain scores *Motor Domain (children < 5 y.o.): Mean = 100 / SD = 15
2
Tassé, M. J. (2016) – Maryland DD Coalition sponsored presentation titled: “Diagnosing 2 of 4
and Evaluating Children with Developmental Disabilities.” Baltimore, MD. Handouts
Validity ‐ Content Validity ‐ Concurrent
• AAMR (2002), APA (1996), and NAS (2002) Vineland ABS & Vineland‐II
• Increase in age correlates to increase in mean adaptive • ABC: .87 to .94
behavior – Domains: .69 to .96
• Controlled for gender, SES, & ethnic groups (range from 1.5‐2 • ABAS
v‐scale score points) – Correlation of .70
• Correlation between scores & external observations of – Subdomain correlation: .08 to .82
clinical groups – Domains: .22 to .81
• WISC‐III & WAIS‐III: Extremely low correlation
• BASC‐II & Vineland Maladaptive Behavior
– Domain: .80
Reliability Norms and Standards
Internal Consistency: .72 to .90 • 3,695 individuals ages 0 to 90
• Birth to 5: mid .80’s • 2001 U.S. Population Survey
• 6 to 11 & 72 to 90: low .80’s • Gender, ethnicity, community size, geographic region, SES
• 32 to 71: .70’s • Clinical Populations proportionally represented based on
• SEM: 95% +/‐ 2 – 3 points 2004 Congressional Report: ADHD, EDBD, LD, ID, Speech &
Test‐Retest Language Impairment, & OHI
• ABC: .90
• Domains: .88 to .92
• Subdomains: .85
Inter‐Interviewer: .70 to .87
Inter‐Rater: .78 to .83
