lntroduction

and Overview

The Vineland Adaptive Behavior Scales, Second Edition items and the inclusion of new items reflecting cultural
(Vineland-II), is an individually administered measure of changes and new research knowledge of developmental
adaptive behavior for ages birth through 90. The scales disabilities make the Vineland-II even more useful to
are available in three versions: clinicians when determining adaptive functioning for
individuals of all ages.
® Two Survey forms, the Survey Interview Form
and the Parent/Caregiver Rating Form, assess Features of the Vineland-II that make it a particularly
adaptive behavior in the four broad domains of valuable instrument for adaptive behavior assessment
Communication, Daily Living Skills, Socializatioh, include the following:
and Motor Skills, and include a Maladaptive Behavior
Domain that assesses problem behaviors. The two ® The Vineland-II Survey forms norms are based on a
forms differ only in method of administration large, representative sample of over 3,000 individuals.
(interview versus rating scale). ® The Vineland-II Survey forms results are highly
@ The Expanded Interview Form offers a more interpretable. Comparing the results on the Survey
comprehensive assessment of adaptive behavior within Interview Form or Parent/Caregiver Rating Form
the four domains and provides a systematic basis for to the standardization sample gives a measure of
preparing individual educational, habilitative, and the individual's overall level of adaptive functioning
treatment programs. as well as his ar her adaptive functioning in more
distinct areas. The level of functioning in the domains
® The Teacher Rating Form provides assessment of and subdomains documents qualification for special
behaviors in the four domains but focuses on readily programs and services, and the comparison ofthe
observable behaviors exhibited in a classroom individual's pattern of deficits with those found in
setting and includes items related to basic academic different clinical groups supports diagnosis.
functioning.
® The Vineland-II Survey forms provide normative
This manual explains how to administer, score, and seores at the subdomain level to allow for better
interpret the two Survey forms, and describes the understanding of an individual's strengths and
development, standardization, reliability, and validity weaknesses. r
of the forms. Equivalent information on the Expanded
Interview Form and the Teacher Rating Form can be ® The distinct adaptive domains and subdomains
found in separate manuals. measured by the Vineland'---II Survey forms are
consistent with current research on adaptive behavior
The Vineland-II Survey forms representa substantial and correspond to the specifications identified by the
revision of the Vineland Adaptive Behavior Scales (Vineland American Association on Mental Retardation (AAMR,
ABS; Sparrow, Balla, & Cicchetti, 1984). Because the 2002) and the Diagnostic and Statistical Manual of Mental
age range of the Vineland-II scales has been expanded, Disorders, Fourth Edition, Text Revision (DSM-IV-TR,
new items have been added in each of the four domains American Psychiatric Association [APA], 2000).
and eleven subdomains to sample adaptive skills across
® With increased ítem density at the early ages, the
the lifespan. In addition, items have been added in the
Vineland-H Survey forms provide a more complete
birth through 3-year range to increase item density and
picture of the part of the population undergoing the
to allow for greater differentiation during these early
most rapid and dramatic developmental changes, thus
years of rapid development. The updating of current

Vineland-II Chapter 1 lntrodm:fü:m 11

 improving u pon the ability of the Vineland ABS to Figure 1.1, the four domain composite seores make up
identify developmental delays. the Adaptive Behavior Composite for individuals aged
birth through 6: 11:30; for individuals aged 7 and older,
The Vineland-Il Survey forms' comprehensive content
three domain composites form the Adaptive Behavior
contributes to finer diagnostic distinction among
Composite. Examiners may choose to administer a
individuals with significant limitations in adaptive
single domain or any combination of domains to assess
functioning, such as those with mental retardation or
an individual's adaptive functioning in one or more areas
autism spectrum disorders.
or administer all domains required at a given age to
@ Because of their expanded age range, the Vineland-ll obtain the Adaptive Behavior Composite. The domains,
Survey forms can be used to identify strengths and and subdomains that comprise them, are described
weaknesses and age-related declines in the adaptive briefly in Table 1.1.
functioning of older individuals. Vineland-Il results
can help determine the need for supportive programs Figure 1.1 Structure of the Vineland-11
to aid in maintaining independent living.
Ages Birth through 6
1t1 The Vineland-ll Survey forms offer more flexible
1 Communication Domain
administration. Examiners can choose to administer
the Parent/Caregiver Rating Form when a face-to- ~~-~
face interview is not practica[ or when the depth of Adaptive , ----- Daily Living Ski/Is Domain
information provided by the semistructured interview Behavior ..-
method is not needed. The Parent/Caregiver Rating Composite ~ \
~ Socialization Domain
Form is especially well suited for progress monitoring
after an interview administration has been obtained.
I · Motor Skills Domain 1
"- The Survey Interview Form features a new design
intended to allow for more efficient semistructured
interview technique. Items are listed in developmental
order by subdomain rather than domain, and symbols
Ages 7 through 90
are used to identify specific content areas within
a subdomain. This organization helps examiners ~ ICommunication Domain
formulate general questions related to a given content
Adaptive
area, and then locate and scoi:e all relevant items. ..111(------ 1 /)aily Living Skills Domain
Behavior 14

The Vineland-II Survey forms have undergone Composite

~-1
@

extensive bias reviews and statistical analyses to -S-oc-i-al-iz_a_t,-.o-n_D_o_m_a_i_n~

ensnrP th>Jt inrlivirhrnk nf PithPr <:.PY ;1nrl frnm "uciriety
of ethnic and socioeconomic backgrounds can be
assessed with confidence.
® The Maladaptive Behavior Index of the Vineland-II Two subscales-Internalizing and Externalizing-and
groups maladaptive behaviors into Internalizing, one subset of items labeled "Other" make up the
Externalizing, and Other problem behaviors. optional Maladaptive Behavior Index, which provides
Consistent with current research, these categories of a measure of undesirable behaviors that may interfere
problem behaviors are helpful in making with an individual'.<; adaptive behavior. Examiners who
clinical diagnoses. wish to assess problem behaviors should administer all
subscales and obtain the composite score. The optional
Strilcture and Organization of the Maladaptive Behavior Critical Items do not contribute
to a subscale or composite, but provide brief indicators
Vineland-11 Survey Forms of more severe maladaptive behaviors that examiners
The eleven Vineland-Il subdomains are grouped into may want to consider in the overall assessment of
four domain composites: Communication, Daily Living adaptive behavior. The Maladaptive Behavior Index and
Skills, Socialization, and Motor Skills. Within each the Maladaptive Behavior Critical ltems make up the
domain, the subdomains yield v-scale seores that sum Maladaptive Behavior Domain.
to yield the domain composite seores. As shown in

2 1 Chapter 1 lntrndudion Vinelaml-II

Table 1.1 Content Description of Vineland-11 Forms
Survey Forms
The Survey Interview Form Record Booklet contains
Domains and 1
Subdomains* 1 Content
the items for each scale and space for the examiner to
Communi_cation .[)9inain. record item seores during administration. lt is designed
Receptive How the individual listens and pays attention, and to facilitate the semistructured interview, linking related
what he or she understands content with a symbol to help examiners structure
Expressive What the individual says, how he or she uses the interview and locate and score related items.
words and sentences to gather and provide
information
Demographic information can be recorded on the front
Written What the individual understands about how letters
page; derived seores can be recorded and graphically
make words, and what he or she reads and writes displayed on the detachable Score Report at the back of
the booklet. The Parent/Caregiver Rating Form Record
Personal How the individual eats, dresses, and practices Booklet contains the same items in the same order
personal hygiene as the Survey Interview Form but features a different
Domestic What household tasks the individual performs
design for parents and caregivers. The terms domain and
Community
subdomain, which are not familiar to many parents and
caregivers, have been replaced with more descriptive,
Interpersonal How the individual interacts with others
readily understandable terms. Table 2.1 provides names
Relationships of domains and subdomains as they appear on the Parent/
Play and Leisure How the individual plays and uses leisure time Caregiver Rating Form. The Parent/Careg_iver Rating Form
Time includes space on the front page for recording identifying
Coping Skills How the individual demonstrates responsibility
information, and has a detachable Score Report at
and to others
the back for recording derived seores and graphically
Gross How the individual uses arms and legs for
displaying them.
movement and coordination
Fine How the individual uses hands and fingers to Parent and Caregiver Feedback Reporls
manipulate objects
ADAPTIVE A composite of the Communication, Daily Living The Report to Parents or Report to Caregivers can be
BEHAVIOR Skills, Socialization, and Motor Skills Domains used to communicate assessment results of either Survey
COMPOSITE
form. Each report allows the examiner to summarize the
:&aí~ª~r111I~~ii~b~))Jn\Jihi,{01,:r!wN#t1,\~w•'l:[;¡"0;;·.,;~~si~¾§h?\ftt:trt,, individual's derived seores and explain them in relation
Maladaptive A composite of lnternalizing, Externalizing, ,1nd
Behavior lndex Other types of undesirable behavior that may to the individuals strengths and weaknesses.
interfere with the individual's adaptive functioning
Maladaptive More severe maladaptive behaviors that may Computer Software
Behavior provide clinically importan! information
Critica! ltems A computer program, the Vineland-II Survey Forms
*The names of domains and subdomains have been changed on the ASSIST™, seores and reports the Survey Interview
Parent/Caregiver Rating Form to terms more familiar to parents and Form and Parent/Caregiver Rating Form results. The
other caregivers.
program allows for entry of either subdomain raw seores
or individual item seores, and converts raw seores to
Description of Survey derived seores. The program also provides a number of
Forms Components options for generating score reports.

Manual Vineland-11 Spanish forms

The Survey Forms Manual contains directions for Spanish versions of the Survey Interview Form, Report
administering and scoring both the Survey lnterview to Parents, and Report to Caregivers are available.
Form and the Parent/Caregiver Rating Form. lt gives The Spanish version of the Survey Interview Form is
guidance in selecting which method of administration administered and scored in the same way as the English
to use, and includes normative tables and scoring version. Even though the items are translated into
criteria for both forms. lt also provides information on Spanish, they are not to be read to the respondent, and
the development, appropriate uses, validity, reliability, the Spanish version is not intended to be administered as
and interpretation of the forms. Users should become a rating scale.
familiar with this manual-especially Appendix E, which
includes scoring criteria for each test item-before
administering either of the Survey forms.

Vineland-II Chapter 1 lntroduction and Overview 1 3

Administration Time The Interpersonal Relationships and Play and Leisure
Time Subdomains of the Socialization Domain now
Examiners using the Survey Interview Form can expect include more items that measure an individual's ability
to spend 20 to 60 minutes conducting a semistructured to understand and use nonverbal communication to
interview, depending on the age or developmental level regulare social interaction, and the ability to develop
of the individual being assessed. This estímate is based and maintain personal relationships, making these
on actual administration times during the national subdomains more useful in measuring the qualitative
standardization. An additional 15 to 30 minutes may be impairments in social interaction that are characteristic
needed to hand-score the form, obtain derived seores, of individuals with autism spectrum disorders. In
and complete the interpretive steps. addition, items measuring gullibility, social naiveté, and
the ability to recognize and avoid victimization have
Examiners using the Parent/Caregiver Rating Form can
been added, consistent with the growing recognition of
expect respondents to take 30 to 60 minutes to complete
the importari.ce of such content in the identification and
the form, depending on the age of the individual whose
classification of mild mental retardation.
behavior they are rating. This estímate is based on actual
administration times during the national standardization. Table 1.2 documents the increase in the number of items
Examiners should expect to spend time going over the in each domain and subdomain.
form with the respondent befare administration and
reviewing the form after the respondent has completed it. Table 1.2 Number of ltems in the Vineland-11 Survey
As with the Survey Interview Form, an additional 15 to Forms and Vineland ABS Survey Form~ by
30 minutes may be needed to hand-score the form, obtain Domain and Subdomain
derived seores, and complete the interpretive steps. Vineland ABS Vineland-11

Comparison with the

Vineland ABS
Although the Vineland-II maintains the 4-domain,
11-su bdomain structure o f the Vineland AES, it
represents a substantial revision of the Vineland AES
content. Most of the new items have been added to
improve measurement for very young children or for
adults. Other ítem additions or modifications are
designed to improve the thoroughness or accuracy of
assessment throughout the age range. The following is a
JU.UUUC.U.
r...f
C'llYY'\YY'\.,"l""lT
y Vl Lll\.... UJ.a.JVl .::,uu.:.ta.uuvc... LUQ.llt)C..~ lllctU
._he _
thn 'YY"\,,;,....,.,,.. ,,., .... i..,,., .. ,, . . . . 1-~,..T,,... ,,...l-.,... ....... ,..,.,....,.... .......,....,...;Je.;_
111 L
Interpersonal Interpersonal
subdomain content. Relationships
28 38
Relationships

The Receptive and Expressive Subdomains of the Play and

20 31
Play and
Leisure Time Leisure Time
Communication Domain now include more items that
measure the development of spoken language and the Coping Skills 18 30 Coping Skills

ability to initiate and sustain conversation, making these

subdomains more useful in measuring the qualitative
impairments in communication associated with autism
spectrum disorders.

The Personal, Domestic, and Community Subdomains

of the Daily Living Skills Domain now include more Maladaptive 27 Maladaptive
items to assess independent living skills, making them 36
Behavior Part 1 Behavior lndex
more useful for determining whether an individual with 11 lnternalizing
deficits in adaptive functioning can live independently 10 Externalizing
and for planning supports to allow such individuals to
15 Other
live in the least restrictive environment possible.
Maladaptive
Maladaptive
9 14 Behavior
Behavior Part 2
Critica! ltems
*The Parent/Caregiver Rating Form uses different names for the domains and
subdomains

4 1 Chapter 1 Vineland-11
Uses of the Vineland-11 of measuring adaptive functioning in young children
by making it one of five domains of development by
Survey Forms which young children could be eligible for intervention
The Vineland-II is applicable whenever an assessment services. This legislation made the assessment of adaptive
of an individual's daily functioning is required. The behavior an essential pan of evaluations for children birth
scales are used in a variety of clinical, educational, and through 5. It also mandated the involvement of caregivers
research settings. Perhaps the major clinical use to which in the evaluations, highlighting the importance of the
the Vineland-II will be applied is as a major or ancillary caregiver's perspectives in understanding a young child'.s
diagnostic tool. developmental strengths and needs.

Diagnostic Evaluations Progress Monitoring

Since 1959, legislation (e.g., the Individuals with With the Survey Interview Form and the Parent/
Disabilities Education Improvement Act of 2004) and the Caregiver Rating Form, the Vineland-II can provide an
official manuals of the American Association on Mental in-depth or a quick assessment of the individual's current
Retardation (Heber, 1959,1961; Grossman, 1973, 1977, level of functioning. The flexibility of two methods of
1983; AAMR 1992, 2002) have stated that deficits in administration makes the monitoring of the individual'.s
adaptive behavior, as well as cognitive functioning, must progress in acquiring new skills, or strengthening
be substantiated before an individual is given a diagnosis existing ones, more convenient.
or classification of mental retardation. Like the Vineland
ABS, the Vineland-II Survey forms are well suited for Program Planning
evaluation and diagnosis of mental retardation because In recent years, increased emphasis has been placed
of their comprehensive content and careful development on the development and implementation of individual
and standardization. The norm-referenced data provide educational, habilitative, and treatment programs.
reliable and valid estimates of an individual's adaptive The development of these programs requires a clear
behavior and ranking in comparison with a national description of the individual's strengths and weaknesses
normative group. Strengths and weaknesses in specific as well as goals and objectives that are relevant to
areas may be determined. an individual's needs. The Vineland-II Survey forms
provide comprehensive, yet targeted, content that yields
The Vineland-II Survey forms are not limited to use
an efficient and accurate description of the individual's
with mental retardation, however. They are designed to
adaptive functioning at the domain and subdomain
aid in the clinical diagnosis of a variety of disorders and
level. The Vineland-II Survey forms also assess the skills
disabilities, including autism spectrum disorders, various
necessary for personal and social sufficiency-skills
genetic disorders, developmental delays, emotional
emphasized in many treatment programs.
and behavioral disturbances, and a wide range of other
mental, physical, and injury-related conditions. Extensive Information obtained from the Vineland-II Survey forms
research and clinical practice using the Vineland ABS can be used to select the most suitable type of program
have demonstrated that adaptive behavior should often for the individual and to pinpoint activities most needed.
be a major component in assessing current functioning
i_n individuals across a broad range of conditions. Research
Understanding how any disorder, environment, or
The Vineland-11 may be used in many types of research
condition affects an individual's everyday life (e.g.,
projects in which the development and functioning of
personal hygiene, domestic activities, friendships,
individuals with and without disabilities are investigated.
responsibilities, leisure activities, motor skills, etc.) is
Because the Vineland-11 does not require the presence
critical. This understanding should help drive treatment
of the individual being assessed, it is useful for
planning and/or other interventions.
research about mental and physical disabilities, infant
development, and parent-child relationships. Examples
Developmental Evaluations of specific research applications of the Vineland-11 are to
The Vineland-ll provides an important tool for measuring
young children'.s development and determining their @ assess the effects of various treatments or clinical
eligibility for public-supported early intervention. Special interventions upon levels of adaptive functioning
education reauthorization in 1986 (Public Law 99-457),
@ determine the relationship of adaptive behavior
which mandated special education preschool services for
levels to levels of clinical, cognitive, or educational
children aged 3 through 5 years, codified the importance
functioning

Vineland-H ChafJter 1 h1trnducfü.m 15

, gather information in longitudinal studies in which adaptive behavior of individuals with mental retardation
adaptive functioning is a variable of interest. Beca use received conlinued attention throughout the 1800s with
the Vineland-II can be used with individuals from legal reforms for individuals with disabilities and a greater
birth through adulthood, information gathered from effort to understand the relationship between individuals
the Vineland-II can be used throughout the duration with mental retardation and others in the community.
of longitudinal studies.
The introduction of measures of cognitive functioning
rhe Construct of in the early 1900s (e.g., Binet & Simon, 1905; Terman,
1916; Wechsler, 1939) led to the pervasive practice of
\daptive Behavior
defining mental retardation solely in terms of intelligence
,s with the Vineland ABS, the development of the test seores. The reliance on IQ as the means of classifying
'ineland-II relied heavily upon the following definition, those with mental retardation continued for many years,
s well as historical trends in the conceptualization and despite increasing concern over the use of a single
1easurement of adaptive behavior. criterion and increasing criticism of intelligence tests
(Brockley, 1999).
he authors define adaptive behavior as the performance
f daily activities required for personal and social Although it was several years before the role of adaptive
1fficiency. Four important principles are inherent in this behavior in assessing and classifying individuals with
efinition of adaptive behavior. First, adaptive behavior mental retardation was widely recognized, in 1959 the
; age related. In most individuals, adaptive behavior American Association on Mental Retardation (MMR),
1creases and becomes more complexas an individual formerly the American Association on Mental Deficiency
rows older. For younger children, activities such as (MMD), published its first official manual and formally
ressing and getting along with playmates are important; included deficits in adaptive behavior, in addition to sub-
ir adults, holding a job and managing money are average intelligence, as an integral part of the definition
ecessary. Second, adaptive behavior is defined by the of mental retardation (Heber, 1959, 1961). The MMR
-::pectations or standards of other people. The adequacy manual listed two major facets of adaptive behavior:
f an individual's adaptive behavior is judged by those
·ho live, work, and interact with the individual. Third, 1. the degree to which the individual is able
:laptive behavior is modifiable. In contrast to cognition, to function and maintain him- or herself
hich is considered relatively stable for most individuals independently and
ver time, adaptive functioning can become worse or 2. the degree to which he or she meets satisfactorily
m improve depending on interventions, changes in the culturally imposed demands of personal and
1vironment, physical or emotional trauma, or other social responsibility (Heber, 1961, p. 61)
rents. Finally, adaptive behavior is defined by typical
:rformance, not ability. While ability is necessary for the Between 1973 and 2002, MMR published revised
:rformance of daily activities, an individuals adaptive editions of its manual that further emphasized the
~havior is inadequate if the ability is not demonstrated importance of adaptive behavior in the classification
/1
hen it is required. For example, if a person has the of mental retardation (MMR, 1992, 2002; Grossman,
,ility to perform according to basic rules of safety and 1973, 1977, 1983). Although modified somewhat, the
:rbalizes the rules when asked, but seldom follows major premises of Heber's definition were still evident
em, his or her adaptive behavior is considered to be in later editions of the MMR manual. The most recent
adequate in that area. (2002) edition identifies three domains of adaptive
behavior: conceptual (involving such skills as language,
listory money concepts, and reading and writing), practical
(activities of daily living, occupational skills, etc.), anc:I
1e construct of adaptive behavior has its roots in the social (interpersonal, responsibility, obeying laws, etc.).
story of defining mental retardation. Present concepts The importance of adaptive behavior in the diagnosis of
n be traced to early attempts.to describe those vvith mental retardation is also recognized in the American
ental retardation; for example, during the Renaissance Psychiatric Association'.s Diagnostic and Statistical Manual
Ld Reformation, language and law defined mental of Mental Disorders, Fourth Edition, Text Revision (2002),
tardation in terms of adaptive behavior (Sheerenberger, and in the International Classification of Functioning,
)83). According to Robinson and Robinson (1976), the Disability, and Health (World Health Organization, 2001).

1 Chapter 1 Vineland-II
The development of the adaptive behavior construct and estímate of social competence and end with a prediction
its wider application were strongly iníluenced by passage of social competence following prognosis or treatment.
of the Education for All Handicapped Children Act of
1975 (Public Law 94-142), which followed a similar Doll (1953) contributed many ideas to the construct of
act, the Rehabilitation Act of 1973, a law to promote the adaptive behavior, paramount among them the concept
education, employment, and training of individuals with that adaptive behavior is developmental in nature. In
disabilities. Public Law 94-142 and its reauthorizations other words, what is considered to be socially sufficient
under the name IDEA, including the Amendments of behavior is dependent u pon the age of the person under
1997 (IDEA, 1999) and the Individuals with Disabilities evaluation. This principle continues to be crucial to the
Education Improvement Act of 2004, require that states measurement of adaptive behavior.
seeking financia! assistance from the federal government A second enduring contribution of Edgar Doll is his
provide free and appropriate public education to all understanding that social competence, or adaptive
children regardless of their disability (physical, mental, behavior, encompasses a wide range of areas or domains.
emotional, learning, or linguistic). Stringent guidelines Doll classified eight categories of items on the Vineland
for the assessment of children with disabilities are SMS (Doll, 1935, 1965): self-help general; self-help
stated in the law; assessment in all areas related to the dressing; self-help eating; communication; self-direction;
disability, including adaptive behavior, is required. The socialization; locomotion; and occupation. Although
definition of mental retardation in IDEA is similar to there is sorne difference of opinion as to whether Doll's
the current MMR definition, and the law requires that categorization is the best, the perception of adaptive
deficits in adaptive behavior be substantiated befare behavior as multidimensional has survived from one
a child is classified with mental retardation. Further, generation to the next.
IDEA recognizes the importance of an adaptive behavior
assessment for children with disabilities other than Another characteristic of adaptive behavior assessment
mental retardation. Since the passage of the law, states embodied in the original Vineland has withstood the
have developed guidelines which stress adaptive behavior test of time and appears in most later scales of adaptive
assessment, particularly for those with mental retardation behavior: the administration of such scales does not
or other disabilities 0acobson & Mulick, 1996; Patrick & require the participation of the individual whose
Reschly, 1982). adaptive behavior is being assessed, but only requires
a respondent who is familiar with the individual's
The Contributions of Edgar A. Doll behavior. This "third party'' method of administration
The Vineland ABS is a revision of the Víneland Social produces a valid measurement of the day-to-day
Maturity Scale (Vineland SMS), which was developed activities that cannot be adequately measured through
by Edgar A. Doll (1935, 1965) for use in the evaluation direct administration of tasks. This method also allows
of individuals with mental retardation. As early as assessment of individuals who will not or cannot perform
1935, Doll noted that ability assessments of individuals on command in a direct administration situation,
with mental retardation are incomplete without valid such as infants, individuals with severe or profound
estimates of adaptive behavior. According to Doll, the mental retardation, individuals with severe emotional
primary focus of assessment of individuals with mental disturbances, and individuals with physical disabilities.
retardation should be on their capacity for maintaining Doll's concepts undoubtedly formed the basis of present
themselves and their affairs. Dolls concern was to definitions of mental retardation and practices in the
identify the relationship between mental deficiency and assessment of adaptive behavior. For many years after
social competence, which he defined as "the functional Doll's development of the Vineland SMS in the 1930s,
ability of the human organism for exercising personal however, IQ seores continued to receive the major
independence and social responsibílity" (Doll, 1953, emphasis in the classification of individuals with mental
p. 10). In his six criteria of mental deficiency, Doll (1940) retardation. Not until the 1960s and 1970s were Dolls
listed social incompetence as first and most important. ideas reílected in terms of new definitions of mental
Because the immediate occasion for suspicion of mental retardation, legislation and litigation concerning those
deficiency is a social circumstance, Doll wrote, no mental with mental retardation, and the further development
diagnosis is complete if it does not begin with a sound and proliferation of adaptive behavior scales.

Vineland-II Chapter 1 1 7
 Administration

The two Survey forms of the Vineland-II, the Survey Santos de Barona and Barona (1991) summarize the
Interview Form and the Parent/Caregiver Rating Form, challenge of assessing young children: "Many young
are designed to provide comparable results using children are not yet aware of, or concerned about, social
different methods of administration. The first section expectations regarding behavior and act according to
of this chapter outlines the unique methodological their immediate whims. They are able to demonstrate
issues related to defining and measuring adaptive sustained attention for only short intervals and even
behavior, and provides a framework for selecting the these brief periods may be affected by fatigue or hunger"
method of administration best suited to a particular (p. 365). In such situations, determining whether
evaluation. Subsequent sections of the chapter describe the child's lack of response is the result of the testing
the procedures for administering each form. A detailed situation or is a reflection of ability can be difficult.
description of how to conduct a semistructured interview
is included, as well as step-by-step instructions for The challenges of using a formalized testing session for
guiding a respondent through the completion of the young children also apply to many individuals with
Parent/Caregiver Rating Form. developmental delays, emotional disturbances, and
physical disabilities+individuals for whom an adaptive
Rationale for the lnterview behavior measure is often used. Even if the individual
performs on command during such a testing session, the
and Rating Formats examiner cannot be sure if this performance represents
Developing an adaptive behavior assessment presents typical performance.
methodological issues not common to other instruments.
Because adaptive behavior begins at birth and becomes To avoid the problem of distinguishing between ability
increasingly complex throughout life, the instrument has and typical performance, sorne assessment procedures
to measure the abilities of infants and young children as rely on the observation and recording of an individual's
reliably as it measures the skills of older individuals. In behaviors in natural surroundings. However, unless a
addition, because adaptive behavior is defined by typical standardized set of skills is assessed, such results cannot
performance, the instrument must be able to distinguish be confidently compared with a normative sample to
between the ability to perform a given behavior and make judgments about level of ability.
performing that behavior when it is needed.
The Semistructured lnterview Format
Many traditional assessment instruments use a format Because of the methodological problems associated with
that requires the individual to respond to standardized obtaining reliable and valid information when assessing
stimuli in a formal testing session. Using this approach an individual's usual behavior, the Vineland-II Survey
to measure adaptive behavior may result in a somewhat Interview Form, like its predecessors the Víneland
inaccurate description of an individual's behavior, Adaptíve Behavior Scales (Vineland ABS; Sparrow, Balla,
particularly that of a young child. In such testing & Cicchetti, 1984) and the Vineland Social Maturity
sessions, a very young child may choose not to respond Scale (Vineland SMS: Doll, 1935, 1965), provides a
because of unfamiliarity with the testing situation, semistructured interview format for administration.
inability to understand what is required, or discomfort This format does not require the participation of the
with the individual conducting the assessment. Often a individual whose adaptive behavior is being assessed,
child is reluctant, shy, or frightened and simply will not but only requires a respondent who is familiar with the
respond to the test stimuli. individual's behavior.

Vineland-II Chapter 2
This "third-party" metbod of administration produces a
valid measure of those day-Lo-day activities that cannol
The rating scale format provides another method of
be adequately measured through direct administration
obtaining valid information about an individua[ 5 usual
of tasks, and allows for the assessrnenl of individuals
behavior. Like the semistructured interview, this "third-
who will not or cannoL perform on command. Another
party" method of administration requires a respondent
benefit of the interview procedure is the depth of
who is familiar with the behavior of the individual to tate
accurate information obtained about the individual's
a checklist of the individuals skills.
level of functioning. As Goldstein, Srnith, Waldrep, and
lnderbitzen (1987) found, "the more open-ended nature This method, however, may result in biased ratings
of the Vineland AES procedure frequently promotes by the respondent, who may repon very infrequent
response elaboration and elicits more information behaviors or embellish or minimize the individual's
than does the rating scale" (p. 5). Also, response performance. Evans and Bradley-Johnson (1988)
bias is reduced, in part because information about observed that"sometimes informants rate all skills basect
the individual's abilities is gathered through normal on their overall feelings about a student. For example,
conversation with a respondent who does not know if an informant likes a student, all skills rnight be rated
the item content or scoring method. as very good, despite the fact that the student has sorne
weak areas. Or informants may bias ratings to fit their
Particular benefits of the semistructured interview include:
own interests or intents" (p. 284). For example, the
® Enhanced rapport between the interviewer and respondent might not want a disability "label" attached
respondent, because the method approximates an to h1s or her child or placed in the child's school records
everyday social conversation about the individual's On the other hand, the respondent might want his or
activities her child to qualify far special programs or welfare
benefits even if the child's functioning is not within the
® A positive testing atmosphere created by eliminating disabled range. Also, the respondent might rate the
direct questioning and placing the emphasis on what
individuals performance higher than his usual behavior
the individual does rather than what he or she does
would warrant because the respondent confuses ability
not do
to perform the behavior with usual performance. Wells
(l!l A more natural flow of information within a given (1981) concluded that "Rating scales and checklists filled
content area than is possible if items were read to the out by caregivers are subject to situational and contextua[
respondent in a predetermined arder biases and potential misperceptions of these individuals
and may not accurately reflect the child's actual
@J Greater efficiency than item-by-item questioning;
behavioral characteristics and tendencies" (p. 505).
the use of a small number of general questions,
followed by appropriate probes, can produce specific When examiners are aware of these limitations and
information far many items in a given content area vigilantly guard against them, the rating scale method
® More in-depth information, because the respondent of administration can provide needed flexibility when
responds to open-ended questions or statements a face-to-face interview is not practica! or needed. For
rather than answering "yes," "no," or "sometimes" to this reason, the Vineland-II offers a choice between the
very specific questions. Extensive clinical information Survey Interview Form and the Parent/Caregiver Rating
is obtained, over and above what would be learned by Form. To ensure the accuracy of information obtained
asking each question word-for-word. and reduce response bias, the examiner must play an
active role in reviewing the form and the instructions
~ Because the respondent is free to describe each activity far completing it with the respondent, and monitoring
in his or her own words, more accurate descriptions of and reviewing the results. The examiner will need to
the individual's activities are provided than would be scrutinize the completed form and use probes to resolve
possible with pre-set, potentially biased limits created any discrepancies-a procedure similar to conducting a
by the specific language or content of a given item semistructured interview.
~ More consistent scoring, because scoring is the
responsibility of the interviewer, who is a trained
professional with a thorough understanding of the
criteria far scoring each item, and can probe in depth,
as necessary, to obtain sufficient information to score
each item correctly

Lo I Chapter 2 Administrntion Vineland-II

Selecting the Method to note that during standardization, no significant score
differences were obtained between the Survey Interview
of Administration Forrn and the Parent/Caregiver Ratíng Form. However,
When considering whether to use the Survey Interview the standardization respondents had no investment in
Form or the Parent/Caregiver Rating Form, the clinician the outcome because the results could not lead to any
should consider the intended use of the results and future outcome, such as enrollment in a special program
the characteristics, motivations, and emotional state or eligibility for benefits. Thus, it is important that the
of the respondent. clinician have sufficient contact with the respondent to be
confident of unbiased results. It has been the experience
Typically, there are four reasons to assess adaptive of the authors that most parents try to be as unbiased as
behavior: possible, but clinicians should favor the interview format
if they have any doubt about the respondents lack of bias.
@ For diagnostic evaluation for referral or qualification
for special services One additional consideration is the emotional and
® For evaluation to inform the differential diagnosis mental state of the respondent. The parent or caregiver of
a child with a severe disability or a diagnosis associated
® For program planning or development of with lifelong impairments may be struggling to accept
treatment plans and understand his or her child's condition. Completing
® For progress monitoring a rating form that emphasizes what the child cannot
do may add to the parents' distress. It has been the
While the Survey Interview Form and the Parent/ authors' experience that parents often repon enjoying
Caregiver Rating Form both provide assessment support the semistructured interview and find it comforting to be
for referral for services or placement in special programs, able to describe what their child does rather than what
the strength of the semistructured interview format in he or she doesn't do.
eliciting accurate, in-depth descriptions of the individuals
functioning make it the preferred method when the General Procedures
results will inform diagnostic decisions. Similarly, the
response elaboration characteristíc of the semistructured for Administration
interview often provides additional clinical information This section discusses issues that apply to administratíon
useful in making a differential diagnosis. of both the Survey Interview Form and the Parent/
Caregiver Rating Form. The subsequent sections give
Often the supplementary detail elicited with the
separate, detailed instructíons for administering each of
interview method is not needed for program planning
the two forms.
and progress monitoring, making the Parent/Caregiver
Rating Form a good choice when the results will be
Computíng Chronological Age
used to guide treatment. In addition, because multiple
sources of information are always recommended in The record booklet covers of the Survey Interview
determining diagnoses, the Parent/Caregiver Rating Form and Parent/Caregiver Rating Form contain sections
Form provides a convenient way to get a second view of for computing the chronological age of the individual
the individual's functioning. who is the focus of the assessment. Three sample age
computations are shown in Figure 2.1. The first requires
Before choosing to use the Parent/Caregiver Rating no borrowing. In the second, one year must be borrowed
Form, the clinician must also determine whether this to permit subtraction of months. In the third sample,
method of administration is appropriate for a given first one month (30 days) is borrowed so the days can
respondent. First, the clinician must decide whether the be subtracted (changing the months from 6 to 5); then
respondent has sufficient reading ability to understand one year is borrowed so the months can be subtracted
the Vineland-II items and the directions for completing (changing the rnonths again from 5 ro 17). When
the form, as well as an adequate command of English if borrowing one month, always add 30 days to the number
he or she is not a natíve English speaker. The clinician in the day column. Do not round 15 or more days to the
must also evaluate whether the respondent may be biased next higher month.
in regard to the outcome of the evaluation. It is important

Vineland-U Chapter 2 1 11
Figure 2.1 Computing chronological age on the method when the individual is providing information on
front cover of the record booklets his or her own behavior.
AGE: YEAR MONTH DAY In sorne circumstances, because of a lack of sufficient
lnterview date knowledge of an individual's activities in all domains,
2..002 (p 12
more than one respondent may be necessary. However,
Birth date 1992 4 12.. only one respondent should provide information
Chronological age 12.. 2.. z concerning a given domain. To qualify as a respondent in
such circumstances, the caregiver must have knowledge
AGE: YEAR MONTH DAY
'04 18 of the individual in at least one complete adaptive
lnterview date
2..()62 M 12 behavior domain. For the standardization sample,
Birth date 1222 11 12..
a single respondent provided information for each
individual. No normative data are based on multiple
Chronological age 11 z z respondents. Therefore, every attempt should be made
AGE: YEAR MONTH DAY to locate one respondent who is familiar with the
'04 J 17 49
individual's activities in all domains.
lnterview date
2..~2 ~ l!J.
Birth date
1293 11 2..2.. Establishing Rapporl
Chronological age (p
11 2.. Establishing a relationship that encourages the respondent
to provide accurate, unbiased information about the
Selecting the Respondent individual's typical level of functioning is one of the most
important preconditions for obtaining valid results on the
Careful selection of a qualified respondent is critical
Survey Interview Form or Parent/Caregiver Rating Form.
for obtaining valid results with either Survey form. The
When preparing to conduct an interview or explain the
respondent must be the adult who is most familiar with
Rating Form to the respondent, take time to establish
the everyday behavior of the individual being evaluated.
rapport. Begin by briefly describing the purpose of the
In general, the respondent should have frequent contact
assessment. You might say, "Learning about [individual's
with the individual (preferably every day) over an
name]s adaptive behavior will help us to gain a total
extended period of time to allow multiple opportunities
picture of him [her]. You are an important person to
to observe the individual's responses to a variety of
give us information about [individual's name]s adaptive
environmental demands.
behaviors." You might define adaptive behavior by saying,
For a child living at home, a parent is usually the most "Adaptive behaviors are the day-to-day activities that are
appropriate respondent. In sorne cases, however, another necessary for individuals to get along with others and take
adult family member (for example, a grandparent care of themselves. These activities change as a person
assuming major caregiving responsibilities) could be a grows older and becomes less dependent on the help
more suitable choice. If the child does not live with his of others. But at every age, certain skills are required at
or her family but lives in a residential facility, then the home, at school, and in the community."
respondent should be the caregiver who best knows
Then briefly describe each scale, or domain. To do so, you
the child. Such a caregiver might be a house parent,
might say, "Adaptive behaviors fall into four general areas
unit aide, social worker, nurse, day-care worker, or
[or three, depending on the individual's age]. The first
recreation worker.
deals with communication, or how [the individual's name]
For an adult, respondents may include a spouse or speaks and understands others [and, if appropriate, reads
other adult family member, a professional caregiver in and writes]. The second area deals with daily living skills
a residential or nonresidential facility, a counselor, or a that [individual's name] uses for eating, dressing, and
work supervisor. taking care of personal needs. The third area involves
the skills that [individual's name] uses to get along with
On occasion, the individual whose behavior is being others, called socialization skills, as well as his or her play
assessed is the only available source of information about activities and use of leisure time. The last area deals with
his or her own behaviors. In such cases, the individual important physical skills, called motor skills."
may serve as the respondent, but only if the Survey
Interview Form is used. The semistructured interview If you are administering the optional Maladaptive
format is less prone to respondent bias than is the rating Behavior Domain (for individuals aged 3 or older),
you might describe them as sections that address

12 1 Chapter 2 Administrafü:m Vineland-II

undesirable or negative behaviors that can interfere with Administering the lVlaladoptive
the demonstration of the skills just described, such as a
negative behavior that makes getting along with others
Behavior Dornain
difficult. When problem behaviors may be interfering with
the adaptive behavior of an individual aged 3 years
Typically, the Vineland-II is administered to determine or older, the examiner may choose to administer the
whether an individual has a disability or disorder and optional maladaptive behavior sections. An examiner
needs intervention services, such as special education, using the Parent/Caregiver Rating Form who does not
rehabilitation, oran individualized treatment plan. wish to administer the maladaptive behavior sections
Respondents might be unfamiliar with the assessment should simply cross out those sections and instruct the
process and could be anxious or concerned. As you respondent to ignore them. For the interview format,
describe the scales and the purpose of the assessment, detailed administration instructions for the maladaptive
you should attempt to decrease a respondent's anxiety behavior sections are presented later in this chapter, in
by explaining how the results might be used to make the portion on administration procedures for the Survey
diagnostic or educational placement decisions, and who Interview Form.
will have access to the results.

As you describe the assessment process, emphasize the

Survey lnterview Form
following points to the respondent: Administration
@ There are no "right" or "wrong" answers to the Test Moterials
questions. The materials required for conducting the Survey
ti! The respondent should describe what the individual Interview Form include this manual, which contains
actually does, not what the individual might be capable scoring criteria for the items; the Survey Intervíew
of doing. Form record booklet; and a pencil. The record booklet
consists of 30 pages. The cover has space for recording
@ Each individual is different. Not all individuals information about the individual, the respondent, and
perform the same activities at the same age. the interviewer. Pages 5 through 25 contain the 4 33
items for the four adaptive behavior domains, or scales,
Administering the Motor Skills and the optional Maladaptive Behavior Domain. Starting
Domoín for Ages 7 ond Older points by age are indicated to the left of the items. Boxes
Based on the performance of the standardization sample, for recording ítem seores are placed to the right of the
the items of the Motor Skills Domain are appropriate items. Page 26 provides space for recording observations
for individuals without disabilities through age 6. An and other information about the interview, and pages 27
examiner may choose, however, to administer the through 30 comprise the detachable Vineland-II Score
Motor Skills Domain for individuals 7 or older in sorne Report, which includes the Score Summary, Score Profile,
circumstances. and Pairwise Comparisons.

For example, administration would be appropriate for an The Testing Environment and Ropporl
individual without disabilities for whom a motor deficit
Conduct the interview in a quiet room with adequate
is suspected; an older individual for whom a decline
space, a comfortable temperature, pleasant atmosphere,
in motor functioning is suspected; an individual with a
and comfortable chairs. In most situations, only you
disability that affects motor functioning, such as a visual
and the respondent should be in the room during the
impairment; or an individual with a disability who has a
interview; the individual being assessed should not be
generally low level of function in all areas.
present. On occasion, however, it may be necessary
tn h•::n:7P hntl, n,;¡rpntc nrDco•nt Thic- ic- "l'Y'IAc--t l1"l,-~lH t~
l'Jorms for the 1'v1otor Skills Domain and subdomains are ._.._., ,._L..,., Y..._, ,_,..._,L-'-"'- ~.....,L,,,.-.1.LL-V _t-'l.1-..-J\..,l.l.L • ..l. .ll.J.J .l.:J .LJ.l.V.:>L J. L'\..\...l.J V

available for adults aged 50 through 90 as well as children occur when the interview is part of a comprehensive
aged birth through 6. (However, because the Motor Skills evaluation and both parents are requested to be present.
Domain is optional above age 6, the Adaptive Behavior In such cases, ask which parent is most familiar with the
Composite at ages 7 through 90 does not include this individual's behavior and indicate that that parent should
domain.) When the Motor Skills Domain is administered respond to your questions, although comments and
for an individual 7 or older, estimated derived seores discussion from the other parent are welcome.
for the domain and Gross and Fine Subdomains may be
obtained using the procedure given in Chapter 3.

Vineland-II Chapter 2 Administration 1 13

As noted earlier, establishing a relationship that Structure of the Survey lnterview Form
encourages the respondenl to provide accurate, unbiased
The interviewer can use the structure of the Survey
information about the individual's typical level of
Interview Form to design general questions and
functioning is crucial for valid assessment. Use the first
determine whether specific probes are needed to score
five minutes of the interview to establish rapport and
the items. Because the items on the Survey Interview
set a conversational tone. This allows you to develop an
Formare organized by subdomain, and each subdomain
impression of both the respondent and the individual.
covers a number of content categories, a general question
This impression will help you structure the interview and
related to one content category can provide enough
determine the most appropriate general questions to ask
information to score severa! items. The sections below
In addition to the general recommendations presented describe the organization of the items, and are followed
earlier, the following specific tips may help build rapport by a step-by-step guide to designing questions and
with a respondent: probes. A sample interview with scoring also is included.

® Be open, honest, and friendly Use the respondent's Organization by Subdomain

name, and refer by name to the individual who is and Content Category
being assessed. Introduce yourself, using your first Each of the 11 Vineland-II subdomains covers
name if you are comfortable doing so. severa! content categories. For example, the Receptive
Subdomain includes three content categories:
@ Maintain good eye contact, smile often to express Understanding, Listening and Attending, and Following
understanding and reassurance, and be sincerely Instructions. Each of these content cé\4'.egories contains
enthusiastic, supportive, and nonjudgmental. a number of related items. For example, Following
@ Encourage the respondent to ask questions at any time Instructions includes Item 10, Follows instructions with
during the interview. one action and one object; Item 12, Follows instructions
with two actions or one action and two objects; and Item
Preparíng for Administration 16, Follows three-part instructions.

Reviewing Semistructured This organization allows the interviewet to farmulate a

lnterview Technique question relating to a number of items within a content
As noted earlier, the goal of the semistructured interview category, rather than having to elicit information on
is to allow a normal conversation to unfald in which the each item. For example, a general question about
respondent describes key developmental milestones or fallowing instructions might elicit enough infarmation
adaptive behaviors that represent the individual's usual to score Items 10, 12, and 16. However, as this example
functioning. The interviewer <loes not read the test items illustrates, items within a content category are not
to the respondent and <loes not permit the respondent grouped together on the record farm; items are ordered
to read the items; rather, the interviewer asks general from easiest to most difficult by subdomain, not by
questions about the individual's activities followed content category
by further probes to elicit more specific information. To help examiners quickly locate and score related
It is important that the interviewer be able to design items within a content category, the categories far each
general questions and specific probes that encourage the subdomain are listed on the record booklet, and all items
respondent to describe the individual's behavior so that within a category are identified by a common symbol to
items can be scored. Best results are obtained when the the left of the item number (see Figure 2.2). The symbol
interviewer has a thorough understanding of the test items is also repeated next to each item's score box. Table 2.1
and experience in conducting a semistructured interview. shows the content categories far each subdomain.

14 1 Chapter 2 Vineland-H
Figure 2.2 Survey lnterview Form page from the Receptive Subdomain

•• 2
Turns eyes and head toward sound.
Looks toward parent or caregiver when hearing parent's or caregiver's voice.
Responds to his or her name spoken (for example,
•• 2

11 3
turns toward speaker, smiles, etc.). 111
Demonstrates understanding of the meaning of no, or word or gesture
11 4
with the same meaning (for example, stops current activity briefly).
Demonstrates understanding of the meaning of yes, or word or gesture
11 5
with the same meaning (for example, continues activity, smiles, etc.).

•
11
6

7
Listens to story for at least 5 minutes (that is, remains relatively still and
directs attention to the storyteller or reader).
Points to at least three major body parts when asked (for example,
nose, mouth, hands, feet, etc.).
Points to common objects in a book or magazine as they are named
!ll 8
(for example, dog, car, cup, key, etc.) .

•o 9

10
Listens to instructions.
Follows instructions with one action and one object (for example,
"Bring me the book"; "Close the door"; etc.).
Points to at least five minor body parts when asked (for example,
11 11
fingers, elbows, teeth, toes, etc.).

o 12
Follows instructions with two actions oran action and two objects (for example,
"Bring me the crayons ánd the paper"; "Sit clown and eat your lunch"; etc.).

o 13
Follows inst_ructions in "if-then'' form (for example, "lf you want
to play outside, then put your things away"; etc.) .

•• 14
15
Listens to a story for at least 15 minutes.
Listens to a story for at least 30 minutes.

o 16
Follows three-part instructions (for example, "Brush your teeth,
get dressed, and make your bed"; etc.).

•
11
17

18
Follows instructions or direc.tions heard 5 minutes before .
Understands sayings that are not meant to be taken word for word
(fór example, "Button your lip"; "Hit the road"; etc.) .

•• 19
20
Listens toan informational talk for at least 15 minutes.
Listens to an informational talk for at least 30 minutes.

~
e
<!)
E
E
o
u

•¡f the total of DK andlor Missing ís greater than 2, do not score subdomain. Receptive Raw Score
= •
SUM
5

Vineland-11 Chapter 2 Administration 1 15

 2. 1 Content Categorization of Survey Forms ltems
00MA1Ñs,·.sd~p§1v1i\1~s;')Á~0;~_gN1J~t~-r~~?Rf~~.Nª~y,~~½,~~d1§Y,~Yift§!B.~~i

3. · Responds to his or her name spoken (for example, turns toward speaker, smiles, etc.).
4. Demonstrates understanding of the meaning of no, or word or gesture with the same meaning (for example, stops cur~\nt
activity briefly).
5. Demonstrates understanding of the meaning of yes, or word or gesture with the same meaning (for example,
continues activity, smiles, etc.).
7. Points to at least three major body parts when asked (for example, nose, mouth, hands, feet, etc.)
8. Points to common objects in a book or magazine as they are named (for example, dog, car, cup, key, etc.).
11. Points to at least five minor body parts when asked (for example, fingers, elbows, teeth, toes, etc.).

2. Looks toward parent or caregiver when hearing parent's or caregiver's voice.

6. Listens to story for at least 5 minutes, (that is, remains relatively still and directs attention to the storyteller or reader).
9. Listens to instructions.
14. Listens to a story for at least 15 minutes.
15. Listens to a story for at least 30 minutes.
17. Follows instructions or directions heard 5 minutes before.
19. Listens toan informational talk for at least 15 minutes.
20. Listens toan informational talk for at least 30 minutes.

1O. Follows instructions with one action and one object (for example, "Bring me the book"; "Close the door"; etc.).
12. Follows instructions with two actions oran action and two objects (for example, "Bring me the crayons and the paper"; "Sit down
and eat your lunch"; etc.).
13. Follows instructions in "if-then" form (for example, "lf you want to play outside, then put your things away"; etc.).
Follows three-part instructions (for example, "Brush your teeth, get dressed, and make your bed"; etc.).

Cries or fusses when hungry or wet.

2. Smiles when you smile at him or her.
3. Makes sounds of pleasure (for example, coos, laughs, etc.).
4. Makes nonword baby sounds (that is, babbles).
5. Makes sounds or gestures (for example, waves arms) to get parent's or caregiver's attention.
6. Makes sounds or gestures (for example, shakes head) if he or she wants an activity to stop or keep going.
7. Waves good-bye when another person waves or parent or caregiver tells him or her to wave.
9. Points to object he or she wants that is out of reach.

8. Says "Da-da," "Ma-ma," or another name for parent or caregiver (including parent's or caregiver's first name or nickname).
11. Repeats o_r tries to repeat common words immediately upon hearing them (for example, ball, car, go, etc.).
12. Names at least three objects (for example, bottle, dog, favorite toy, etc.).
13. Says one-word requests (for example, up, more, out, etc.).
15. Answers or tries to answer with words when asked a question.
16. Names at least 1O objects.
18. Uses phrases with a noun anda verb (for example, "Katie stay"; "Go home"; etc.).
20. Says at least 50 recognizable words.
23. Uses negatives in sentences (for example, "Me no go"; "1 won't drink it"; etc.); 2'.ammar is not importan\.
24. Tells about experiences in simple sentences (for example, "Ginger and I play"; "Dan read me a book"; etc.).
26. Says at least 100 recognizable words.
continued on next page

*Subdomain Name on the Parent/Caregiver Rating Form

16 1 Chapter 2 Administrafü:m Vineland-II

.
Table 2.1, continued

Uses first names or nicknames of brothers, sisters, or friends, or says their names when asked.
·17. States own first name or nickname (for example, Latesha, Little Sister, etc.) when a~ked.
19. Asks questions by changing inflection of words or simple phrases ("Mine?"; "Mego?"; etc.); grammar is not importan!.
22. Asks questions beginning with what or where (for example, "What's that?"; "Where doggie go?"; etc.).
25. Says correct age when asked.
29. Says first and last name when asked.
31. Asks questions beginning with who or why (for example, "Who's that?"; "Why do I have to go?"; etc.).
35. Asks questions beginning with when (for example, "When is dinner?"; "When can we go home?"; etc.).
40. Says month and day of birthday when asked.
45. Says own telephone number when asked.
46. Easily moves from one tapie to another in conversation.
Stays on tapie in conversations; does not go off on tangents.

21. Uses simple words to describe things (for example, dirty, pretty, big, loud, etc.).
27. Uses in, on, or under in phrases or sentences (for example, "Ball go under chair"; "Put it on the table"; etc.).
28. Uses and in phrases or sentences (for example, "Mom and Dad"; "1 want ice cream and cake"; etc.).
30. ldentifies and names most common colors (that is, red, blue, green, yellow, orange, purple, brown, and black).
SCORING TIP: Mark a "2" if the individual names 6 to 8 colors; mark a "1" if the individual names 2 to 5 colors; mark a "O"
if the individual names O or 7 color.
32. Uses present tense verbs ending in ing (for example, "Is singing"; "Is playing"; etc.).
33. Uses possessives in phrases or sentences (for example, "That's her book"; "This is Carlos's ball"; etc.).
34. Uses pronouns in phrases or sentences; must use correct gender and form of the pronoun, but sentences need not be
grammatically correct (for example, "He done it"; "They went"; etc.).
36. Uses regular past tense verbs (for example, walked, baked, etc.); may use irregular past tense verbs ungrammatically
(for example, "1 runned away"; etc.).
37. Uses behind or in front of in phrases or sentences (for example, "I walked in front of her"; "Terrell is behind you"; etc.).
38. Pronounces words clearly without sound substitutions (for example, does not say "wabbit" for "rabbit," "Thally" for "Sally," etc.).
41. Modulates tone oí voice, volume, and rhythm appropriately (for example, does not consistently speak too loudly,
too softly, or in a monotone, etc.).
44. Uses between in phrases or sentences (for example, "The ball went between the cars"; etc.).
49. Has conversations that !ast 1O minutes (for examp!e, relates experienccs, contribute~deas, shares feelings, etc.).
SQ··- ses irregular plurals correctly (for example, children, geese, mice, women, etc.). <> "??
39. Tells basic parts of a story, fairy tale, or television show plot; does not need to include great detail or recount in
perfect arder.
42. Tells about experiences in detail (for ~xample, tells who was involved, where activity took place, etc.).
43. Gives simple directions (for example, on how to play a game or how to make something).
SCORING TIP: Mark a "2" if the directions are clear enough to follow; mark a "7 "if the individual articulates directions but they are
not clear enough to follow; mark a "O" if the individual never attempts to articula te directions.
48. Explains ideas in more than one way (for example, "This was a good book. lt was exciting and fun to read"; etc.).
52. Describes a short-term goal and what he or she needs to do to reach it (for example, says, "1 want to get an A on my test so l'm
going to study hard"; etc.). ·
53. Gives complex directions to others (for example, to a distant location, for recipe with many ingredients or steps, etc.).
SCORING TIP: Mark a "2" if the directions are c/ear enough to follow; mark a "7" if the individual articula tes directions but they are
not clear enough to follow~· mark a "O" if the individuaí ne ver attempts to articuíate directions.
54. Describes a realistic long-range goal that can be done in 6 months or more (for example, says "1 want to buy a bike, so.
1'11 babysit and run errands to earn enough money to buy it"; etc.).
continued on ncxt page

*Subdomain Name on the Parent/Caregiver Rating Form

Vineland-11 Chapter 2 Administration 1 17

 :,bie 2.1, continued
DOMÁINS, SUB[)OMAINS, ANO CONHNT~AÍ:EGÓRIE.S ,=ÓRVtl'lELJ\ND:"ll SURY~t~()IU\,1~, .....·.
Written Subdomain (Reading and Writing)*
Begin11ing to Read · .
1. ldentifies one or more alphabet letters as letters and distinguishes them from numbers.
2. Recognizes own name in printed form.
3. ldentifies at least 1O printed letters of the alphabet.
6. ldentifies ali printed letters of the alphabet, upper- and lowercase.
9. Reads at least 1O words aloud.
11. Reads simple stories aloud (that is, stories with sentences of three to five words).
Re~difffSkill~•·
14. Reads and understands material of at least second-grade leve!.
15. Puts lists of words in alphabetical arder.
17. Reads and understands material of at least fourth-grade leve!.
20. Reads and understands material of at least sixth-grade leve!.
23. Reads and understands material of at least ninth-grade leve!.

4. Prints or writes using correct orientation (for example, in English from left to right; in sorne languages from right to left or
top to bottom).
5. Copies own first name.
7. Prints at least three simple words from example (far example, cat, see, bee, etc.).
8. Prints or writes own first and last name from memory.
1O. Prints at least 1O simple words from memory (for example, hat, ball, the, etc.).
12. Prints simple sentences of three or four words; may make small errors in spelling or sentence structure.
13. Prints more than 20 words from memory; may make small spelling errors.
16. Writes simple correspondence at least three sentences long (for example, postcards, thank-you notes, e-mail, etc.).
18. Writes reports, papers, or essays al least one page long; may use computer.
19. Writes complete mailing and return addresses on letters or packages.
21. Edits or corrects own written work befare handing it in (for example, checks punctuation, spelling, grammar, etc.).
22. Writes advanced correspondence at least 1O sentences long; may use computer.
25. Writes business letters (for example, requests information, makes complaint, places order, etc.); may use computer.

2. Eats solid foods (for example, cooked vegetables, chopped meats, etc.).
3. Sucks or chews on finger foods (for example, crackers, cookies, toast, etc.).
4. Drinks from a cup or glass; may spill.
6. Feeds self with spoon; may spill.
7. Sucks from straw.
1O. Feeds self with fork; may spill.
11. Drinks from a cup or glass without spilling.

5. Lets someone know when he or she has wet or soiled diaper or pants (for example, points, vocalizes, pul Is at diaper, etc.).
13. Urinates in toilet or potty chair.
15. Asks to use toi Jet.
16. Defecates in toilet or potty chair.
17. Is toilet-trained during the day.
SCORING TIP: Mark "2" if the individual uses the toilet without help and without accidents; mark "I" if the individual needs help,
such as with wiping, or has sorne accidents; mark "O" if the individual always needs he/p or has frequent accidents.
20. Is toilet-trained during the night.
33. Finds and uses appropriate public restroom for his or her gender.
continued on next page
*Subdom¡¡in Name on the Parent/Caregiver Rating Form

1 8 1 ChajJter 2 Vineland-II
 , b!e 2.1, continued

Takes off clothing that opens in the front (for example, a coat or sweater); does not have to unbutton or unzip the clothing.
9. Pulls up clothing with elastic waistbands (for example, underwear or sweatpants).
14. Puts on clothing that opens in the front (for example, a coat or sweater); does not have to zip or button the clothing.
18. Zips zippers that are fastened at the bottom (for example, in pants, on backpacks, etc.).
21. Puts shoes on correct feet; does not need to tie laces.
22. Fastens snaps.
26. Buttons large buttons in front, in correct buttonholes.
28. Buttons small buttons in front, in correct buttonholes.
29. Connects and zips zippers that are not fastened at the bottom (for example, in jackets, sweatshirts, etc.).
wet or cold weather (for etc.).

24. Washes and dries face using soap and water.

30. Turns faucets on and adjusts temperature by adding hot or cold water.
32. Bathes or showers and dries self.
SCORING TIP: Mark a "2" if the individual bathes ar showers without help, inc/uding turning the water on and off; mark a "7" if the individual
needs help with any part of bathing ar drying ar with turning the water on and off; mark "O" if the individual never bathes ar showers without
ar without reminders.

25. Brushes teeth.

SCORING TIP: Mark a "2" if the individual brushes teeth without help, inc/uding putting toothpaste on the brush, and without being told to brush;
mark "7" if the individual needs help brushing ar putting toothpaste on the brush ar needs frequent reminders; mark "O" if the individual never
brushes without help ar without being reminded.
34. Washes and dries hair (with towel or hair

19. Wipes or blows nose using tissue or handkerchief.

27. Covers mouth and nose when coughing and sneezing.
35. Cares for minor cuts (for example, cleans wound, puts on a bandage, etc.).
36. Takes medicine as directed (that is, follows directions on label).
37. Uses thermometer to take own or another's temperature.
38. Seeks medica! help in an emergency (for example, recognizes symptoms of serious illness or injury, such as shortness of breath,
chest pain, uncontrolled bleeding, etc.).
SCORING TIP: You may mark "N/O" far No Opportunity if the individual has not been in a medica/ emergency.
39. Follows directions for health care procedures, special diet, or medica! treatments.
SCORING TIP: You may mark "N/O" far No Opportunity if the individual does not have a health concern that requires specia/ procedures,
diet, ar treatments.
40. Keeps track of medications (nonprcscription and píeSCíiption) and ¡efills thern as needed.

Is careful around hot objects (for example, the stove or oven, an open fire, etc.).
(for etc.).

2. Helps with simple household chores (for example, dusts, picks up clothes or toys, feeds pet, etc.).
3. Clears unbreakable items from own place at table.
7. Clears breakable items from owri place at table.
8. Helps prepare foods that require mixing and cooking (for example, cake or cookie mixes, macaroni and cheese, etc.).
9. Uses simple appliances (for example, a toaster, can opener, bottle opener, etc.).
1 O. Uses microwave oven for heating, baking, or cooking (that is, sets time and power setting, etc.).
SCORING TIP: You may mark "N/O" far No Opportunity if there is no microwave in the home.
13. Washes dishes by hand, or loads and uses dishwasher.
15. Clears table completely (for example, scrapes and stacks dishes, throws away disposable items, etc.).
17. Prepares basic foods that do not need mixing but require cooking (for example, rice, soup, vegetables, etc.).
19. Uses sharp knife to prepare food.
20. Uses stove or oven for heating, baking, or cooking (that is, turns burners on and off, sets oven temperature, etc.).
21. Prepares food from ingredients that require measuring, mixing, and cooking.
24. Plans and prepares main meal of the day.
*Subdomain Name on the Parent/Caregiver Rating Form continued on next page

Vineland-II Chapter 2 Administrafüm 1 19

 2.1, continued
00MA1Ns susooMA1Ns AND coNJENT arEcoR11:~wRv1NElANh::.11 :sl.JRvEr Éok&;ts}:
,, ' - • .,• - • •• ·' ' .' ' ·• • '.... ·_-_;. ·._.•-·· • - .:. -'·-·· -_ .-. ' • ,.- ·,_. : . •• • .-_ •• • - ·- - · .:'.,,'• >,: '.
<' - : · ' ·-·. , . , , , -•.

Cleans up play or work area at end of an activity (for example, finger painting, model building, etc.).
5. Puts away personal possessions (for example, toys, books, magazines, etc.).
11. Puts clean clothes away in proper place (for example, in drawers or closet, on hooks, etc.).
12. Uses tools (for example, a hammer to drive nails, a screwdriver to screw and unscrew screws, etc.).
14. Sweeps, maps, or vacuums floors thoroughly.
SCORING TIP: Mark a "2" if the individual mops, sweeps, or vacuums so we/1 that the task does not have to be redone; mark a "7" if the individual
doesn't consistently complete the task we/1; mark "O" if the individual never mops, sweeps, ar vacuums, ar does the task so poorly that it always needs
to be redone.
16. Uses household products correctly (for example, laundry detergen!, furniture polish, glass cleaner, etc.).
18. Cleans one or more rooms other than own bedroom.
22. Washes clothing as needed.
Performs maintenance tasks as needed (for example, replaces light bulbs, changes vacuum cleaner bag, etc.).

Demonstrates understanding of function of telephone (for example, pretends to talk on phone, etc.).
2. Talks to familiar person on telephone.
11. Summons to the telephone the person receiving a call or indicates that the person is not available.
Makes calls to others, using standard or cell phone/

5. Is aware of and demonstrates appropriate behavior while riding in car (for example, keeps seat belt on, refrains from distracting
driver, etc.).
7. Uses sidewalk (where available) or shoulder of road when walking or using wheeled equipment (skates, scooter, tricycle, etc.).
9. Follows household rules (for example, no running in the house, no jumping on the furniture, etc.).
13. Looks both ways when crossing streets or roads.
15. Demonstrates understanding of right to personal privacy for self and others (for example, while using restroom or changing
clothes; etc.).
16. Demonstrates knowledge of what phone number to call in an emergency when asked.
20. Obeys traffic lights and Walk and Don't Walk signs.
Obeys curfew parent or caregiver sets.
of right to complain or report

8. Demonstrates understanding of function of clock (for example, says, "Clocks tell time"; "What time can we go?"; etc.).
14. Says curren! day of the week when asked.
17. Tells time using a digital clock or watch.
21. Points to current or other date on calendar when asked.
23. Tells time by the half hour on analog clock (for example, 1:30, 2:00, etc.).

33. Obeys time limits for breaks (for example, lunch or coffee breaks, etc.).
36. Notifies school or supervisor when he or she will be late or absent.
39. Earns money at part-time job (that is, at least 1O hours a week) for 1 year.
SCORING TIP: Do not mark 1.

40. Attempts to improve job performance after receiving constructive criticism from supervisor.
SCORING TIP: You may mark "N/O" far No Opportunity if the individual has not held a job.

1O. Demonstrates computer skills necessary to play games or start programs with computer turned on; does not need to turn computer
on by self.
SCORING TIP: You may mark "N/O" far No Opportunity if there is no computer in the home.

-31. Demonstrates computer skills necessary to carry out complex tasks (for example, word processing, accessing the Internet,
installing software, etc.).
SCORING TIP: You may mark "N/O" far No Opportunity if there is no computer in the home.

continued on next page

ªSubdomain Name on the Parent/Caregiver Rating Form

20 I Chapter 2 Vineland-II
Table 2.1, continued

6. Demonstrates understanding of the function of money (for example, says, "Money is what you need to buy things at the store"; etc.).
12. ldentifies penny, nickel, dime, and quarter by name when asked; does not need to know the value of coins.
18. States value of penny (1 cent), nickel (5 cents), dime (1 O cents), and quarter (25 cents).
19. Discriminates between bilis of different denominations (for example, refers to $1 bilis, $5 bilis, etc., in conversation; etc.).
22. Demonstrates understanding that sorne items cost more than others (for example, says, "I have enough money to buy gum
but nota candy bar"; "Which pencil costs less?"; etc.).
26. Carries or stores money safely (for example, in wallet, purse, money belt, etc.).
30. Counts change from a purchase.
32. Evaluates quality and price when selecting items to purchase.
37. Uses savings or checking account responsibly (for example, keeps sorne money in account, tracks balance carefully, etc.).
41 . Manages own money (for example, pays most or ali' own expenses, uses checks or money orders for purchases as needed, etc.).
43. Budgets for monthly expenses (for example, utilities, rent, etc.).
(for

3. Uses TV or radio without help (for example, turns equipment on, accesses channel or station, selects program, etc.).
SCORING TIP: You may mark "N/O" for No Opportunity if there is no TV or radio in the home.
29. Watches or listens to programs for information (for example, weather report, news, educational program, etc.).
SCORING TIP: You may mark "N/O" for No Opportunity if there is no TV or radio in the home.

34. Travels at least 5 to 1 O miles to familiar destination (that is, bikes, uses public transportation, or drives self).

Looks at face of parent or caregiver.

2. Watches (that is, follows with eyes) someone moving by crib or bed for 5 seconds or more.
6. Reaches for familiar person when person holds out arms to him or her.
7. Shows preference for certain peopte and objects (for example, smiles, reaches for or moves toward person or object, etc.).
Moves about looking for parent or caregiver or other familiar person nearby.
other than brothers or sisters (for

3. Shows two or more emotions (for example, laughs, críes, screams, etc.).
4. Smiles or makes sounds when ápproached by a familiar person.
8. Shows affection to familiar persons (for exarriple, touches, hugs, kisses, cuddles, etc.).
13. Uses actions to show happiness or- concern for others (for example, hugs, pats arm, holds hands, etc.).
14. Shows desire to please others (for example, shares a snack or toy, tries to help even if not capable, etc.).
19. Uses words to express own emotions (for example, "l'm happy"; "l'm scared"; etc.).
22. Uses words to express happiness or concern for others (for example, says "Yeah! You won"; "Are you all right?"; etc.).
24. Recognizes the likes and dislikes of others (for example, says, "Chow likes soccer"; "Susie doesn't eat pizza"; etc.).
25. Shows same leve! of emotion as others around him or her (for example, does not downplay or overdramatize a situation, etc.).
continued on next page

*Subdomain Name on the Parent/Caregiver Rating Form

Vineland-II Chapter 2 Administration 1 21

rabie 2.1, continucd
ooMA!~szsvB.B<fMih~:s,jNijcQfu!ici1\Ji~§5>~'.E~••i=cifvt~1:pÁ~f11syifyEyfóRMs
Interpersonal Relationships Subdomain (Relating to Others)* continued
fmitating
9. lmitates or tries to imitate parent's or caregiver's facial expressions (for example, smiles, frowns, etc.).
12. !mi tates simple movements (for example, claps hands, waves good-bye, etc.).
16. lmitates relatively complex actions as they are being performed by another person (for cxample, shaving, putting on makeup,
hammering nails, etc.).
18. Repeats phrases heard spoken before by an adult (for example, "Honey, l'm home"; "No dessert until you clean your plate"; etc.).
21. lmitates relatively complex actions severa! hours after watching someone else perform them (for example, shaving, putting on
makeup, hammering nails, etc.).
Social Com¡;¡'uhiéati~n ··. '
5. Makes or tries to make social contact (for example, smiles, makes noises, etc.).
17. Answers when familiar adults make small talk (for example, if asked, "How are you?" Says, "l'm fine," if told, "You look nice," says
"Thank you"; etc.).
26. Keeps comfortable distance between self and others in social situations (for example, does not get too close to another person
when talking, etc.).
27. Talks with others about shared interests (for example, sports, TV shows, summer plans, etc.).
28. Starts small talk when meets people he or shc knows (for example, says, "How are you?"; "What's up?"; etc.).
30. Chooses not to say embarrassing or mean things or ask rude questions in public.
32. Understands that others do not know his or her thoughts unless he or she says them.
33. Is careful when talking about personal things.
34. Cooperates with others to plan orbe part of an activity (for example, a birthday party, sports event, etc.).
35. Demonstrates understanding of hints or indirect cues in conversation (for example, knows that yawns may mean, "l'm bored," or
a quick change of subject may mean, "1 don't want to talk about that"; etc.).

15. Demonstrates friendship-seeking behavior with others the same age (for example, says, "Do you want to play?" or takcs another
child by the hand, etc.).
20. Has best friend or shows preference for certain friends (of either sex) over others.
29. Meets with friends regularly.
31. Places reasonable demands ori friendship (for example, does not expect to be a person's only friend orto have the friend always
available, etc.).

3 7. Goes on group dates.

38. Goes on single dates.

{f?~Yl~~'. ; .~7;~: :~~,r ,:r; ~ ::;:,-:t:~;í;fT~{;3;0?f~~::::5~::2,:r:::i:~'.:I,·:;¡q;t:·:h:\tSBF~+IFl~:t:t;::§;~:;i~~;?~~:.;: .:· ~·-:

1. Responds when paren! or caregiver is playful (for example, smiles, laughs, claps hands, etc.).
2. Shows interest in where he or she is (for example, looks or moves around, touches objects or people, etc.).
3. Plays simple interaction games with others (for example, peekaboo, patty-cake, etc.).
4. Plays near another child, each doing different things.
5. Chooses to play with other children (for example, does not stay on the edge of a group or avoid others).
6. Plays cooperatively with one or more children for up to 5 minutes.
7. Plays cooperatively with more than one child for more than 5 minutes.
8. Continues playing with another child with little fussing when parent or caregiver leaves.
1O. Plays with others with minimal supervision.
11. Uses common household objects or other objects for make-believe activities (for example, pretends a block is a car, a box is a
house, etc.).
continued on next page

'Subdomain Name on the ParenUCaregiver Rating Form

22 1 ChafJler 2 Administration Vineland-U

· :¡ble 2.1, continued

Protects self by moving away from those who destroy things or cause injury (for example, those who bite, hit, throw things,
pull hair, etc.).
13. Plays simple make-believe activities with others (for example, plays dress-up, pretends to be superheroes, etc.).
14. Seeks out others for play or companionship (for example, invites others home, goes to anothcr's home, plays with others on thc
etc.).

9. Shares toys or posscssions when asked.

15. Takes turns when asked whilc playing games or sports.
16. Plays informal, outdoor group games (for example, tag, jump rope, cathc, etc.).
17. Shares toys or possessions without being asked.
19. Takcs turns without being asked.
objects belonging to or being used by another.

21. Goes places with friends during the day with adult supervision (for example, to a shopping mall, park, community center, etc.).
27. Goes places with friends in evening with adult supervision (for example, to a concert, lecture, sporting event, movie, etc.).
29. Goes places with friends during the day without adult supervision (for example, to a shopping mall, park, community center, etc.).
30. Plans fun activities with more than two things to be arranged (for example, a trip to a beach or park that requires planning
transportation, food, recreational items, etc.).
31. Goes with friends in evening without adult

18. Follows rules in simple games (relay races, spelling bees, electronic games, etc.).
20. Plays simple card or board game based only on chance (for example, Go Fish, Crazy Eights, Sorry™, etc.).
24. Plays simple games that require keeping score (for example, kickball, pickup basketball, etc.).
25. Shows good sportsmanship (that is, follows rules, is not overly aggressive, congratulates other team on winning, and does not get
mad when losing).
26. Plays more than one board, card, or electronic game requiring skill and decision making (for example, Monopoly™, Cribbage, etc.).
28. Follows rules in complex games or sports (for example, football, soccer, volleyball, etc.).

23. Refrains from entering group when nonverbal cues indicate that he or she is not welcome.

2. Says "thank you" when given something.

4. Chews with mouth closed.
5. Says "please" when asking for something.
6. Ends conversations appropriately (for example, says, "Good-bye"; "See you later"; etc.).
7. Cleans or wipes face and hands during and/or after meals.
11. Acts appropriately when introduced to strangers (for example, nods, smiles, shakes hands, greets them, etc.).
12. Changes voice level depending on location or situation (for example, in a library, during a movie or play, etc.).
14. Refrains from talking with food in mouth.
15. Talks with others without interrupting or being rude.

9. Says that he or she is sorry for unintended mistakes (for example, bumping into someone, etc.).
13. Says he or she is sorry after hurting another's feelings.
19. • Says he or she is sorry after making unintentionai mistakes or errors in judgment (for exampie, when uníntentionaiiy ieaving
someone out of a etc.).

21. Tells parent or caregiver about his or her plans (for example, what time he or she is leavíng and returning, where he or
she is going, etc.).
24. Follows through with arrangements (for example, if promises to meet someone, meets that person; etc.).
30. Shows respect for co-workers (for example, does not distract or ínterrupt others who are working, is on time for meetings, etc.).

'Subdomain Name on the Parent/Caregíver Rating Form continued on next page

Vineland-II Chapter 2 Administration 1 23

Table 2.1, continued

Chooses to avoid dangerous or risky activities (for example, jumping off high places, picking upa hitchhiker, driving recklessly, etc.).
25. · Stops or stays away from relationships or situations that are hurtful or dangerous (for example, being bullied or made fun of, being
taken advantage of sexually or financially, etc.).
29. Is aware of potential danger and uses caution when encountering risky social situations (for example, binge drinking parties,
Internet chat rooms, ads, etc.).

1. Changes easily from one at-home activity to another.

3. Changes behavior depending on how well he or she knows another person (for example, acts differently with family member than
with stranger, etc.).

1O. Chooses not to taunt, tease, or bully.

16. Accepts helpful suggestions or solutions from others.
17. Controls anger or hurt feelings when plans change for reason(s) that cannot be helped (for example, bad weather, car trouble, etc.).
20. Shows understanding that gentle leasing with family and friends can be a form of humor or affection.
23. Controls anger or hurt feelings when he or she does not get his or her way (for example, when not allowed to watch television or
attend a party; when suggestion is rejected by friend or supervisor; etc.).
26. Controls anger or hurt feelings dueto constructive criticism (for example, correction of misbehavior, discussion of test score or
grade, performance review, etc.).
28. Thinks about what could happen befare making decisions (for example, refrains from acting impulsively, thinks about important
information, etc.).

18. Keeps secrets or confidences for longer than one day.

2 7. Keeps secrets or confidences for as long as needed.

Holds head erect for at least 15 seconds when held upright in parent's or caregiver's arms.
2. Sits supported (for example, in a chair, with pillows, etc.) for at least 1 minute.
3. Sits without support for at least 1 minute.
S. Sits without support for at least 1 O minutes.
6. Raises self to sitting position and sits without support for at least 1 minute.

1O. Takes at least two steps.

16. Walks across room; may be unsteady and fall occasionally.
18. Walks to get around; does not need to hold on to anything.
20. Runs without falling; may be awkward and uncoordinated.
21. Walks up stairs, putting both feet on each step; may use railing.
23. Runs smoothly without falling.
24. Walks down stairs, facing forward, putting both feet on each step; may use railing.
28. Walks up stairs, alternating feet; may use railing.
33. Walks down stairs, alternating feet; may use railing.
34. Runs smoothly, with changes in speed and direction.
continued on next page

*Subdomain Name on the Parent/Caregiver Rating Form

24 1 ChafJter 2 Administration Vineland-H

Table 2.1, continued

· 13. Climbs on and off low objects (for example, chair, step stool, slide, etc.).
17. Throws ball.
19. Climbs on and off adult-sized chair.
22. Kicks ball.
25. Jumps with both feet off floor.
26. Throws ball of any size in specific direction.
27. Catches beach ball-sized ball with both hands from a distance of 2 or 3 feet.
29. Pedals tricycle or other three-wheeled toy for at least 6 feet.
SCORING TIP: You may mark "N/O" far No Opportunity if the individual does not have a tricycle ar three-wheeled toy. However, if the
individual has such a vehicle but does not ride it far any reason, inc/uding parent or caregiver does not think he ar she is ready, mark "O''.
30. Jumps or hops forward at least three times.
31. Hops on one foot at least once without falling; may hold on to something for balance.
32. Climbs on and off high objects (for example, jungle gym, 4-foot slide ladder, etc.).
35. Rides bicycle with training wheels for at least 1O feet.
SCORING TIP: You may mark "N/O" far No Opportunity if the individual does not have a bicycle. However, if the individual has
a bike but does not ride it far any reason, including parent ar caregiver does not think he or she is ready, mark "O''.
36. Catches beach-ball sized ball (from at least 6 feet away) with both hands.
37. Hops forward on one foot with ease.
38. Skips at least 5 feet.
39. Catches tennis or baseball-sized ball (from at least 1O feet away), moving to catch it if necessary.
40. Rides bicycle with no training wheels without falling.
SCORING TIP: You may mark "N/O" far No Jnnnrt,,n;tvif the individual does not have a bicycle. However, if the individual
has a bike but does not ride it far any reason, ar caregiver does not think he or she is ready, mark "O''.

8. Pulls self to standing position.

11. Stands alone for 1 to 3 minutes.
15. Stands for at least 5 minutes.

4. Creeps or moves on stomach across floor.

7. Crawls at least 5 feet on hands and knees, without stomach touching floor.
9. Crawls up stairs.
14. Crawls down stairs.
continued on next page

Vineland-11 Chapter 2 Administration 1 25

Table 2. i, continued
QQ~AINS, SUBIJOMAINS, AN1icoNTENT°CATEGQRIES FORVINELANÓ:..11}UR\ÍÉVFORMS
Fine Subdomain (Using Small Muscles)* continued
Manipulattng Óbjects
1. Reaches for toy or object.
2. Picks up small objects (no larger than 2 inches on any side); may use both hands.
3. Moves object from one hand to the other.
4. Squeezes squeaky toy or object.
5. Picks up small object with thumb and fingers.
6. Removes object (for example, a block or clothespin) from a container.
7. Puts object (for example, a block or clothespin) into container.
8. Turns pages of board, cloth, or paper book, one ata time.
9. Stacks at leas! four small blocks or other small objects; stack must not fall.
1O. Opens doors by turning doorknobs.
11. Unwraps small objects (for example, gum or candy).
12. Completes simple puzzle of at least two pieces or shapes.
13. Turns book or magazine pages one by one.
14. Uses twisting hand-wrist motion (for example, winds up toy, screws/unscrews lid of jar, etc.).
17. Builds three-dimensional structures (for example, a house, bridge, vehicle, etc.) with at least five small blocks.
19. Glues or pastes two or more pieces together (for example, for art or science projects, etc.).
20. U_s~s_(.~P~.!~ h0_9 things ~ogether /for ~:'.ample, torn page, art project, etc.).
30.(ries knot. )O--, C).,r~/v lJ_ d.() ';,
32. Uñlod<tJ;;~d-bolt, ke(~/c'6~¡fíft¡¿~locks that require twisting.
mark ?f'O" far1No Opportunity if ther'! are no dead-bolt, key, or
t:---~\r---i~°"i t._~ l-1 C)

15. Holds pencil in proper position (not with fist) for writing or drawing.
16. Colors simple shapes; may color outside lines.
18. Opens and clases scissors with one hand.
21. Draws more than one recognizable form (for example, person, house, tree, etc.).
SCORING TIP: Mark a "2" if the individual draws two or more recognizable forms; mark a "1" if the individual draws one farm; mark a "O" if the
individual does not draw any recognizable farms.
22. Makes recognizable letters or numbers.
23. Draws circle freehand while looking at example.
24. Uses scissors to cut across paper along a straight line.
25. Colors simple shapes; colors inside the lines.
26. Cuts out simple shapes (for example, circles, squares, rectangles, etc.).
27. Uses eraser without tearing paper.
28. Draws square freehand while looking at example.
29. Draws triangle freehand while looking at example.
31. Draws straight line using a ruler or straightedge.
33. Cuts out complex shapes (for example, stars, animals, alphabet letters, etc.).

34. Uses keyboard, typewriter, or touch screen to type name or short words; may look at keys.
SCORING TIP: You may mark "N/O" far No Opportunity if there is no computer in the home.

36. Uses a keyboard to type up to 1O lines; may look at the keys.

SCORING TIP: You may mark "N/O" far No Opportunity if there is no computer in the home.

Note: Alternate names for subdomains on the Parent/Caregiver Rating Formare presented in parentheses below each subdomain name in the
subdomain column.

26 1 ChafJter 2 Vineland-II
Using Content Categories to Design must decide which items can be scored based on
Questions and Probes the response to a general question and which items
Interviewers may use the following step-by-step require further probing. Often you can simply ask
procedures to prepare to administer the Vineland-II the respondent to give examples of the individual'.s
Survey Interview Form. A fictitious child, Ahmad, with skills or behaviors. For example, a general question
a chronological age of 4 years 9 months on the test date, for the content category Manners, in the Coping
will be used to help illustrate the procedures. Subdomain, might be, "Tell me about Ahmad'.s
manners." The respondent might say, "Oh, he is so
Befare beginning, you must determine the starting polite to everyone, always saying please and thank
point for the individual you are assessing. The starting you." You cannot assume from this response that
point generally is based on chronological age. (The Ahmad "talks with others without interrupting or
procedure to determine the starting point is discussed being rude" (Item 15) or "cleans or wipes his face
in the Determining the Starting Point section later in and hands during or after meals (Item 7). Further
this chapter.) probes are necessary to score these items, such as,
"What <loes Ahmad do when he wants something
1. Review the items around the starting point to
and other people are speaking?" or "What <loes
determine an appropriate content category with
Ahmad do when he gets food on his face or hands
which to enter the subdomain. For example, if
while he is eating?'
Ahmad's starting point for the Play and Leisure Time
Subdomain is Item 13, "Plays simple make-believe Be sure that you have complete information about the
activities with others (for example, plays dress-up, individual'.s activities related to an item before scoring
pretends to be superheroes, etc.)," which is in the it. Although you may be able to score sorne items
Playing content category, you could assume that based on the respondent's answer to a general question,
based on the organization of the items, he has likely you may need to probe with more specific questions
mastered items in the Playing category that precede until you are confident that you know the individual's
the start point. (By asking a general question, you activities or behavior. Ask the respondent to give
could verify that your assumption is correct.) examples of specific skil!s the individual <loes or does
not demonstrate. The response must clearly indicare
2. Next, formulate a general question related to the
whether the individual independently performs the
items around the starting point, but not too closely
activity described by a particular item. For example, a
tied to the details of specific items. For example,
respondent might state that a child is helpful. Ask what
one might ask, "When Ahmad plays with others,
the child <loes or says to be helpful. Such information
how do they play?" However, if Ahmad <loes not
might help you determine whether the child is
yet play with other children (indicating that your
genuinely helpful or simply wants praise.
assumption that he had passed items preceding
his start point is not correct), this general question Figure 2.3 provides a portian of a sample interview that
will not yield much information. A more effective begins with a general question, followed by specific
question might be, "What <loes Ahmad like to probes to obtain specific, detailed information. Scoring
do when he plays?" This question could provide based on the interview is also included.
information that would enable you to score a
number of related items in the Playing content After obtaining all information needed to score items
category, such as how Ahmad plays with others and related to the general area being probed, proceed to other
the games or activities he enjoys. The goal of the items below, at, or above the starting point. Continue
general question is to prompt the respondent to give until a basal and ceiling for the subdomain have been
you the specific information you need to score the obtained and all items in between have been scored.
items in a particular content category: (Basal and ceiling rules are discussed in more detail later
in this chapter.)
3. Frequently you will need to ask specific questions
after the general question to score an item. You

Vineland-II Chapter 2 Administrafüm 1 27

Figure 2.3 lnterview with Ahmad's Caregiver and scored sedion of his Survey lnterview form record booklet

Interviewer: How are Ahmad's table manners 7 Caregiver: Usually he's pretty even tempered, so its nol evcn an issue. But
on occasion, like in the toy store, or if he's playing with h1s sister and they
Caregiver: \,Vell, he needs sorne work in that area. He's messy and it's hard get into a fight over a toy, he críes and shoUls quite a bit.
for him to sit at the table for a long period of time. He gets restless and wants
to go play Interviewer: When Ahmad is playing with his sister or with other children,
can you describe the way he makes decisions? For example, if he's ttying to
Interviewer: Can you describe a rypical mealtime for mel What kinds of decide whether or not to share a toy, or if he wants to play with a toy that
reminders <loes Ahmad need, in terms of table manners, during a mea!? someone else has, how <loes he make that decisionl
Caregiver: Sure. We always sit down together for dinner I usually cut Caregiver: Well, he's pretty impulsive. He will walk over and take something
Ahmad's meat into smaller pieces for him. So first I have to remind him to that another child is playing with and of course the result is that the other
be patient while I do that. He's also very talkative, so a lot of times I have to child gets mad and they get into a struggle over the toy He doesn't always
remind him not to talk with his mouth ful!. He also ends up getting quite a think things through. Sometimes he will share his toys willingly, but it really
bit of food on the table or on his shirt somehow, so l guess I try to remind depends on his mood, not necessarily something he has thought through and
him to be neat. come to a decision about.
Interviewcr: What <loes he do if he gets food on his shirt or
around his mouth?
Caregivcr: Well, he's pretty good about using a napkin if its
in front of him, although he won't take the initiative to get one
() Maruwrs @ Apnlogizing Q Rii~prm~1bility ~ Apprnpríate SotiJ! CJu(ion

himself.
f . .\ Transifions i\ Conlrollinµ lmpuhe:; >( K('cping >,:ut•l\

1 [ Ch,tnges l',l~i!y irom one ,11-home adivity to ,mother.

Intcrvicwcr: What would he do if there were napkins across 2¡ Says "th,1nk you" when giwn something.
the table from him but he couldn't reach them himself?
4 t Chcws wilh mouth dosl':d.
Carcgivcr: Then he might ask for one to be passed to him,
and we often have to remind him to say "the magic word": l
s Says #pf(,ast> .. when asking for something.
-~'---+"-'-'c_c:c_:___c__'-"-'---'-'-"--"------·-----~-- --·---
61 Ends cmM.'rsatkms approrriatdy {for cxampll•, s,1ys, ~cood-by(•#;
please. Its the same with milk or something else he wants i nsee you later~; cte.!. -·-----·--·---
from across the table. He's starting to get better at saying () 7 Cle,1ns or wi¡ms íace and hands during and/or aftcr nwals.

please and thank you, but it still needs sorne work.

Intervicwcr: It sounds like Ahmad is coming along in

the manners department. On another front, whats he like
when sorne unexpected event happens that interferes with
something he really wants to do, like a family trip to the beach
being cancelled because of a big rainstorm, or something like
that.

Carcgivcr: Well, he might get pretty upset, at least at first.

Hes pretty good-natured, you know, so after a brief crying () Acts appropriately whcn int(Oduted to s\rangers ¡for exarnple, nods, smilt•~,
11
.. ___ . -·- __s_~~~2'.~ll~(.~?~. &~~!:~ .~~~~-~!5:): .................... ·········-··· .. ··-·--· ..........................................
bout he'd be OK-a hug and a joke will bring him out of it. ()
12
Changes voice !evel depending on ICK'a!ion or situalion {ÍOr {'.Xarnple,
~-+'~"~ª~tib~rn~rv!...1~r.!.~.G.!:t..!!!.~~.\~.E'!.P.J~Y!..~.\~~t............ -··--
.~ 13 Says he or she is sorry after hurting anothe~~ ~-~l_i~~:_ ____ . _____ _
lntcrviewer: When you give Ahmad these reminders about
() 14 Rcfrains from ta!king wiÍh f~x1 in ·~ou1h.
his manners, or when you're criticizing something else that
() 15 Ta1ks with orhers wilhovt interrupting or bcing rudc.
Ahmad <loes, how <loes he react? i,);-. 16 Acccpts hefpful suggestions or solutions from others.

Caregiver: Hes used to it, so it's not a problem. I remind

him to say "please" in a teasing way, and he'll laugh and say ¡( 16 Keeps secrets or confidences ior !onger than one day.
S?.ys he or she is sony after making unintcntional mist.:ikes or errors in judgment
it more times than he needs to just because hes being funny 19
{for exam le, when unintentionallv leavin someone out oi ,1 .ame, etc.).
In general, hes great at taking constructive criticism as long ,,-.. Shows understa.nding that gentlc leasing with fomily and friends c~n be
20 a form of humor or affoction.
· ·
~,::>
as I'm explaining why he should do something a certain way
instead of just nagging him.

lnterviewer: Are there times when Ahmad might ask for

something and not get what he wants?

Caregiver: Of course! We might go shopping and he will

pick something up and decide he has to have it. This situation = Stops or sta.ys awa~• írom rclalionshlps or sltuatiom thal are hurliu!
25 or dangerous (for cxamplc, bcing bullie<l or madc íun oí, being takcn
..~5!Y!:l.~!'..11lP..~~i..s.~~u,:i!ly ~r ~lf!.~~c!~fü\ ':_te.). _ . . . ..... ... . . . _
comes upa lot at the toy store.
&> 26 ~r~:~\~~~('~~;~~~v~:~¡~~::~s~~~ ~~~~:;~~:~~: ~;¡~~~; ~~~~;~:~::·
reviev.~ etc.).
lntcrviewer: What <loes Ahmad do if he doesn't get the toy
)( 27 Keeps secrels or confidences foras long as needed.
he wants? {) Thinks aboutwh~-;-·¡-;;~¡·c1h·~·p~~·-~7Ó;~·;:;:;;¡¿¡~ji"d~~j;¡-;;n7(fo--;=-~arn¡~Íi-
28 refrains from actin ím ~!~!:_!y, thinks about imrxirtant information, etc.).
Caregiver: Well, sometimes he's just trying to see if I'm in the 29
Is aware of poten!fo[ danger and uses caution when encountering risl-.y socia! 5ituations
{for exam !e, bl!!8_~~g_e.:irties, Internet chat rooms, personal .:ids, etc.).
right mood to let him have it, and hes expecting me to say no,
so that works out fine-he just puts back the toy On occasion
O 30 !~:;: :~~~u~~f:0 :;~ri::: ~::;;~~:r~•:: ;t:~tstract or interrupt

though, hes been known to have a temper tantrum in the

aisle. Last week we actually had to leave the store so that he
would calm down. He was crying and yelling; it was quite a
scene. Its not usually like that, though. Only once in a while if
he wants something badly enough.
'Ji ihe lo:.:/ of l)/( ,¡,,d!or ,\lining i¡ g(('.iwr //un 2. ,',,;1 nr,1 l<."O'(' ,·ulxlom"i" Coping Skills Raw Seo re ""Q
lnterviewer: How is Ahmad in general with dealing with
anger or hurt feelingsl

28 1 Chapter 2 Administration Vineland-II

Completing the Front Cover of Determining the Starting Point
the Record Booklet For individuals without disabilities, the starting point
Before you meet with the respondent to begin the for each subdomain in the Survey Interview Form is
interview, fill in the biographical information about the usually based on chronological age. Do not round up
individual on the front cover of the record booklet (see chronological age when determining the starting point.
Figure 2.4). Be sure to record the results of other tests, For example, for a child between the ages of 5:0:0 and
the individual'.s present classification or diagnosis, if 5: 11: 30, use the starting point for age 5; a child aged
any, and the reason for the interview. Record the date 5: 11:30 would not be rounded to 6. Starting points
of the interview and the individual'.s birth date in years, are indicated on the record booklet by labeled arrows
months, and days, and compute his or her chronological pointing to the age-appropriate starting items.
age as explained earlier in this chapter. Figure 2.5 shows that the starting point in the
Expressive Subdomain for a 7-year-old is Item 45.
Space is also included for recording the age used Use the same starting point for all subdomains.
for starting points and the classification of that age
(chronological, mental, or social). Instructions for In sorne cases it might be necessary to use a starting
determining the starting points are given in the next point lower than the individual's chronological age
section. because of suspected developmental delays or deficits in
one or more subdomains. Use the lower starting point
Record the respondent's name, sex, and relationship to for all subdomains administered. Interviewers should
the individual being evaluated: for example, parent or select starting points based on clinical judgment and
other caregiver, or job title if the individual lives in a experience. For individuals with mental retardation
residential facility and the respondent is a staff member or other disabilities, the starting point is usually based
of that facility. The interviewer should be identified by on a best estímate of either mental age or social age
name and position. obtained from the results of a previously administered
standardized test. Whether the starting point is based on
chronological age, mental age, or social age, the starting
point for a person of a given age (say, mental age or social
age of 3) would be the ítem designated in the record
booklet for the chronological age of the same level (3).

Vineland-II Chapter 2 Administration 1 29

Figure 2.4 Completed front page of the Survey lnterview Form record booklet

ineland-H
Vine/and Adaptive Behavior Sea/es, Second Edition

PEARSON
------- Copyright© 2005 NCS Pearson, lnc. Ali rights reserved. Product Number 31012

30 1 ChajJter 2 Administration Vineland-H

Figure 2.5 Survey lnterview Form page showing start point in the Expressive Subdomain for child aged 7 years

9 •
*
Pre-Speech Expression Beginning to Talk

~ Speech Skills Expressing Complex Ideas

Tells about experiences in detail (far example, tells who was involved,
42
where activity took place, etc.).
Gives simple directions (far example, on how to play a game
43
or how to make something).
Mark a "2" if thc directions are clcar cnough to follow; mark a "1" if thc
individual articulates directions but they are not clear enough to follow;
mark a "O" if the individual never attempts to articulate directions.
Uses between in phrases or sentences (far example,
44
"The ball went between the cars"; etc.).
45 Says own telephone number when as.ked.
46 Easily moves from one tapie to another in conversation.
47 Stays on tapie in conversations; does not go off on tangents.
Explains ideas in more than one way (far example, "This was a good book.
48
lt was exciting and fun to read"; etc.).
Has conversations that last 1O minutes (far example, relates experiences,
49
contributes ideas, shares feelings, etc.).
Uses irregular plurals correctly (far example,
50
children, geese, mice, women, etc.).

Administering the Survey Table 2.2 Vineland-11 Subdomain and Subscale

Administration Guide
lntervíew Form
Administer the subdomains and domains of the
Survey lnterview Form in the order presented in the
record booklet. Do not administer the Domestic and
Community Subdomains or the Coping Subdomain
if the individual is younger than I year of age. Do not
administer the Written Subdomain if the individual
is younger than 3 years of age. The content in these
subdomains is not appropriate for individuals younger
than the ages specified. Table 2.2 indicates the age
ranges appropriate for each subdomain and whether the
subdomain is optional. Complete each subdomain
and domain before proceeding to the next.
Gross 0:0:0 thru 6:11 :30 Required
The Check for Comments Below column, provided to 50:0:0 thru 90:0:0 Optional
the right of the item seores, allows you to note items Fine 0:0:0 thru 6:11 :30 Requircd
for which you have comments. When you have
50:0:0 thru 90:0:0 Optional
completed administration of that subdomain, you
can write comments about the item(s) in question in
the space provided.

*Although norms are not available far individuals younger than 3 years,
this subdomain may provide important clinical information when autism
spectrum disorders are suspected.

Vineland-II Chapter 2 1 31
Administering the Maladaptive In addition to a score assigned according to frequency
of the behavior, the items in the Maladaptive Behavior
Behavior Domain
Critica! Items section are to be rated for intensity: Severe
As noted previously, when problem behaviors may be or Moderate. (If the frequency score is O beca use the
interfering with the adaptive behavior of an individual individual never engages in the activity, give no intensity
aged 3 years or older, the examiner may choose to rating.) To rate the intensity of a Maladaptive Behavior
administer the optional Maladaptive Behavior Domain. Critica! Item, ask the respondent to give examples of the
When administered, the maladaptive behavior sections behavior exhibited by the individual. If, for example,
should follow the three or four adaptive behavior an individual occasionally "Displays behaviors that
domains. For the Maladaptive Behavior Index, which cause injury to self," the examiner seores the item 1 for
measures less severe problem behaviors, examiners must frequency; if the behaviors, when they occur, are intense
administer both subscales and the Other items to obtain enough to be dangerous, the examiner gives an intensity
derived seores for the composite score. Because all items rating of Severe. If the individual merely pinches
in a subscale are administered, there are no starting himself or herself, circle M for Moderate. Although
points or basal and ceiling rules. Examiners may also normative data are not available for intensity ratings,
choose to administer the Maladaptive Behavior Critica! clinical interpretations of the ratings may be made. It is
Items, which measure more severe problem behaviors. suggested that examples of the behavior exhibited by the
No derived seores are available for the Maladaptive individual be recorded under Comments.
Behavior Critica! Items. The examiner simply considers
the items in the overall interpretation of the individual's Scoring the Survey lnterview
performance.
Forrn ltems
Introduce the maladaptive behavior sections with a The scoring information below must be followed
statement such as, "From time to time, individuals carefully to obtain accurate, valid seores. Instructions for
exhibit behaviors that are considered undesirable." It finding the basal and ceiling items are in the Establishing
is often desirable to remind parents to think of their the Basal and Ceiling section later in this chapter.
child's behavior compared to other children of about the
same age. General questions and probes are not needed. The Vineland-II Survey Interview Form items are scored
Describe the behavior in each item of the maladaptive according to whether the activity described by the ítem is:
behavior sections, and ask the parent or caregiver to
say whether the individual usually, sometimes, or never @ Usually or habitually performed without physical help
engages in the activity or reminders (score 2)
@ Performed sometimes or partially without physical
The ítem seores 2, 1, and O are applied to the
help or reminders (score 1)
Maladaptive Behavior Index and the Maladaptive
Behavior Critica! Items. Whereas a high score on @ Never or very seldom performed or never performed
adaptive behavior items reflects more advanced without help or reminders (score O)
development, a high score on maladaptive behavior items
A score of N/O for No Opportunity is assigned when the
reflects more negative behaviors. The scoring criteria
activity is not performed because of limiting circumstances.
for the maladaptive behavior sections are included in
A score of DK for Don't Know is assigned when the
Appendix E. When assigning item seores, the interviewer
respondent has no knowledge of whether the individual
must:
performs the activity The score for each item is recorded in
@ Score 2 if the individual usually or habitually engages the record booklet in the boxes to the right of the items.
in the activity described by the item
Appendix E provides detailed scoring criteria for each
@ Score 1 if the individual sometimes engages in the item in the Vineland-II Survey Interview Form. Consult
activity described by the item Appendix E throughout the interview. For example,
the criterion for the item "Uses common household
@ Score O if the individual never or very seldom engages
objects or other objects for make-believe activities
in the activity described by the item
(e.g., pretends a block is a car, a box is a house) is 'The
Mark a seo re by circling a 2, 1, or O in the box to the individual must use the objects to represent something
right of the ítem. Seores of N/O (No Opportunity) and else."
DK (Don't Know) are not permitted for the maladaptive
behavior sections. Certain items are labeled Do not marh 1 or N/O may
be scored in Appendix E and in the record booklet (see
Figure 2.6).
32 1 Chapter 2 Vineland-II
A score of 2 signifies any of the following. Remember that A score of 1 signifies any of the following:
a score of 2 is based on the individuals actual independent
performance of an activity, not whether he or she is @ The individual is just beginning to perform the activity
capable of performing it. (for example, the individual is beginning to smile
and vocalize to initiate social contact, but still mainly
® The individual performs the activity satisfactorily reacts to the parent's or caregiver's attention, or the
and habitually without physical help or reminders. individual is beginning to walk up stairs but still
(Remember, the issue is whether the individual does crawls at times).
perform rather than can perform the activity.)
@ The individual performs the activity adequately at times
~ The individual performs the activity only occasionally but not habitually (for example, the individual follows
because the opportunity to perform it occurs only household rules occasionally but not routinely).
occasionally; but, whenever the opportunity occurs,
0 The individual performs only part of the activity
the individual performs it habitually (for example,
with success (for example, the individual informs the
going to a movie or concert with friends without adult
parent or caregiver that he or she is going to play with
supervision, or taking turns while playing games).
a friend but doesn't say where).
® The individual performed the pehavior ata younger
A score of 1 should not be assigned to items labeled Do
age but now has outgrown it (for example, using
NotMark l.
one-word requests such as "up" or "out" to express
wants, or riding a bike with training wheels). This is A score of O signifies that the individual never or very
to be distinguished from an individual who no longer seldom performs the activity, or never performs it
performs an age-appropriate activity, such as a child without physical help or reminders. If the individual does
who routinely and successfully cleared breakable not perform an activity, score O regardless of the reason.
items from his or her place at the table without being
reminded at age 7 but does so now at age 12 only after A score of O must also be assigned when the following
repeated reminders. The child would have scored 2 conditions are reponed by the respondent:
for clearing breakable items without reminders at
@ The individual is too young or immature to perform
age 7, but seores O for the same activity at age 12.
the activity.
® The activity is usually performed, but in a somewhat
@ The activity is beyond the individua:ls capabilities.
different way because of a disability. (For example,
an individual with a hearing impairment uses sign e The individual can perform the activity but seldom
language or a telecommunication device instead of <loes so.
speaking, or an individual with a visual impairment
® A physical or sensory disability prohibits performance
uses braille.) This is to be distinguished from an
of the activity (for example, a physical disability
activity that cannot be performed because of a physical
prohibits the individual from engaging in sports).
or sensory disability, which should be scored O.
@ The activity is beyond the individual's physical
If an ítem contains more than one activity or behavior capabilities (for example, the individual is not tall
connected with the word "and," each activity must be usually
enough to reach the pedals of a bicycle and therefore
or habitually performed for the ítem to receive a score of 2.
does not ride one).
For example, for the item "Turns faucets on and adjusts
temperature by adding hot or cold water," the individual @ The individual is not permitted to perform the activity
must usually or habitually both turn the faucets on and (such as going places during the day without adult
adjust the water temperature to receive a score of 2. If su pervision).
the individual turns only the cold water on, or adjusts e The individual is not asked to perform the activity
the water temperature only after someone else turns the (such as clearing the table).
faucets on, he or she receives a score of 1.
@ Another person always performs the activity for the
If an ítem contains more than one activity or behavior individual (for example, taking his or her temperature
connected with the word "or," habitual or usual performance or putting away clean laundry).
of any of the activities or behaviors receives a score of 2. For
~ The activity has not been started (such as toilet
example, for the item "Watches or listens to programs for
information," the individual either could watch television, training) or tried (such as eating solid food).
listen to the radio, or do both to receive a score of 2.

Vinelancl-II Chapter 2 Administrntkm 1 33

® The individual has not been taught to perform the a score of N/O signifies that performance of the activity
activity (such as using table manners). in the item requires an object that is not available in
the individuals environment, thereby prohibiting the
The individual is unaware of the necessity of the
performance. For example, for the item "Uses microwave
activity (such as following safety rules).
oven for heating, baking, or cooking," N/O may be
® The individual does not perform the activity because scored if there is no microwave in the individual's home.
of lack of interest (for example, playing games). Television sets, bicycles, and computers are other
® The individual relies on the caregiver to perform the examples of such objects. ln-depth probing may be
activity (such as initiating social communication). required to determine the presence or absence of such
objects in the individuals environment. A score of N/O
A score of N/O for No Opportunity is permitted only when signifies that No Opportunity is the only reason the
N/O May Be Scored is printed as a Scoring Tip with the individual does not perform the activity. If the individual
item (see Figure 2.6). Criteria for scoring N/O for such is too young to use the microwave, even if there is no
items are in the Scoring Tip and in Appendix E. Typically, microwave, score the item O rather than N/O.

Figure 2.6 Survey lnterview Form page for an individual aged 15, showing items accompanied by the instruction
"Do not mark 1" and "You may marl< N/O for No Opportunity"

You may mark "NiO" for No Opportunity if individual has not eaten
at a fast-food restaurant.
Carries or stores rnoney safely (for exarnple, in wallet, purse, rnoney belt, etc.).
27 Tells time by 5-minute segments on analog dock (for example, 1:05, 1:1 O, etc.).
t) 28 Obeys curfew parent or caregiver sets.

• 29
Watches or listens to prograrns for information (for example,
weather report, news, educational program, etc.).
llllr"sd1 You may mark "N/O" for No Opportunit:y if there is no TV or radio in the home.

-i
$ 30 Counts change from a purchase.
Demonstrates cornputer skills necessary to carry out complex tasks (for
31
example, word processing, accessing the Internet, installing software, etc.).
You may mark "N/O" for No Opportunity if there is no computer in the home.

32 Evaluates quality and price when selecting items to purchase.

33 Obeys time limits for breaks (for example, lunch or coffee breaks, etc.).
Travels at least 5 to 1O miles to familiar destination (that is,
~ 34
bikes, uses public transportation, or drives selí).

•
T
35

36
Demonstrates understanding of right to complain or report legitimate
problems when dissatisfied with services or situations.
Notifies school or supervisor when he or she will be late or absent.
Uses savings or checking account responsibly (for ~xample,
$ 37
keeps some money in account, tracks balance carefully, etc.).
Travels at least 5 to 1O miles to unfamiliar destination (that is,
~ 38
bi kes, uses public transportation, or drives self).
T 39 at part-time job (that is, at least 1O hours a week) for 1 year.
Do not mark 1.

You may mark "N/O" for No Opportunity if thc individual has not hcld a job.
Manages own money (for example, pays most or ali own expenses,
$ 41
uses checks or money orders for purchases as needed, etc.).

34 1 ChafJter 2 Vineland-H
A score of DK or Don't Know signifies that the respondent The Vineland-II Survey Interview Form basal and
has no knowledge of the individual's performance ceiling rules are somewhat different from those of other
of a given activity. DK should be used only far items individually administered assessment instruments.
describing activities that usually occur in settings in Because the items are not administered in the arder in
which the respondent never has the opportunity to which they appear in the record booklet, the interviewer
observe, such as a school or library. Score O if the does not begin with a starting item and proceed farward
behavior would occur in the individual's home, but the or backward, item by item, until a basal and ceiling are
parent or caregiver has no knowledge of its occurrence. established. After you administer each subdomain, check
(It is assumed that if the behavior should be occurring that a basal and ceiling have been established and that all
at home but the parent is not aware of it, the individual ítems in between have been scored. If a basal or ceiling
likely is not performing it.) DK should be scored only has not been established or there are unscored items
after in-depth probing to determine that the respondent between the basal and ceiling, continue to question the
has no knowledge of the individual's performance respondent until the necessary items have been scored.
of the activity. Frequently, use of examples from the
respondent's previous discussion of the individual can Figures 2.7 through 2. 10 illustrate application of the
jog the respondent's memory of the behavior in question. basal and ceiling rules to the Daily Living Skills and
Communication Domains. In Figure 2.7, a basal and
Establishing the Basal and Ceiling ceiling were established without complication. Figure 2.8
is an example in which items befare the starting point
On a subdomain, a basal is established when the
were scored to establish a basal. Figures 2.9 and 2.10
individual usually or habitually perfarms all the
illustrate examples where two potential basals and two
activities described in faur consecutive items (that is,
potential ceilings, respectively, were established during
the. individual receives a seo re of 2 on faur consecutive
administration. The higher basal and lower ceiling are
itefü~ffhe'basal ite~·isthe highest item i~ the highest set
used far scoring purposes.
d f~~r consecutive items receiving a score of 2. Similarly,
~ subd()rnair:i ceiling isestablished when. four consernt.ive When computing subdomain raw seores, all ítems
~~e:0~· ª~~ss2ii4~l2;,;~d i:fi:e c·eiHng"üem Ts"'ffi'éTo~esiTte~, below the basal item are assumed to have seores of 2.
in the lowest such set of four consecutive items with If the interviewer has assigned item seores of 1 or O to
seores of O. any items below the basal item, those actual item seores
are ignored, and the subdomain raw score is computed
In the semistructured interview, a basal and ceiling may
under the assumption that those items received seores
be established at any time during the administration of
of 2. (The infarmation provided by the actual item seores
a subdomain. The interviewer may need to administer
may be useful far clinical purposes, however.) Similarly,
items befare the starting point to establish a basal.
all items above the ceiling item are assigned seores of O
In sorne cases it might be impossible to establish a when computing subdomain raw seores. Once again,
basal or ceiling. If all ítems from the first ítem in the although the interviewer may have assigned one or more
subdomain have been scored wíthout faur consecutive items above the ceiling a score of 1 or 2, a score of O will
seores of 2 being assigned, there is no basal far the be used in computing the subdomain raw score. As with
subdomain, and the Item 1 is treated as the basal item the items below the basal item, the actual seores may be
when computing subdomain raw seores. If items up to useful far clinical purposes.
the last ítem in a subdomain have been scored without
the assignment of faur consecutive seores of O, there is
no ceiling far the subdomain, and the last item is treated
as the ceiling item.

Vineland-II Chapter 2 Administrafü:m 1 35

Figure 2.7 Applying the basal and ceiling rule on the Survey lnterview Form for a child aged 8 years. A basal and
ceiling were established without complication.

1ke. ~ evJe,,.e.d ~ 5uhdo~ bv¡ t,...5/:::.i..-vj

.:.hot,J- l:::.ii-Chev,.. c.hc,,-e.5 ~ c.kiQ.J pe,forW\..-5.

Housekeeping

1 2 ·¡

d',;f 2 1

2 1
Cleans u play or work area at end of an activity (for example,
,-c---+-_fi_nger _ . inting, model building~,_et_c_.)_.- - - - - - - - - - - - - - - - ~ ~
Puts way personal possessions (for example, toys, books, magazines, etc.).
1 1 careful when using sharp objects (for example, scissors, knives, etc.).
d·/. 7 Clears breakable items from own place at table.

!/
··7·-··9
8
Helps prepare foods that require mixing and cooking (for example,
cake or cookie mixes, macaroni and cheese, etc.).
,., Uses simple appliances (for example, a toaster, can opener, bottle opener, etc.).

;/ 10
Uses microwave oven for heating, baking, or cooking
(that is, sets time and power setting, etc.).
- You may mark "N/O" for No Opportunity if there is no microwave in the home.

11 Puts clean clothes away in proper place (for example,

in drawers or closet, on hooks, etc.).
Uses tools (for example, a hammer to drive nails, a screwdriver to screw
12 and unscrew screws, etc.).

13 Washes dishes by hand, or loads and uses dishwasher.

~ 14 Sweeps, mops, or vacuums floors thoroughly.

Mark "2" if the individual mops, sweeps, or vacuums so well that the task does
not have to be redone; mark a "1" if the individual doesn't consistently complete
the task well; mark a "O" if the individual never mops, sweeps, or vacuums, or
does the task so poorly that it always needs to be redone.

j;f
/ Clears table completely (for example, scrapes and stacks dishes,
15 throws away disposable items, etc.).
Uses household products correctly (for example, laundry detergent,
i!2. 16
íurniture polish, glass cleaner, etc.).
,.f Prepares basic foods that do not need mixing but require cooking
.!,,{"' 17
(for exam le, rice, sou , ve etables, etc.).
18 Cleans one or more rooms other than own bedroom.
19 Uses sharp knife to prepare food.

./
,&y
Uses stove or oven for heating, baking, or cooking (that is,
20 turns burners on and off, sets oven temperature, etc.).

21 Prepares food from ingredients that require measuring, mixing, and cooking.
22 Washes clothing as needed.
,;~:·:, 23 Performs maintenance tasks as needed (for example, replaces light bulbs,
_..::_~...,,....-,._c::~nges vacuum cleaner bag, etc.).
0
¿)' 24 Plans and prepares main mea! of the day.

<F)
.¡..,
e
O.J
E
E
o
u

'![ the total of DK and/or Missín ís grcatcr than 2, do not scorc subdomaín.

36 1 ChafJter 2 Administration Vineland-II

Figure 2.8 Applying the basal and ceiling rule on the Survey interview Form for a child aged 6 years.
The examiner dropped back to score items before the starting point to establísh a basal.

UpOY\,, ~ {{,,..d- ~ w..-ile..5 ~ "'-i.5 fü--s'I- ~.

k ~ a.5W e:.hot-J. ~ 5 ee..f-fer- ...-ec.o,~-

@ Writing Skills
!he. ~ e.-J.e...ed k 5uhd~ 1;,'1
e:.hot-J wW ~ w..-ile..5.

@@i
-----w~~-----;'-~~---~----~-------------

at least three simple words from example (for example, cat, see, bee, etc.). @

10 Prints at least 10 simple words from memory (for example, hat, ba/1, the, etc.). @

11 Reads simple stories aloud (that is, stories with sentences of three to five words).
Prints simple sentences of three or four words; may make
12
small errors in spelling or sentence structure.
13 Prints more than 20 words from memory; may make small spelling errors.
Reads and understands material of at least sec:ond-~(ra(:1e
15 Puts lists of words in alphabetical order.
Writes simple correspondence at least three sentences long
16
(for example, postcards, thank-you notes, e-mail, etc.).
Reads and understands material of at least fourth-grade leve!.
18 Writes reports, papers, or essays at least one page long; may use computer.

@ 19 Writes complete mailing and return addresses on letters or packages.

20 Reads and understands material of at least sixth-grade leve!.
Edits or corrects own written work befare handing it in (for example,
@ 21
checks punctuation, spelling, grammar, etc.).
Writes advanced correspondence at least 1O sentences long;
@ 22
may use computer.
23 Reads and understands material of at least ninth-grade leve!.
24 Reads at least two newspaper articles weekly (print or electronic version).
Writes business letters (for example, requests information, makes complaint,
@ 25
places order, etc.); may use computer.

V,
+-'
e
Q)

E
E
o
u

*/( the total of DK and/or Missing is greater than 2, do not score subdomain. Written Raw Score =D

Vineland-II ChajJtfl' 2 Administration 1 37

Figure 2.9 Applying the basal and ceíling rule on the Survey lnterview Form for a child aged 8 years.
The examiner established two basals; the higher basal is used.

Kitchen Chores li!=4 Housckceping

1 _0
----=--+--ls_c_a_re_f_ul_a_r_o_u_nd__h_ot_o_b---'-j_ec_t_s_(f_o_r_ex_a_m-'----p_le_,_th_e_s_to_.v_e_o_r_o_v_e_n_,_an_o~p_en_fi_re_,_e_tc_.)_.___ l

2
Helps with simple household chores (for example, dusts, 0 1
picks up clothes or toys, feeds pet, etc.). \:;../
3 Clears unbreakable items from own place at table.
Cleans up play or work area at end of an activity (for example,
4
finger painting, model building, etc.).
5 Puts away personal possessions (for example, toys, books, magazines, etc.).
6 Is careful when using sharp objects (for example, scissors, knives, etc.).
7 Clears breakable items from own place at table.
Helps prepare foods that require mixing and cooking (for example,
8
cake or cookie mixes, macaroni and cheese, etc.).
9 Uses simple appliances (for example, a toaster, can opener, bottle opener, etc.).

j/ 10
Uses microwave oven for heating, baking, or cooking
(that is, sets time and power setting, etc.).
~f'• You may mark "N/O" for No Opportunity if there is no microwave in the home.
Puts clean clothes away in proper place (for example,
11
in drawers or closet, on hooks, etc.).
Uses tools (for example, a hammer to drive nails, a screwdriver to screw
12
and unscrew screws, etc.).
13 Washes dishes by hand, or Joads and uses dishwasher.

14 Sweeps, mops, or vacuums floors thoroughly.

Mark "2" if the individual mops, sweeps, or vacuums so well that the task does
not have to be reclone; mark a "1" ií the individual doesn't consistently complete
the task well; rnark a "O" ií the individual never mops, sweeps, or vacuums, or
docs thc task so poorly that it always nccds to be rcdone.
Clears table completely (for example, scrapes and stacks dishes,
15
throws away disposable items, etc.).
Uses household products correctly (for example, laundry detergent,
16
furniture polish, gJass cleaner, etc.). -····--------···•-··- - - - - - - - - - - ~ ~ ~
Prepares basic foods that do not need mixing but require cooking
[.;/ 17
(for example, rice, soup, vegetables, etc.).
f;...,,·',,__1_8-t--_C_le_a_n_s_o_n_e_o_r_m_o_r_e_r_o_o_m_s_o_t_he_r_t_h_a_n_o_w__n_b_ed_r_o_o_m.
rf 19 Uses sharp knife to prepare food.

/"/. 20
Uses stove or oven for heating, baking, or cooking (that is,
turns burners on and off, sets oven temperature, etc.).
G./ 21 Prepares food from ingredients that require measuring, mixing, and cooking. , / ' 2,

22 Washes clÓthing as needed. _____ .. _. _ __ __ .. _~ 2

Performs maintenance tasks as needed (for example, replaces light bulbs,
23
changes vacuum cleaner bag, etc.).
24 Plans and prepares main meal of the day. r/ . i

-- -·------·---·-·-----
.:!)
e
<l)

E
E
o f------------------·····--•··-·-·~--
u

12
'lf the total of OK and!or Missing is greater than 2. do not score subdomain. Domestic Raw Score
= •
SUM

38 1 Chapter 2 Administration Vinelancl-H

Figure 2.1 O Applying the ceiling rule on the Parent/Caregiver Rating Form. Two ceilings were established; the
lower ceiling is used.

Cirde"?"
lfYou Have
a Question

1 Is careful around hot objects (for example, the stove or oven, an open fire, etc.).

2 Helps with simple household chores (for example, dusts, picks up clothes or toys, @ 1
feeds pet, etc.).
3 Clears unbreakable items from own place at table. d) 1

4 Cleans up play or work arca at end of an activity (for example, finger painting, ©
model building, etc.).
5 Puts away personal possessions (for example, toys, books, magazines, etc.). © 1
6 Is careful when using sharp objects (for example, scissors, knives, etc.). 2.

7 Clears breakable items from own place at table. 2

8 Helps prepare foods that require mixing and cooking (for example, cake or 2 .·-,
cookie mixes, macaroni and cheese, etc.).
9 Uses simple appliances (for example, a toaster, can opener, bottle opener, etc.). 2 1 ?
Lowe.s/- 5eJ
.,,,,¿4
LHj'~5ead-ü,e. ó5

Circle "l"
lfYou Have
a Question
Uses microwave oven for heating, baking, or cooking (that is, sets time and ?
power setting, etc.).
You may mark "N/O" for No Opportunity if there is no microwave
in the home.
11 Puts clean clothes away in proper place (for example, in drawers or closet, ?
on hooks, etc.).
12 Uses tools (for example, a hammer to drive nails, a screwdriver to screw ?
and unscrew screws, etc.).
13 Washes dishes by hand, or loads and uses dishwasher. ?

14 Sweeps, mops, or vacuums floors thoroughly.

~ i 1V1aík ;'2" íf the individual mops, ~weeps, or vacuums so weH that the task
~ • docs not havc to rcdonc; mark a "1" if the individual docsn't consistently
complete the task well; mark a "O" if the individual never mops, sweeps, or
vacuums, or docs thc task so poorly that it always needs to be reclonc.
15 Clears table complete!y (for example, scrapes and stacks dishes, throws away ?
disri_ci_sable items, etc.).
16 Uses household products correctly (for example, laundry detergen!, furniture ?
polish, glass cleaner, etc.).
17 Prepares basic foods that do not need mixing but require cooking
(for example, rice, soup, vegetables, etc.).
18 Cleans one or more rooms other than own bedroom.

19 Uses sharp knife to prepare food.

20 Uses stove or oven for heating, baking, or cooking (that is, turns burners
on and off, sets oven temperature, etc.).
21 Prepares food from ingredients that require measuring, mixing, and cooking.

22 Washes clothing as needed.

23 Performs maintenance tasks as needed (for example, replaces light bulbs,
changes vacuum cleaner bag, etc.).
24 Plans and prepares main meal of the day. 2 1

Vineland-II ChajJter 2 Administration 1 39

Completíng the lnterview Language used in the interview
Before ending the interview, the interviewer must: Record English, or another language if the Survey lnterview
Form was administered by a bilingual interviewer.
1. Determine that a basal and ceiling have been
established for each subdomain Special characteristics of the individual
2. Determine that all items between the basal item and List any special physical, sensory, mental, or emotional
the ceiling ilem have been scored abilities or disabilities; special educational classifications;
cultural factors; socioeconomic factors; and other factors
3. Obtain any missing information from the respondent affecting the individual's home environment or the
4. Ask for the respondent's estímate of the individual's environment at the facility where the individual lives.
functioning, and record this information on the
About the lnterview page Estimate of rapport established
with the respondent
5. Thank the respondent for participating in the
interview Did the respondent appear at ease during the interview?
Did the respondent appear resentful about the questions
The interviewer should always attempt to complete the and probes7 Did the respondent appear eager to see
administration of the Survey lnterview Form in a single the interview end? Did the respondent give detailed
session. Nonetheless, the interviewer must be flexible descriptions of the individual's activities or respond
and agreeable to scheduling a second session when in brief sentences? Did the respondent ask questions
required, so as not to sacrifice accuracy for time. about the individual such as "Is that normal?" Did the
respondent spontaneously supply additional information
Recording lnterview Observotions that was not requested as part of the interview?
On the About the lnterview page of the record booklet,
write the following information: Estimate of the respondent's accuracy
Indicate whether the respondent's descriptions of the
Respondent's estimate of the individual's activities seemed exaggerated or whether the
individual's functioning respondent seemed to guess a great deal. If you know
To obtain this information from the respondent, the the individual being assessed, indicate whether you agree
interviewer might ask, "Based on our discussion of with the respondent's descriptions.
Sue's activities, at what age level would you say she
is functioning?" or "What age best describes John's General observations
abilities?" This query, which was developed for the Is the individual performing all activities of which he or
Vineland SMS (Doll, 1935, 1965), provides the she is capable? Does the caregiver restrict many activities
interviewer with information about the respondent's or are no restrictions placed on the individual's activities
expectations, realistic or unrealistic, for the individual. while other individuals the same age are restricted?
In addition, it requires the respondent to evaluate the Does the individual appear more or less mature than
activities discussed in the interview in comparison others of the same age? lf the individual is of school age,
with activities performed by others of the same age. did the respondent express any concerns about school
The respondent's answer can later be compared with performance or behavior? What additional information
the individual's derived seores and discussed with the not covered by the Vineland-11 items was supplied
respondent when the Vineland-11 results are reviewed. during the interview, either spontaneously or through
probing? What characteristics of the individual are seen
by you or the respondent as strengths? As weaknesses?

Figure 2.11 shows a completed About the Interview page.

40 1· Chapter 2 Administration Vineland-II

Figure 2.11 About the lnterview Page

About the lnterview:

Respondent's Estímate of the lndividual's Functioning:_~A_k¡_,_p,_i..c.d~~:Z~--'1,_et:.Y-_-~~----------

Language Used in the lnterview: -~E._vv¡_,__Q.b~•6b,~--------------------

Special Characteristics of the Individual: -~º~~~+-<5~=·

~·...:..c.¡.-_,(..Lb------'~~-"=--"--)------'b~o..-~V\..-"------'{p=-~~~'-------'-~~~º~---

Estímate of the Rapport Established with the Respondent:

eai¡er -to -t~ ~oc.J. 1)~'5 ~ 5 -

Estímate of the Respondent's Accuracy: -~Re;-~,-o"':5~.,_,,e:,_~~5~~~~~~~~i~~~~...-e¿=r.~&.LJ-·rl~i..c,.~_ _ _ __

General Observatíons: Ac.coi--dfvv5 'to 1)~•5 IN\..O'th.b¡ 1)~ i..5 a. tqpi..cd 2-"Jet:.Y"-~
wh.c Q.ove.5 'to p~ wi:Ú,... "-i.-5 frien.d5. >"-e. i..5 5olN\.€WW ~ ~oc.J. "-i.-5 V\hj~
~LO'V\.. 'to k.i..5 '10tAWj&- ~ ~i.w¡ fre.qu&J. ~5e.5 'to st9 k.clM-e. frc,~
5c.kcot 5LV\.GL "-i.-5 I ; , ~ wa.5 l;,Ot""V\... -1-1-owevet:- 5h? fu%
'tW l)~ w~ ocÁ5t""C1W 't"-i..5.
$he. iS a0$o ~n-ed @out hi-6 ~ of ~ i n - - ~ ~ but pe@¡. MoSt of
1• L• r •\ ,. 11 I, 1 _ , n , n. -' _ f -' • . • •• '• ~
t'n.e. UM.é;., .....ec, ...~ F''"""'l ~
1 :,~WOt"",:;;: e,..- IU-5't&\.. 'te, 51"~5- V ~ 5 IN'\..O'thb-
OC,

5e.e.5 "-i.-5 "~~ pe,,-5~'1" "'-5 f;i, SÍ-r~~ ~ ki-5 ~--k. of 5ei--i.otA.5v,.e.55 ~5 "-
wet.kn.e.55.

Vineland-II Chapter 2 1 41
 The materials required for administering the Parent/
Caregiver Raling Form include this manual, which
Spanish contains scoring criteria for the items; the Parent/
A record booklet containing a Spanish translation of the Caregiver Rating Form record booklet; and a pencil. The
Survey Interview Form items was developed to facilitate record booklet consists of 28 pages. The cover has space
administration for the growing number of Hispanic for recording information about the individual and the
individuals in the United States. Though many Hispanic respondent. Pages 5 through 24 contain the 4 33 items
individuals are bilingual, their parents or caregivers, who for the four adaptive behavior domains, or scales, and
are the respondents, may primarily speak Spanish. With the optional Maladaptive Behavior Domain. Starting
the use of the Spanish record booklet, the interview can points by age are indicated to the left of the items. Boxes
proceed without the interviewer having to translate item for item seores are located to the right of the items. A
tapies during discussion. The Spanish record booklet question mark is provided to the right of the item seores
was used in the national standardization whenever to allow the parent or caregiver to identify items that
the respondent's primary language was Spanish. It is he or she has a question about or does not understand.
important, however, that the interviewer be fluent in Pages 25 through 2 7 comprise the detachable Vineland-II
both English and Spanish, since the scoring criteria and Score Repon, which includes the Score Summary, Score
manuals are available only in English. Profile, and Pairwise Comparisons. Page 28 provides
space for computing subdomain raw seores. Detach the
The intervi.ew in Spanish is to be conducted in the same
Score Report befare giving the record booklet to the
manner as it would be in English, using the same scoring
parent or caregiver to complete.
criteria and the semistructured interview method. Even
though the items are translated into Spanish, they are Because terms such as domain and subdomain are not
not to be read to the respondent. It should be noted that likely to be familiar to many parents and caregivers, they
when the scoring criterion for an item calls for a specific have been replaced with terms readily understood by
word to be used by the individual being assessed, the parents and caregivers. The names of the domains and
word may be in either English or Spanish. Thus, for the subdomains are listed in Table 2 .1
item "Says 'please' when asking for something," the use
of either "por favor" or "please" is acceptable. Testing Environment
Other Languages Ideally, the Parent/Caregiver Rating Form should be
completed by the respondent in a controlled setting
Translations of the Surveylnterview Form items into such as a clinic, school, or agency office. The room
languages other than English and Spanish are not should be quiet and free of distractions, with adequate
available at this time. The Survey Interview Form space, a comfortable temperature, and a comfortable
may be administered in any language by a bilingual chair and writing surface. Although both parents may
interviewer, however, because the basis of the Vineland-II be present while the Parent/Caregiver l{ating Form is
semistructured interview is the use of questions and being completed, they should be aware that the parent
probes by the interviewer, in the interviewer's own words. who best knows the individual's everyday activities and
The authors have found that the Vineland ABS has been behaviors should complete the form. Discussion by
used successfully with respondents speaking a number of the parents about particular items is acceptable. The
different languages. individual being assessed should not be present.

Parent/Caregiver Rating Form If circumstances require the respondent to complete the

Administration rating form off-site, provide complete instructions and
safeguards to ensure that the off-site completion is valid.
General administration guidelines applicable to both Give contact information in case questions arise, and tell
Survey forms were presented at the beginning of this the respondent when and where to return the form.
chapter. This section gives information that is specifically
relevant to using the Parent/Caregiver Rating Form.

42 1 Chapter 2 Vineland-II
Selecting the Respcmdent examiner. However, setting the starting points lower
also means that respondents are likely to encounter
In addition to selecting the respondent who knows the
more items describing behaviors that the individual has
individual best (as discussed earlier in this chapter),
outgrown. Examiners must be sure to alert respondents
users of the Parent/Caregiver Rating Form must consider
to this and emphasize that the correct score for such
additional factors. The respondent must not only have
items is 2, even though the individual no longer
sufficient knowledge of the individuals behaviors
performs the behavior.
and daily activities, but also must possess sufficiently
high reading skill to be able to read and understand In sorne cases it may be necessary to use a starting
the directions for completing the form and the items point lower than the individuals chronological age
themselves. Examiners must also assess whether a given because of suspected developmental delays or deficits
respondent is likely to provide honest and objective in one or more domains. Use the lower starting point
ratings, or whether he or she seems likely to bias ratings for ali subdomains administered. Interviewers should
to fit his or her own interests or intents. If either poor select starting points based on clinical judgment and
reading skill or response bias is suspected, then the experience. For individuals with mental retardation
Survey lnterview Form is likely to give more valid results. or other disabilities, the starting point usually is based
on a best estímate of either mental age or social age
Preparing for Adminístraticm obtained from the results of a previously administered
Completing the Front Cover of standardized test.
the Record Booklet
Administering the Parent/Caregiver
Before giving the respondent the Parent/Caregiver Rating
Form to complete, fill in the biographical information
Rating Form
about the individual and the respondent. Record the test Establishing Rapport
date and the individual's birth date in years, months, Establishing a relationship that encourages the
and days, and compute his or her chronological age by respondent to provide accurate, unbiased information
subtracting the birth date from the interview date. (Do about the individual's typical level of functioning is at
not round age upward.) If the respondent is going to least as important for obtaining valid results on the
complete the form off-site, instruct him or her to record Parent/Caregiver Rating Formas it is on the Survey
on the cover the date he or she completes it. Verify the Interview Form. The examiner should be thoroughly
accuracy of the individual's birth date and the date the familiar with methods of establishing rapport, as
form was completed. discussed at the beginning of this chapter.
Determining the Starting Points Explaining the lnstructions
The examiner should mark the starting point for each Carefully review the form with the respondent to
subdomain before giving the Parent/Caregiver Rating ensure that he or she understands how to complete it.
Form to the respondent. Circling or highlighting the Include the following points in your instructions to the
starting point helps avoid confusion for the respondent. respondent:
For individuals without disabilities, the starting point
for each subdomain in the Pare:nt/Caregiver Rating Form @ Please read the directions and mark a rating for every
is usually based on chronological age. Do not round up item in each section after the start point circled or
chronological age when determining the starting point. highlighted.
For example, for a child between the ages of 5:0:0 and
~ The items on this form cover a wide age range.
5:11:30, use the starting point for age 5; a child aged
[Individuals name] is not expected to have ali the
5: 11:30 would not be rounded to 6. Starting points
skills described by ali the items.
are indicated on the record booklet by labeled arrows
pointing to the age-appropriate starting item @ Mark the rating that hest describes how often the
individual performs the behavior when it is needed,
It is important to note that there are fewer starting points not whether the individual can perform the behavior.
on the Parent/Caregiver Rating Form than on the Survey
Interview Form, and generally they are set much lower. ® Mark a 2 to indicate the individual usually performs
This difference in starting points between the forms is the behavior without help or reminders; mark a 1
intended to ensure that a basal is established in each if the individual sometimes performs the behavior
subdomain without undue follow-up required by the without help or reminders or performs part of the

Vineland-II Chapter 2 1 43
 behavior without help or reminders; mark O if the 2. Confirm that the respondent started with the
individual never or very seldom performs the behavior correct ilem in each subdomain and that a basal
or never performs it without help or reminders. has been established. As with the Survey lnterview
Form, a basal on the Parent/Caregiver Rating
If the individual does not perform a behavior because
Form is established when the individual usually
he or she has outgrown it, mark a 2. For example, if
or habilually performs all the activities described
the individual walks now instead of crawling, mark a
in four consecutive items in a subdomain (that
2 for items about crawling.
is, the respondent marks a score of 2 on four
@ If you have a question about an item, mark a 2, 1, or consecutive items).
O, but then circle the question mark to the right of the
3. Confirm that all items above the basal have been
item seores. After you have finished the form, we can
completed. As with the Survey Interview Form,
talk about your questions.
a ceiling on the Parent/Caregiver Rating Form is
@ Please let me know if you have any questions or need established when four consecutive items are scored
any help while you are completing the form. O; however, you apply this rule when computing
subdomain raw seores. The respondent completes
Point out the sections (subdomains) to be completed
every item in each subdomain after the start point
and indicate the location in each subdomain where
you have circled or highlighted.
the respondent should begin. As with the Survey
Interview Form, the Domestic, Community, and Coping 4. Follow up with the respondent on any items
Subdomains should not be completed for individuals marked Don't Know or uncertain.
younger than 1 year of age; the Written Subdomain
S. Review the answers and identify any inconsistencies.
should not be completed for individuals younger than
Within a subdomain, items are arranged in order
3 years of age. Cross out these sections if they should
of ascending difficulty: If a later item was mastered
not be administered, and also cross out the Motor Skills
and received a 2, but an earlier closely-related ítem
Domain and Maladaptive Behavior Domain sections if
measuring the same content area received a lower
you have decided not to administer them.
score, question the respondent to resolve whether
Ask the respondent to read the directions on pages 3 and the earlier ítem should be rescored a 2. For example,
4 of the record booklet. Provide additional instruction if the respondent assigned a score of 2 to Expressive
or assistance if necessary: If the respondent will be Subdomain Item 26 (the individual says at least
completing the rating off-site, encourage him or her to 100 recognizable words) but scored a 1 on Item 20
call the clinician with any questions. Encourage him or (the individual says at least SO recognizable words),
her to complete the rating in one sitting. discuss this with the respondent to determine which
of the ítem seores should be changed.
Reviewing the Completed Rating Form 6. Follow up and question the respondent to clarify
After the respondent has completed the rating scale, responses when there is a discrepancy, where the
you must: respondent circled the quest10n mark to the right of
the item, and to complete any omitted items.
1. Confirm that the front cover has been filled in
accurately, including checking the computation
of the age of the individual (if the respondent
completed the cover).

44 1 ChafJter 2 Vineland-H
 Computing Raw Seores
and Obtaining
Derived Seores

The first part of this chapter explains how to compute all subdomains are located on the front page of
and record subdomain raw seores when using either the the Score Report. (Note when the Score Report is
Survey lnterview Form or the Parent/Caregiver Rating detached from the record booklet the score boxes
Form. The second part shows how to convert raw seores are on the front page; befare the Score Report is
to derived seores far the subdomains, domains, and detached, the page with the score boxes is the back
Adaptive Behavior Composite, and how to use the Score page.) In the appropriate score box, record in the
Report included in the record booklets to organize the space labeled "ltem Befare Basal" the number of the
test results and conduct the interpretive steps. item just before the item marked b. (If the basal item
is item 1, write O in the space.) Then multiply this
Computing Subdomain Raw Seores number by two and record the result in the box on
the same line.
This section describes the necessary steps to obtain the
raw score far each subdomain. These steps assume that 3. Compute the number of DK and/or míssíng items.
the administration rules described in Chapter 2 were From the item marked b through the item marked
fallowed. All rules must be fallowed precisely because e, count the number of items that are either scored
the norms are based upon the application of these rules. DK or are not scored. Record this total in the box
Any deviation may result in invalid seores. The steps labeled "DK and/or Missing Total." For example, if
described below are illustrated in Figure 3.1 (Survey one item is marked DK and one item is not scored,
lnterview Form) and Figure 3.2 (Parent/Caregiver the total is 2. If the total for a subdomain is greater
Rating Form). than 2, then that subdomain cannot be scored.
(When a subdomain cannot be scored because the
l. Identífy the basal ítem and ceiling ítem. total of items scored DK or not scored is greater
To compute a raw score far a subdomain, you must than 2, you must fallow up with the respondent to
first identify the basal item and the ceiling item of obtain the infarmation needed to rescore DK items
that subdomain. The basal item is the highest item or score those not scored, or prorate the subdomain.
in the highest set of faur consecutive items scored Prorating is discussed later in this chapter.)
2. For example, if items 8 through 11 constitute the
highest set of faur consecutive items scored 2, then 4. Compute the number of N/Os.
the basal item is item 11. Conversely, the ceiling item From the item marked b through the item marked e,
is the lowest item in the lowest set of faur consecutive count the number of items scored N/O and record
items scored O. If a basal item was not established, this total in the box labeled "N/O Total."
then the first item in the subdomain becomes the 5. Compute the sum of 2s and Is.
basal item. If a ceiling item was not established, then From the item marked b through the item marked e,
the last item becomes the ceiling item. On the record compute the sum of seores on items scored 2 or 1,
farm, mark a b next to the basal item anda e next to and record the total in the box labeled "Sum of 2s
the ceiling item. and ls."
2. Compute the number of points below the basal. 6. Calculáte the subdomain raw score.
Next, locate the score box far the subdomain. Sum the numbers in the faur boxes and record the
On the Survey lnterview Form, the score box total in the space far the subdomain raw score.
is located at the end of the subdomain. On the
Parent/Caregiver Rating Form, the score boxes far

Vineland-II Chapter 3 Computing Raw Seores and Obtaining 1 45

Figure 3.1 Subdomain raw seores computed for the Written Subdomain on the Survey lnterview Form for a child
aged 3 years. No basal was established, so Itero 1 becomes the basal ítem.

ldentifies one or more alphabet letters as letters

and distinguishes them from numbers.
2 Recognizes own name in printed forrn.
f,±,, 3 ldentifies at least 1O printed letters of the alphabet.
Prints or writes using correct orientation (for example, in English from leít
©> 4 ©>
to right; in sorne languages from right to left or top to bottom).

©> 5 Copies own first name. ©>

~¡ ldentifies all printed letters of the alphabet, upper- and lowercase.
Ql}r,, 6

7 Prints at least three simple words from example (for example, cat, see, bee, etc.).
8 Prints or writes own first and last name frorn memory.

9 Reads at least 1O words aloud. 4~~

10 Prints at least 1O simple words frorn memory (for example, hat, ba/1, the, etc.).

11 Reads simple stories aloud (that is, stories with sentences of three to five words).
Prints simple sentences of three or four words; rnay make
12
small errors in spelling or sentence structure.
13 Prints more than 20 words from memory; may make small spelling errors.
14 Reads and understands material of at least second-grade level.
15 Puts lists of words in alphabetical order.
Writes simple correspondence at least three sentences long
16
(for example, postcards, thank-you notes, e-mail, etc.).
17 Reads and understands material of at least fourth-grade level.
18 Writes reports, papers, or essays at least one page long; may use computer.

©>

©>

©>
...,..
19 Writes ~omplete mailing and return addresses on letters or packages.
20 Reads and understands material of at least sixth-grade level.

21

22
Edits or corrects own written work befare handing it in (for example,
checks punctuation, spening, grammar, _etc.) ...
Writes advanced correspondence at least 1O sentences long;
may use computer.
~·
©>

©>

23 Reads and understands material of at least ninth-grade level.

24 Reads at least two newspaper articles weekly (print or electronic version).
Writes business letters (for example, requests information, makes complaint,
©> 25
places order, etc.); may use computer.

....,
"'
e
(l)

E
E
o
u

'/( lhe lata/ of DK andlor Missing is greater 1ha11 2, do not score subdomain. Written Raw Score fol
=~

46 1 Chapter 3 Computing Raw Seores and Obtaining Derived Seores Vineland-II

Figure 3.2 Subdomaín raw seores computed for the Wrítten Subdomaín on the Parent/Caregíver Ratíng Form
for a chíld aged 14 years. No ceilíng was establíshed, so the last ítem in the subdomain becomes the
ceilíng ítem.

Response Options: 2 = Usually, 1 = Sometimes or Partially, O= Never, DK = Don't Know

Cirde"?"
lfYou Have
a Question
ldentifies one or more alphabet letters as letters and distinguishes
them from numbers.
2 Recognizes own name in printed form.
3 ldentifies at least 1O printed letters of the alphabet.
4 Prints or writes using correct orientation (for example, in English from left to right;
in sorne languages from right to left or top to bottom).
5 Copies own first name.
6 ldentifies ali printecl letters of the alphabet, upper- and lowercase. ?

7 Prints at least three simple words from example (for example, cat, see, bee, etc.). ?

8 Prints or writes own first and last name from memory. ?

9 Reacls at least 1O words aloucl. ?

10 Prints at least 1O simple words from memory (for example, hat, ba/1, the, etc.).
11 Reacls simple stories aloud (that is, stories with sentences of three to five words). ?
12 Prints simple sentences of three or four words; may make small errors in spelling ?
or sentence structure.
13 Prints more than 20 words from memory; may make small spelling errors.
14 Reacls and understands material of at least second-grade level.

15 Puts lists of words in alphabetical arder. ?

16 Writes simple correspondence at least three sentences long (for example, ?
postcards, thank-you notes, e-mail, etc.).
17 Reads and unclerstands material of at least fourth-grade level.

18 Writes reports, papers, or essays at least one page long; may use computer.

19 Writes complete mailing and return addresses on lctters or packages.

20 Reads and understands material of at least sixth-grade level.

21 Edits or corrects own written work befare handing it in (for example, checks
punctuation, spelling, grammar, etc.).
22 Writes aclvanced correspondence at least 1O sentences long; may use computer.

23 Reads and understands material of at least nínth-grade level.

24 Reacls at least two newspaper articles weekly (print or electronic version).
25 Writes business letters (for example, requests information, makes complaint, ?
places order, etc.)¡ may use computer. ·

Vineland-II Chapter 3 Computing Raw Seores and Obtaining 1 47

Computing Raw Seores for the within that subscale or subset has a seo re of 2, 1, or O.
The steps are illustrated in figmes 3.3 (Survey Interview
Maladaptive Behavior lndex Form) and figme 3.4 (Parent/Caregiver Rating Form).
This section describes the steps to compute the raw
score for the three subscales of the optional Maladaptive l. Compute the Internalizing raw score.
Behavior Index when it is administered for an individual Compute the sum of seores on items scored 2 or 1.
aged 3 or older. (On the Parent/Caregiver Rating Form, For the Survey Interview Fonn, record this total on
the Internalizing subscale, Externalizing subscale, and the rec;ord form in the box labeled "Internalizing Raw
Other item subset are labeled Section A, Section B, and Score." For the Parent/Caregiver Rating Form, record
Section C, respectively) A raw score for a maladaptive the total in the section labeled "Problem Behaviors,"
behavior subscale can be computed only if every item in the box labeled "Section A Sum of 2s and ls."

Figure 3.3 lnternalizing, Externalizing, other, and Maladaptive Behavior lndex raw seores computed on the
Survey lnterview Form for a child aged 5 years

' Has eating diffículties (for example, eats too fast or too slowly,
hoards food, overeats, refuses to eat, etc.).
Has sleep difficulties (for example, sleepwalks, has frequent nightmares,
4
sleeps significantly more or less than typical for his or her age.
Refuses to go to school or work because of fear, ----
5
feelings of rejection or isolation, etc.
6 Is overly anxious or nervous.
7 Críes or laughs too easily.
Has poor eye contact (that is, does not look al or face others
8
when s eakin or s oken to).
9 Is sad forno clear reason.
10 Avoids social interaction.
11 Lacks energy or interest in life.

e"'
<l) lnternafizing Raw Score = [QJ
~ ,-----------------------------
8 t------;-------------------------

1 Is impulsive (that is, acts without thinking).

2 Has temper tantrums.
3 lntentionally disobeys and deíies those in authority.
4 Taunts, teases, or bullies.
5 Is inconsiderate or insensitive to others.
6 líes, cheats, or steals.
7 Is physically aggressive (for example, hits, kicks, bites, etc.).
8 Is stubborn or sullen.
S_ays embarrassing things or asks embarrassing questi¿~s in public-- ····-·
9
(tor example, "You're fat," or "What's that big ~ thing on your nose?").
1O Behaves inappropriately al the urging of others.

Externalizing Raw Score = C2:J

48 1 Chapter 3 Computing Raw Seores and Obtaining Derived Seores Vineland-II

 2. Compute the Externalizing raw score. Caregiver Rating Form, record the total in the box
Compute the sum of seores on items scored 2 or 1. labeled "Section C Sum of 2s and ls."
For the Survey lnterview Form, record this total in
4. Calculate the Maladaptive Behavior Index
the box labeled "Externalizing Raw Score." For the
raw score.
Parent/Caregiver Rating Form, record the total in
For the Survey lnterview Form, sum the
the box-labeled "Section B Sum of 2s and ls."
lnternalizing, Externalizing, and Other raw seores
3. Compute the Other raw score. and record the total in the box labeled "Maladaptive
Compute the sum of seores on items scored 2 or 1. Behavior lndex Raw Score," located at the end of
For the Survey lnterview Form, record this total in the Other section. For the Parent/Caregiver Rating
the box labeled "Other Raw Score." For the Parent/ Form, enter the total in the box labeled "Problem
Behaviors Raw Score."
Figure 3.3, continued

Sucks thumb or fingers.

2 Wets bed or must wear diapers at night.
Acts overly familiar with strangers (for example, holds hands,
3
hugs, sits on lap, etc.).
4 Bites fingernails.
5 Has tics (that is, involuntary blinking, twitching, head shaking, etc.).
6 Grinds teeth during the day or night.
7 Has a hard time paying attention.
8 Is more active or restless th.an others of same age.
Uses school or work property (for example, telephone, Internet access,
9 office supplíes, etc.) for unapproved personal purposes.
10 Swears.
11 Runs away (that is, is missing for 24 hours or longer) .
.12 Is truant from school or work.
13 Ignores or doesn't pay attention to others around him or her.
14 Uses money or gifts to "buy" affection.
15 Uses alcohol or illegal drugs during the school or work day.

V,

1
., : - - - - - - - - - - - - - - - - - - - - - - - - - - - -
E
E
o
u

''Sum the fnternalizing, Exwrnalízíng,

and Other Raw Seores to obtain the
Maladaplive Behavior lndex Raw Score.

Vineland-II Chapter 3 Computing Raw Seores and Obtaining Derived Seores 1 49

 · Section A, Section B, Section C, and Problem Behavíors raw seores computed on the Parent/Caregiver
Rating Form far a child aged 5 years

Response Options: 2 = Of-ten, 1 = Sometimes, O= Never

Circle "?"
lfYou Have
a Question

2 Avoids others and prefers to be alone.

3 Has eating difficulties (for example, eats too fast or too slowly, hoards food,
overeats, refuses to eat, etc.).
--------·--------------------·-··-----··---·"·· ---- ----····------·-·· ----·--···
4 Has sleep difficulties (for example, sleepwalks, has frequent nightmares, sleeps
significantly more or less_than typical_forhis orherage).
5 Refuses to go to school or work because of fear, feelings of rejection or
isolation, etc.
6 Is overly anxious or nervous.

7 Cries or laughs too easily.

8 Has poor eye contact (that is, does not look at or face others when speaking or
spoken to).
----------------------·--·····-----·- - - - - - - - - -
9 Is sad for no clear reason.

10 Avoids social interaction.

11 Lacks energy or interest in life.

Cirde"?"
lfYou Have
a Question

?
2 Has temper tantrums.

3 lntentionally disobeys and defies those in authority.

4 Taunts, teases, or bullies.

5 Is inconsiderate or insensitive to others.

6 Líes, cheats, or steals.

7 Is physically aggressive (for example, hits, kicks, bites, etc.).

8 Is stubborn or sullen.

9 Says embarrassing things or asks embarrassing questions in public (for example,

"You're fat," or "What's that big red thing on your nose?").
10 Behaves inappropriately at the urging of others.

Circle (1?'1
lfYou Have
a Question

2 Wets bed or must wear diapers at night.

3 Acts overly familiar with strangers (for example, holds hands, hugs, sits on lap, etc.).
----------------------··---····-···---·---------··--·------------
4 Bites fingernails.

5 Has tics (that is, involuntary blinking, twitching, head shaking, etc.).

50 1 ChafJter 3 Computing Raw Seores and Obtaining Derived Seores Vinelancl-H

Figure 3.4, contínued

Response Options: 2 =Often, 1 =Sometimes, O= Never

.,,.
' .

7 Has a hard time paying attention.

8 Is more active or restless than others of same age.
-----------··-·------·-·-----·-------------~
9Uses school or work property (for example, telephone, Internet accéss,
___ office supplies, etc.) for unapprovedp_e_r_so_n_a_l_p__u_r~p_o_se_s_._ _ _ _ _ _ _ _ _ _ _ _"°""
10 Swears.

11 Runs away (that is, is missing for 24 hours or longer). ?

12 Is truant from school or work.
13 Ignores or doesn't pay attention to others around him or her.
------------·"
14 Uses money or gifts to "buy" affection.

15 Uses alcohol or illegal drugs during the school or work day.

Response Options: 2 =Often, 1 =Sometimes, O= Never, S =Severe, M =Moderate

Circle ''?"
lfYou Have
a Question
Engages in inappropriate sexual behavior (for example, exposes self, masturbates ?
in public, makes improper sexual advances, etc.).
2 Is obsessed with objects or activities (for example, constantly repeats words or
phrases, is preoccupied with mechanical objects, etc.).
3 Expresses thoughts that do not make sense (for example, talks about hearing ?
voices, seems delusional, etc.).
4 Has strange habits or ways (for example, makes repetitive noises,
odd hand movements, etc.).
5 Consistently prefers objects to people (for example, pays more attention
to objects than to people, etc.).
6 Displays behaviors that cause injury to self (for exam
bites self, tears at skin, etc.).
7 Destroys own or another's possessions on purpose.
8 Uses bizarre speech (for example, has conversations
in phrases or sentences that have no meaning, repeat
and over, etc.).
9 Is unaware of what is happening around him or her (f
in a "fog," stares blankly, etc.).
10 Rocks back and forth repeatedly.
11 Is unusually fearful of ordinary sounds, objects, or sit
12 Remembers odd information in detail years later.
13 Is unable to complete a normal school or work day b
chronic pain or fatigue.
14 Is unable to complete a normal school or work day
psychological symptoms.

22

Vineland-II Chapter S and Obtaining 1 51

Figure é 5 Front page of Detached Parent/Caregiver Rating Form Score Report

\L!_neland-H) Parent/Caregiver
Rating Form Score Report
Vineland Adaptive Behavior Sea/es, Second Edition

1ndividua 1: Tt.v\4 ~
Chronological Age: 1L_ - --12.__ - 2.ó Assessment Date: ~ - ~ --2.DD7
Grade (if applicable): _{p=------- Highest Grade Completed: _ _ _ __
Respondent: Examiner:
Data from OtherTests: lntelligence: ______ Achievement: _ _ _ _ __

52 1 C:hafJter 3 Computing Raw Seores and Obtaining Derived Seores Vineland-II

Completing the Score Report Table 3.1 Summary lnstructions for Obtaining Derived
Seores from Tables in Appendixes B and C
This section illustrates the steps necessary to complete Derived Seores Table lnformation required
the Score Repon of both the Survey Interview Form and v-seale seores for adaptive 8.1 Chronologieal age
the Parent/Caregiver Rating Form. Topics are organized behavior subdomains Page 183 Subdomain raw seores
to coordinate with the actual sequence of completing Standard seores for adaptive 8.2 Chronologieal age
an individual's repon, from entering the individual's behavior domains Page 230 Domain raw seores
identifying information to completing pairwise Standard seore for Adaptive 8.2 Chronologieal age
comparisons of the domain and subdomain seores. 8ehavior Composite Page 230 Sum of domain
standard seores
For a full description of the types of seores used on the (excluding Motor Skills
Vineland-II Survey forms and how to interpret them, for ages 7:0 and above)
refer to Chapter 4. Confidenee intervals for C.1 Chronologieal age
Subdomaih v-seale seores Dcsired level

CoverPage Confidenee intervals for C.2

ofeonfidenee
(85, 90, 99%)
For the Survey Interview Form, the' cover of the standard seores for adaptive Page 251
behavior domains and
detachable 4-page Score Repon provides space for
Adaptivc 8ehavior Composite
recording the individual's name, chronological age,
National pereentile ranks C.3 Domain and
grade (if applicable), and highest grade completed (if and stanincs for adaptive Page 252 Adaptive 8ehavior
applicable); the assessment date; the respondent's name; behavior domains and Composite standard
and the examiner's name. Although this information is Adaptive 8ehavior Composite seores

also recorded on the front cover of the record booklet, Adaptive levels for C.4 Domain and Adaptive
adaptive behavior domains Page 253 8ehavior Composite
entering it on the Score Repon allows you to detach and Adaptive 8ehavior standard seores
the Score Report from the record booklet and file it Composite
separately if you so choose. For the Parent/Caregiver Adaptive levels C.4 Subdomain v-seale
Rating Form, the cover of the Score Report provides for subdomains Page 253 seores
space for recording identifying information as well as Age equivalents C.5 Subdomain raw seores
computing and recording subdomain raw seores (see for subdomains Page 253

Figure 3.5). This design eliminates the need for score Confidenee intervals for C.6 Chronologieal age
Maladaptive 8ehavior
boxes in the record booklet where they may confuse
Subseales and lndex
parents or caregivers completing the form.
Levels for Maladaptive C.7 Maladaptive 8ehavior
Score Summary Page 8ehavior lndex Page 256 lndex and subseale
v-seale seores
Subdomain and Domain Seores
This section of the Score Summary page provides space Sorne seores are available only for subdomains and
for recording all of the derived seores corresponding others only for domains. Cells are shaded dark gray to
to the subdomains, domains, and Adaptive Behavior indicate that a score is not available. Note that the boxes
Composite. The derived seores are arranged on the Score for the Adaptive Behavior Composite seores correspond
Summary page in the order of common use, with the to the column headings in this section, and that all the
most frequently used seores on the left. The instructions derived seores that can be obtained for the domains can
for obtaining these derived seores are presented below in also be obtained for the Adaptive Behavior Composite.
this same order. Table 3.1 provides a summary of these Moreover, note that when a heading in the Subdomain
instructions. and Domain Seores section corresponds exactly to a
heading in the Maladaptive Behavior Index section
(e.g., _ % Confidence Interval) the instructions below
apply to the maladaptive behavior section as well~ Figure
3.6 illustrates a completed Score Summary Page.

Vineland-II Chapter 3 Computing Raw 1 53

Figure 3.6 Score Summary page

Individual: Date: _ _ _ _ Age: ;-4 Form: Survey lnterview

~ Parent/Caregiver Rating

VINElAND-11 SCORE SUMMARY

Score S(trength)
1
Adaptive Minus or
Leve( Median* W(eakness)
2 )

Low 2:9 -7 w
ó

-1

Sum of Domain
Standard Seores

Adaptive Behavior Composite

Raw

23

54 1 ChafJter 3 Cmnputing Raw Seores and Obtaining Derived Seores: Vineland-U

 Raw Score. Raw seores apply only to subdomains and each domain, compute the sum of its subdomaii
maladaptive behavior subscale. To facilitate accurate seores and record it on the line labeled "Sum." F
transfer of the subdomain raw seores, the subdomains the standard score corresponding to this sum of r·v=o=-
and domains are presented in the same order as they scores by using Table B.2 in Appendix B. Find the page
appear within the record form and on the front cover of of Table B.2 for the individual's chronological age, and
the Parent/Caregiver Rating Form Score Repon. Transfer follow the same procedure described above in the v-scale
each subdomain raw score from its subdomain raw score score section to obtain the standard score.
box (located in the record form or on the cover page of
the Score Repon) to the appropriate box in the column To obtain the Adaptive Behavior Composite, first,
labeled "Raw Score." compute the sum of the domain standard seores and
record this total in the box labeled "Sum of Domain
For the maladaptive behavior subscales, transfer the Standard Seores," located just below the Subdomain
Intemalizing subscale, Extemalizing subscale, and and Domain Seores table. For individuals aged binh
Maladaptive Behavior Index raw seores to the appropriate through 6: 11, sum the domain seores foral! four adaptive
boxes in the column labeled "Raw Score." As described behavior domains. For individuals aged 7:0 and older,
previously, on the Parent/Caregiver Rating Form these sum the Communication, Daily Living Skills, and
scales are labeled Section A, Section B, and Problem Socialization domain seores. (Do not include the Motor
Behaviors raw seores, respectively. Skills Domain score at ages 7 and older.) Then, use Table
B2 to conven the sum of domain standard seores to the
v-Scale Score. Each subdomain and maladaptive Adaptive Behavior Composite standard score. Record that
behavior subscale raw score has a corresponding v-scale value in the appropriate box in the row labeled "Adaptive
score. Norms tables for the subdomain v-scale seores are Behavior Composite."
provide_clfor9.1.~e ranges, each occupying a page of
( · Table B. l in A_EE.end~]?,) Norms tables for the maladaptive % Conf. Interval. Confidence intervals should be
-befiavi"orv-:::scS_1e s~ores are provided for five age ranges reponed for v-scale seores and standard seores. Three
in Table B.3. The age range represented by each page is levels of confidence are provided: 85 percent, 90 percent,
printed in the top left comer of the page. and 95 percent. Before completing this column, choose
one of these three confidence levels and record that value
To obtain the v-scale score for each subdomain, first in the blank space at the top of the column. For most
locate the page of Table B. l that corresponds to the purposes the authors recommend using the 90 percent
individual's chronological age. Find the individual's confidence level. Appendix C provides the numerical
subdomain raw score in the column for that subdomain. values used to construct confidence intervals. Use Table
Read across the row to obtain the corresponding v-scale C. l for subdomain v-scale seores, Table C.2 for domain
score, and record it in the appropriate box in the and Adaptive Behavior Composite standard seores, and
column labeled "v-Scale Score." Repeat this procedure Table C.6 for maladaptive behavior v-scale seores. To use
for each subdomain. Then, repeat the procedure for the these tables, first locate the age that corresponds to the
maladaptive behavior raw seores (Intemalizing subscale, individual's chronological age. Then, read across the row
Extemalizing subscale, and Maladaptive Behavior Index), to find the confidence-interval value for that domain or
using the age-appropriate page of Table B.3. subdomain and confidence level. Record the value in
Motor Skills Domain: Gross and Fine Motor the lower comer of the appropriate box in the column
Subdomain v-scale seores are supplied for individuals labeled "_% Conf. Interval," next to the "+/-" symbol.
between the ages of binh and 6: 11 and between the Repeat this procedure for each subdomain, maladaptive
ages of 50 and 90. For individuals between the ages of behavior subscale, domain, and the Adaptive Behavior
7 and 21, an estimated v-scale score can be obtained Composite. For convenience, the values corresponding
to the 90 percent confidence level are printed at the
by using the v-scale conversion table corresponding
to the 6:9 through 6: 11 age range. For individuals bottom of each page of the norm tables for subdomain
between the ages of 22 and 49, an estimated v-scale and maladaptive behavior v-scale seores.
score can be obtained by using the v-scale conversion Next, subtract the confidence-interval value from each
table corresponding to the 50 through 54 age range. v-scale score or standard score to obtain the lower end of
See Chapter 4 for a dis,cussion of the appropriate use that confidence interval, and add the value to the score to
of these estimated Motor Skills Domain seores. obtain the upper end of the interval. Write the interval,
Standard Score. Standard seores are provided for the as a range, in the appropriate box in the column labeled
domains and the Adaptive Behavior Composite. For % Conf. Interval." Note that whichever of the three

Vineland-11 Chapter 3 Computing Raw Seores and Obtaining Derived Seores 1 55

confidence levels is chosen, the same level should be Stanine. The final derived score included in Lhe
used for all subdomains and domains. Subdomain and Domain Seores table is the stanine. Use
Table C.3, also used to obtain percentile ranks, to find
%ile Rank. Percentile ranks are provided for domain the stanine that corresponds to each domain standard
standard seores and the Adaptive Behavior Composite. score and the Adaptive Behavior Composite In the table's
Because the relationship between percentile ranks and standard score column, locate the value that corresponds
standard seores is the same for every age group and to the individual's standard seores. Read across the row
for all domains and the Adaptive Behavior Composite, to the column labeled "Stanine" and record that value
you can refer to just one table, Table C.3, to find in the appropriate box in the column labeled "Stanine"
the percentile rank corresponding to each standard on the Score Summary page. Repeat this procedure for
score. First, locate the individuals standard score in each domain standard score and the Adaptive Behavior
the table. Then, read across the row to the column Composite standard score.
labeled "Percentile Rank," and record this value in the
appropriate box in the column labeled "%ile Rank." Maladaptive Behavior Critica! ltems
Repeat the procedure for each domain and the Adaptive In the area of the Score Summary page labeled
Behavior Composite. "Maladaptive Behavior Critica! Items," circle the item
Adaptive Level. Adaptive levels provide a means number of each item that was seo red "2" or "l" on the
to describe an individuals performance using terms Maladaptive Behavior Critica! Items section of the Survey
that are nearly universal. The Vineland-II defines five Interview Record Form. If the Parent/Caregiver Rating
adaptive levels for subdomain and domain seores and form was used, circle the item number of each iteni that
the Adaptive Behavior Composite: Low, Moderately Low, was scored "2" or "l" on Problem Behaviors Section D.
Adequate, Moderately High, and High. Use Table C.4 Additionally, for each item circled, circle "S" (severe) or
to determine the adaptive leve! corresponding to each "M" (moderare) to indicate the severity of the behavior.
v-scale score and standard score. Identify the score range
Strengths and Weaknesses
that includes the individuals subdomain or domain
score, and record the adaptive level that corresponds to This section of the Score Summary page allows you
that range in the appropriate box in the column labeled to evaluate an individual strengths and weaknesses by
"Adaptive Level." comparing his or her performance on subdomains within
a domain, and by comparing his or her performance on
Maladaptive Level. The maladaptive behavior each domain with that on each of the other domains. ln
subscales and the Maladaptive Behavior Index use general, three steps are required to determine strengths
a different system for describing an individual's and weaknesses: computing the individual's median
maladaptive behavior performance level, consisting score either of the subdomain v-scale seores within a
of three categories: Average, Elevated, and Clinically domain, or of the domain standard seores; subtracting
Significant. Use Table C. 7 to obtain the level that the median from each of the subdomain v-scale seores (or
corresponds to each maladaptive behavior v-scale domain standard seores); and comparing the differences
score. On the maladaptive behavior section of to the standards established for subdomain and domain
the Score Summary page, record the level in the strengths and weaknesses, which are described in the gray
appropriate box in the column labeled "Level." section below the Strengths and Weaknesses table on the
Score Summary page.
Age Equivalent. The age equivalent of a subdomain raw
score represents the age at which that score is average. Calculating the Median Score. Order the
Because age equivalents correspond to raw seores, which subdomain v-scale seores within a domain (or the
are computed for subdomains only, age equivalents are domain standard seores) from smallest to largest.
not given for domains. To obtain the age equivalent Next, determine the median. Use the process
corresponding to a subdomain raw score, use Table C.5. described below that corresponds to the number of
Sean clown the column for a given subdomain until you ordered seores.
find the individual's subdomain raw score, and read
across the row to the value in the age equivalent column. (l; When two seores are used (e.g., when comparing
Record that value in the appropriate box in the column the Gross and Fine Motor Skills subdomains), the
labeled "Age Equivalent." Repeat this procedure for each median is determined by summing the two seores
subdomain. and dividing the sum by two.

56 1 ChafJter 3 Computing Raw Seores and Obtaining Derived Seores Vineland-H

 ® When three seores are used, the median is the seores and subdomain v-scale seores. A graphic display
middle score. of seores provides a snapshot of an individual's level of
adáptive functioning and is a useful way to depict an
<® When four seores are used, the median is
individual'.s functional assets and deficits. Moreover, an
calculated by summing the middle two seores and
individual's graphical score profile may be compared to
dividing the sum by two.
prototypical profiles from clinical groups as a method to
No space is provided on the Score Summary page for improve classification.
computing the median. If necessary, use scratch paper
or the white space to make the calculation. Repeat Completing the Score Profiles
this process for each set of subdomains and for The Score Profile page contains two profiles: the Domain
the domains. Score Profile and the Subdomain Score profile. The
following sections detail the necessary steps to complete
Computing Differences. Use the column labeled
each profile. Figure 3.7 and 3.8 illustrate completed
"Score Minus Median" to record the difference of
Domain Score and Subdomain Score Profiles, respectively.
each subdomain v-scale score (or domain standard
score) from the median. For subdomains, subtract Domain Score Profile
the median v-scale score for that domain from each l. From the Score Summary page, transfer the
subdomain v-scale score, and record each difference individual'.s domain and Adaptive Behavior
with the appropriate sign (+ or -) on the appropriate Composite standard seores and confidence intervals
line. For domains, subtract the médian domain to the appropriate line in the correct column on the
standard score from each domain standard score Score Profile page.
and record the difference with the appropriate sign
( + or -) on the appropriate line. 2. For each domain and the Adaptive Behavior
Composite, place a mark ecirresponding to the
Strength or Weakness. A subdomain is considered obtained standard score on the appropriate
a strength if the difference from the median is graph line.
greater than or equal to +2. Similarly, a subdomain
3. Place a mark corresponding to each end of the
is considered a weakness if the difference from the
confidence interval, and darken in the area of
median is less than or equal to -2 (e.g., a difference
the line between the two ends of the confidence
equal to -3 represents a weakness). A domain is
interval.
considered a strength if the difference from the
median is greater than or equal to + 1O. Similarly, a Subdomain Score Profile
domain is considered a weakness. if the difference from 1. From the Score Summary page, transfer the
the median is less than or equal to -1 O. On the Seo re individual's subdomain v-scale seores and
Summary page, mark an S for Strength or mark a W confidence intervals to the appropriate line in
for Weakness on the appropriate line in the column the correct column on the Score Profile page.
labeled "Strength or Weakness." If the domain or 2. For each subdomain, place a mark corresponding
subdomain is neither a strength nora weakness, leave to the obtained v-scale score on the appropriate
the line blank. graph line.
Score Profile Page 3. Place a mark corresponding to each end of the
confidence interval, and darken the area of the line
The Score Profile page of the Score Repon allows you
between the two ends of the confidence interval.
to graphically display an individual's domain standard

Vineland-II Chapter 3 Computing Seores amd Obtaining Derived 1 57

Figure 3. 7 Completed Doma in Score Profile

-5SD -4 $0 -3 so -2 so -1 so +1 so +3SD +4 SO

Figure 3.8 Completed Subdomain Score Profile

Subdomain Score Profile 1 1 1 1

1 1 1 1 1
V·~
Scale
Score
Conf.
lnl 1 2 ~ 4 5 { 7 8
1 10 11 1r 13 14 15 16 17 + 19 20 1 22 23 +
1 1

1 el 1 1
1 1

1 1 1 11111
1 1

1
14 12-11,:,
1
·1
1

1
1•
,.
1 1
1.
1

10 8-12 1 $1 1 1 1

•
1 1

1 1 1

•
1 1

1 1 1

-t it
1 1

1 1•
1 1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
i 1 1 ! 1 1 1 1 1 1 1 1 1 1 l 1 1 1 1 i 1 1 !

58 1 Chapter 3 Computing Raw Seores and Obtaining Derived Seores Vineland-II

Pairwise Comparisons Page If the Motor Skills Domain was administered for an
individual between the ages of 7 and 49 andan estimated
The Pairwise Comparisons page, the last page of the standard score was obtained, do not use the Motor Skills
Score Repon, allows you to make statistical analyses of Domain in the comparisons.
the score differences between pairs of subdomains and
pairs of domains, including whether the differences Subdomain Pairwise Comparisons
are statistically significant and whether they occurred
Subdomain pairwise comparisons compare the v-scale
infrequently in the standardization sample.
seores of subdomains within a domain. Additionally, the
Pairwise comparisons can be conducted three ways: user may compare the v-scale seores of subdomains from
by comparing domain standard seores (for example, different domains. Listed in this section are five across-
comparing Communication and Socialization seores); domain comparisons that may provide meaningful
by comparing subdomain v-scale seores within a information about related areas of functioning.
domain (for example, comparing Personal and Domestic Additional space is provided in the across-domain
seores within the Daily Living Skills Domain); and by section to write in other across-domain subdomain
comparing subdomain v-scale seores across domains comparisons, as desired.
(for example, comparing the Expressive score from the
Communication Domain with the Coping Skills score Completing the Pairwise Comparisons Page
from the Socialization Domain). The following sections describe the steps for completing
pairwise comparisons. The sections are organized to
Domain Pairwise Comparisons coincide with the column heading on the Pairwise
For individuals who were assessed on three domains Comparisons page. Follow these steps to complete both
(Communication, Daily Living Skills, and Socialization), domain pairwise comparisons and subdomain pairwise
three domain pairwise comparisons are possible. For comparisons, whether within-domain or across-domains.
individuals who were assessed on all four domains, (See Figure 3.9 for a sample completed Pairwise
six domain pairwise comparisons are possible. Please Comparison page.)
note that administration of the Motor Skills Domain is
optional for individuals between the ages of 7 and 49.

Vineland-II Chapter 3 Computing Raw Seores and Obtaining 1 59

figure 3.9 Completed Pairwíse Comparíson page for a child aged 5 years 4 months

VINELAND-11 PAIRWISE COMPARISONS

Freq. of
Standard Stat. Sign. Difference
Standard <, >, íitandard Score leve( (Extreme 16,
Domain Comparisons Score or :;: Score Difference (.O or .01) 10,5,or1%)

Communication 87 <' Daily Living Skills 14 ✓ 1/p

Communication 87 Socialization 1
Daily Living Skills Socialization 1- ✓ ló
--/
Communication Motor Skills

Socialization Motor Skills

8
Daily Living Skills Motor Skills
Freq. of
v-Scale Difference
Score

Freq. of
Difference
Selected Across-Domain (Extreme 16,
Subdomain Comparisons 10, 5, or 1%)

Expressive Coping Skills ;::; ✓ 1

----------1--+--t~f"-+-...::......l..--+--------t-/---------l---
Fine Written 2
Fine Domestic l
Fine Personal 2 /

25

60 1 ChajJter 3 Computing Raw Score5 and Obtaining Derived Seores Vineland-II

Standard Score or v-Scale Score. The second and For domain comparisons, enter Table D. l and locate the
fourth columns on the Pairwise Comparisons page section of the table that eorresponds to the individual's
are either both labeled "Standard Score" (for domain chronological age. In that section, find the intersection of
comparisons) or both labeled "v-Scale Score" (for the domains being eompared and the chosen significance
subdomain eomparisons). The second column is level. If the difference recorded on the Seore Report is
used to record the appropriate score for the domain greater than or equal to the value in the table, then the
or subdomain to its left (see Figure 3.9); the fourth difference is significant. Record a check mark in the
column is used to record the appropriate seore for the appropriate box in the column labeled "Sta t. Sign. Level."
domain or subdomain to its right. From the Score If the difference is not significant, leave the box empty
Summary page, transfer the individual's v-scale seores Repeat these steps for each domain comparison.
and standard seores, reeording each on the appropriate
box in the appropriate eolumn. Transfer standard seores For subdomain comparisons, locate the part of Table D.3
for the domain eomparisons and v-scale seores for the that corresponds to the individual's chronological age.
subdomain eomparisons. In that part, the numbers presented above the diagonal
(i.e., in the non-shaded area) correspond to the .05
<, >, or =. In the shaded eolumn, labeled "<, >, or =," significance level. The numbers presented below the
record a symbol for > (is greater than), < (is less than), or diagonal (i.e., in the shaded area) eorrespond to the .01
= ( is equal to) to indicate whether the score recorded to significance level. For the .05 level, find the intersection
the left of this column is greater than, less than, or equal in the non-shaded area above the diagonal of the two
to the score recorded to the right of this column. Record subdomains being compared. For the .01 level, find the
a symbol for each comparison being made. intersection in the shaded area below the diagonal of
the two subdomains being eompared. If the difference
Standard Score Difference or v-Scale Score recorded on the Score Report is greater than· or equal to
Difference. Compute the difference between the the value in the table, then the difference is significant.
seores being compared, subtracting the smaller score Record a check mark in the appropriate box in the
from the larger seore, and record the difference in column labeled "Stat. Sign. Level." If the difference is not
the column labeled "Standard Score Difference" (for significant, leave the box empty Repeat these steps for
domain comparisons) or "v-Scale Score Difference" (for each subdomain comparison.
subdomain comparisons). Compute the difference for
each eomparison being made. Frequency of Difference. The final step is to determine
how infrequently each significant difference occurred in
Statistical Significance. The next step is to evaluate the standardization sample. For domain eomparisons, use
the statistical significance of the difference computed Table D.2. For subdomain comparisons, use Table D.4.
in the previous step. First, choose either the .05 level
or the .01 level. The level chosen should be applied For domains comparisons, review Table D.2 and locate
to all subsequent comparisons, both domain and the section of the table that eorresponds to the individual's
subdomain. In the column labeled "Stat. Sign. Level," chronological age. In that section and for each comparison
circle the chosen level. Next, locate the appropriate made (labeled across the top of the table), find the value
table. Table D .1 in Appendix D is used to determine of the difference recorded for a given comparison. Then,
the statistical significance for domain comparisons, read across the table to find the corresponding percentage
and Table D.3 shows values of statistical significance (16, 10, 5, or 1) of the sample in which this difference
for subdomain comparisons. Because many subdomain occurred. Record this percentage in the appropriate box
pairwise comparisons can be made, the probability of in column labeled "Freq. of Difference."
getting a significant difference by chance increases. The
authors recommend using the Bonferonni adjustment For subdomains, review Table D.4 and locate the
for multiple comparisons. Table D.5 provides the values section of the table that corresponds to the individual's
needed for statistical significance at the p=.05 and .01 chronological age. In that table, find the intersection of
levels after making the Bonferonni correction for 15 the two subdomains being compared. Then, find the
comparisons. Significance values will change depending value of the difference recorded for that comparison. Read
on the number of comparisons. The authors recommend across the table to find the corresponding percentage
using Table D.5 for 10 eomparisons or more; for fewer (16, 10, 5, or 1) of the sample in which this difference
than 10, Table D.3 is recommended. occurred. Finally, record this percentage in the appropriate
box in the column labeled "Freq. of Difference." Repeat
this procedure for each subdomain comparison.

Vineland-11 Chapter 3 Computing Seores and Obtaining Derived 1 61

Prorating The procedure for prorating is to compute the sum of
the v-scale seores on the two valid subdomains of the
Sometimes a subdomain raw score cannot be computed domain, and multiply that sum by 1.5 (rounding up)
because more than two items in the subdomain were to obtain the prorated sum of v-scale seores for the
assigned a score of DK (Don't Know) or were not scored. domain. Then proceed in the normal fashion to convert
In such a case, the examiner should attempt to obtain that sum to the various derived seores, and include the
the missing information by contacting the respondent. prorated domain score when computing the Adaptive
In the rare situation where it is impossible to score the Behavior Composite.
missing items, if the unscorable subdomain is part of
a domain having three subdomains and the other two Mark P on the Score Summary page next to the
subdomains have valid seores, the domain score may be resulting domain standard score and the Adaptive
estimated through prorating. Prorating is not permitted Behavior Composite standard score to indicate that
if the entire form contains more than one unscorable they were prorated.
subdomain. Also, prorating is not permitted for the
Motor Skills Domain, or the other domains at ages Do not use the prorated domain score in any analyses
where only two subdomains are administered. of strengths and weaknesses or significant differences.
When identifying domain strengths and weaknesses, use
as a reference point the median score on the domains that
are not prorated.

62 1 Chapter 3 Computing Raw Scol'es and Obtaining Derived Seores Vineland-H

 Examining
Vineland--11 Profiles

In addition to evaluating seores on the Survey Interview Clinicians need to be cautious when evaluating profiles
Form or Parent/Caregiver Rating Form to determine because an individual with a specific diagnosis may
an individual's overall level of adaptive functioning not exhibit the profile that is typical far that diagnostic
and identify strengths and weaknesses, as outlined in group. Multiple sources of data must always be included
Chapter 4, an examiner conducting a psychological when using test score profiles in the diagnostic process.
assessment can go a step further in interpreting
Vineland-II results by comparing the individual's leve! Profile Comparison 1: High
and pattern of performance to that of individuals in Functioning Autism and
particular diagnostic groups. Since 1984, the Vineland
Adaptive Behavior Scales (Vineland AES) have been Asperger Syndrome
used in more than 1,000 studies to investigate the Individuals with autism are characterized by pervasive
effects on everyday functioning of a broad range of impairment in reciproca! social interaction skills and
disorders or disabilities, including attention-deficit/ communication skills. In addition, these individuals
hyperactivity disorder, autism spectrum disorders, exhibit stereotyped, perseverative, and ritualistic
blindness, cerebral palsy, closed head injury, Down behaviors (DSM-IV-TR, 2000; World Health
syndrome, emotional disturbance, hearing impairment, Organization, 1993). The DSM-IV-TR (2000)
hydrocephalus, learning disabilities, low birth weight, criteria far the diagnosis of Autistic Disorder include:
mental retardation, and physical disabilities. In addition,
score profiles on the Vineland-II Survey forms for eight © Impairment in social interaction, such as impaired use
clínica! groups are presented and discussed in Chapter 8. of nonverbal behaviors to regulate social interaction
and communication, failure to develop peer
The information gleaned from these studies suggests relationships, and lack of social reciprocity
that general profiles of strengths and weaknesses on the
@ Impairments in communication, such as delay in
Vineland AES and Vineland-II can differentiate between
or total lack of development of spoken language,
individuals with different diagnostic classifications,
difficulty initiating or sustaining conversations, and
as well as between a typically developing individual
lack of varied, spontaneous imitative play
and one with a specific clínica! diagnosis. This chapter
describes Vineland profiles far seven clínica! groups, ® Restricted, repetitive, or stereotypical patterns of
and compares the features of prototypical seo re pro files behavior or interests
of individuals in selected pairs of diagnostic categories.
@ Delays ar abnormal functioning with onset prior
For sorne of these pairs, differential diagnosis may be
to three years in at least one of these areas: social
relatively challenging. For other pairs, comparison
interaction, language as used in social communication,
provides greater understanding of the adaptive
or symbolic or imaginative play
deficiencies associated with a diagnostic classification.
This chapter also cites sorne of the studies on which @ The disturbance is not better accounted far by Retts
these comparisons are based. Each comparison assumes Disorder or Childhood Disintegrative Disorder
that the individuals being compared have the same leve!
of general intelligence (e.g., approximately the same Autism covers a broad range of disability levels,
overall composite score from a cognitive ability battery). from severe to comparatively mild impairment.
Communication deficits range from complete lack of

Vineland-H Chapter 5 Examining Vineland-11 Profiles 1 79

functional speech to fully comprehensible speech that is One of the autism spectrum disorders, Asperger
odd only in its lack of social awareness, pitch, volume, syndrome, like high-functioning autism (HFA), is
rhythm, or rate. While socialization deficits can vary charncterized by severe and pervasive impairments in
from complete lack of interest in all people (except social interaction skills, communication skills, or the
perhaps caregivers) to strong family attachments and presence of restricted, repetitive patterns of behavior,
an appreciation for particular people, a notable lack of interests, and activities. The DSM-IV-TR (2000) criteria
ability to recognize and navigate the nuances of social for the diagnosis of Asperger's Disorder include:
interaction is an essential hallmark of autism spectrum
~ Impairment in social interaction, such as impaired use
disorders. Characteristic deviant behaviors may include
circumscribed interests (e.g., train schedules, maps) of nonverbal behaviors to regulare social interaction
that are abnormal in their intensity or focus; a marked and communication, failure to develop peer
desire for sameness and resistance to altering of routines; relationships, and lack of social reciprocity
stereotyped, repetitive habits (e.g., hand flapping, finger @ Restricted, repetitive, or stereotypical patterns of
flicking); and preoccupation with parts of objects (e.g., behavior or interests
the wheels of a toy car rather than the car as a whole).
@ There is often no clinically significant delays or
Thus, there is wide variability in what an individual with deviance in language acquisition and communication
autism "looks like." The diagnostic category includes skills
those with Kanner's classic autism; very low functioning fD There is no clinically significant delay in cognitive
nonverbal individuals; very high functioning, gainfully functioning
employed individuals; and those who embody myriad
other expressions of the syndrome. Nevertheless, certain ® Criteria are not met for another Pervasive
features in the pro file of Vineland ABS and Vineland-II Developmental Disorder
seores are characteristic of those with autism:
Asperger syndrome has been the most controversial of
~ Low score in the Soci;Üization Domain, relative to the autism spectrum disorders. Befare its inclusion in the
other domains DSM-IV-TR, the diagnostic category was used in very
different ways: 1) synonymously with "high-functioning
@ Significant score discrepancies across various autism," 2) in reference to adults with autism, 3) in
subdomains, i.e. significant scatter in adaptive abilities reference to individuals with "subthreshold" pervasive
@ Low seores in the Expressive, Interpersonal developmental disorder not otherwise specified
Relationships, Play and Leisure Time, and Coping (PDD-NOS), and 4) in reference to a syndrome that
Skills Subdomains, relative to other subdomains differs from autism in important ways (Vokmar et al.,
1996). Although Asperger syndrome is now generally
The deficits in communication and social interaction accepted as a syndrome different from HFA, it continues
that are characteristic of autism spectrum disorders to be misdiagnosed as HFA because both groups are
were demonstrated in the Vineland-II score profiles of associated with higher levels of functioning within the
individuals with autism who were part of a clinical study autism spectrum. However, published research suggests
undertaken during standardization (see Chapter 8). In that general profiles of strnngths and weaknesses on
this study, the profile for the group with autism showed a measures of intelligence and the Vineland ABS can
mean Adaptive Behavior Composite score more than two differentiate between these disorders.
standard deviations below the nonclinical group mean
score. These individuals scored lower in the Socialization When the cognitive and adaptive functioning of
Domain (mean standard seo re of 64. 4) than in the individuals with Asperger syndrome is compared with
Communication or Daily Living Skills Domains, although that of individuals with HFA who have approximately the
each of the latter two also had an average score below 69. same global intelligence level, the profiles reveal several
Among the subdomains, their lowest average seores were distinguishing features. Although the individuals in both
in Expressive, Interpersonal Relationships, and Play and groups obtain similar seores in the Daily Living Skilis
Leisure Time. Domain and in the Socialization Domain (lowest score
for both groups), individuals with Asperger syndrome
The diversity of test score profiles of those with autism tend to have:
contributes .to misconceptions and to inaccuracies in
diagnosis. One particular disorder that has frequently (¡) Higher verbal ability
been misdiagnosed as autism is Asperger syndrome. ® Lower nonverbal ability

so I Chapter 5 Examining Vineland-11 Pmfiles Vineland-11

@ Higher Communieation Domain seores measured by the Vineland Their profile differs greatly
from the typical Vineland profile of an individual with
Lower Motor Skills Domain seores
autism, in that there is often such a notable comparative
Thus, while both groups would have difficulty with deficit in socialization, that this deficil alone is a
Vineland-Il items sueh as "modulares tone of voiee," powerful predictor of diagnosis (Gillham et al., 2000).
individuals with Asperger syndrome would probably
be more likely than individuals with HFA to "have The relatively flat Vineland profile typical for individuals
eonversations that last 10 minutes." Conversely, with mental retardation was demonstrated in the
individuals with Asperger syndrome would exhibit more Vineland-Il clinical group data reported in Chapter 8.
difficulty with both Gross and Fine Motor Skills items, This profile shows significant generalized deficits in
sueh as "runs smoothly, with ehanges in speed and multiple areas of adaptive behavior. Samples of children
direetion" or "cuts out eomplex shapes." and adults with mild, moderate, and severe/profound
mental retardation showed significant deficits in overall
Additional evidenee of adaptive diffieulties that are adaptive behavior functioning as measured by the
eonsistent with either Asperger syndrome or HFA mean Adaptive Behavior Composite and mean domain
could be doeumented by using the Vineland-Il Teaeher standard seores. All of these deficits were more than
Rating Seale. Other assessment instruments sueh as the two standard deviations below that observed in the
Childhood Autism Rating Scale (CARS) (Schopler, Reichler, nonclinical reference group. This pattern is consistent
& Renner, 1998), the Autism Diagnostic Interview- with the requirement for diagnosis of mental retardation
Revised (ADI-R) (Rutter, LeCouteur, & Lord, 1994), the of a score that is at least two standard deviations below
Autism Diagnostic Observation Schedule (ADOS) (Lord the mean of the norm population in at least one domain
et al., 1989) and the Asperger Syndrome Diagnostic Scale or on the overall composite score (MMR, 2002, p. 76).
(ASDS) (Miles, Bock, & Simpson, 2000) should also
be considered for inclusion in the battery of diagnostic As with HFA and Asperger syndrome, published
measures when establishing a diagnosis of HFA or research suggests that general profiles of strengths
Asperger Syndrome. and weaknesses on the Vineland AES can differentiate
between autism, with or without mental retardation,
Profile Comparison 2: Autism and mental retardation alone (Volkmar et al., 1987).
While individuals with autism (with or without mental
and Mental Retardation retardation) and mental retardation perform at a similar
Along with the core deficits in communication and level in the Daily Living Skills Domain, aspects of their
social interaction summarized above, seventy percent adaptive behavior score profiles that tend to be different,
of individuals with autism also have mental retardation assuming that the hypothetical individuals being
(Volkmar & Wiesner, 2004). This means that up to compared are at the same level of general intellectual
thirty percent of children and adults with autism have ability, include the following (Paul et al., 2004):
intelligence above the rétarded range, with many in
the normal range, and sorne demonstrating cognitive ® Higher Communication Domain seores for individual
functioning in the above average or even gifted range. with mental retardation alone
However, because of the prevalence of mental retardation ® Higher Socialization Domain seores for individuals
among those with autism, it becomes very important with mental retardation alone
to accurately distinguish between a diagnosis of autism
(with or without mental retardation) anda diagnosis of ® Lower Motor Skills Domain seores for individuals with
mental retardation alone. Differentiating these groups mental retardation alone
is particularly important for educational and vocational Children with the combination of autism and mental
planning, as well as for life skills planning and support. retardation are more likely to show delays in Vineland-Il
When attempting to determine whether an individual is behaviors requiring communication or social interaction
better described with a diagnosis of mental retardation, skills, such as "stays on topic in conversations" and
a diagnosis of autism, or a diagnosis of both autism and "shows interest in children the same age" than would
mental retardation, it is helpful to keep in mind that a their peers functioning at the same overall cognitive
relatively flat Vineland profile is typical for individuals level. In contrast, children with both autism and mental
who have mental retardation but not autism (Carter et retardation often exhibit higher standard seores on the
al., 1998). Thus, individuals with mental retardation Motor Skills Domain than do children with mental
are usually affected fairly evenly across skill areas as retardation only. These comparisons apply to all levels

Vineland-II Chapter 5 Examining Vineland-U 1 81

of mental retardation, although individuals with mild Consistent with published research, the results from the
and moderate mental retardation have been most Vineland-II clinical validity study of individuals with
often studied. ADHD (Chapter 8) show a profile of overall adaptive
functioning somewhat lower than that of the nonclinical
Profile Comparison 3: Normal reference group. As expected, the individuals in the
Developmént and ADHD study had difficulty maintaining the focus and attention
needed for effective performance in the Receptive
Attention-deficit/hyperactivity disorder (ADHD) is Subdomain (e.g., listening attentively). They also showed
characterized by a persistent pattern of inattention deficits in the Expressive Subdomain (e.g., staying on
and/or hyperactivity-impulsivity that is more frequently topic in conversations) and with the Written Subdomain.
displayed and more severe than is typically observed in They obtained relatively low seores in Interpersonal
individuals at a comparable level of development but Relationships (e.g., choosing not to say embarrassing
without ADHD (DSM-IV-TR, 2000). The DSM-IV-TR things), Play and Leisure Time activities (e.g., taking
(2000) criteria for the diagnosis of ADHD include: turns), and Coping Skills (e.g., talking with others
without interrupting). The subjects in the clinical validity
@ Six or more symptoms of inattention that have
study, however, did not show the deficits in Daily Living
persisted for at least 6 months to a degree that is
Skills suggested by other research literature.
inconsistent with developmental level, or
@ Six or more symptoms of hyperactivity-impulsivity Profile Comparison 4:
that have persisted for at least 6 months to a degree Normal Development
that is inconsistent with developmental level
and Hearing lmpaired
@ Sorne symptoms of hyperactivity or inattention were
present befare age 7 Hearing impairments can adversely affect the
development of adaptive behaviors needed for social
@ Sorne impairment is present in two or more settings, sufficiency and competence in daily living. lt would be
for example at home or at school expected that this group would show particular deficits
in the Communication Domain (in both the Receptive
lndividuals with ADHD typically have difficulty with
and Expressive Subdomains) and in the Socialization
developmentally appropriate social and academic
Domain, particularly in the Interpersonal Relationships
functioning. As a group, individuals with ADHD tend to
and Play and Leisure Time subdomains. When profiles
be lower in all areas of adaptive functioning.
for individuals with a hearing impairment are compared
General profiles of strengths and weaknesses on the with those of individuals with normal hearing who have
Vineland ABS have been suggested by the literature to a similar level of cognitive functioning, individuals with
differentiate between a normal population and a group hearing impairments demonstrate (Altepeter et al., 1986):
with ADHD (Wilson & Marcotte, 1996; Stein et al.,
@ Lower Communication seores
1995; Roizen et al., 1994). When compared to typically
developing individuals with approximately the same ~ Lower Socialization seores
level of general intelligence, individuals with ADHD
generally obtain lower standard seores in all domains. Much of the research and clinical work on individuals
with hearing impairments has been conducted on
Their profile reflects deficits in adaptive functioning children living at home; thus, the profile described may
associated with a persistent pattern of inattention and/or be more indicative of that population than of children
hyperactivity-impulsivity. For example, it is common living in residential facilities. In general, individuals
for children with ADHD to be more delayed than their with hearing impairments are less advanced in adaptive
typically developing peers in the habitual or routine communication and social skills than peers at a similar
execution of Daily Living activities. Thus, they may be level of cognitive function. They may exhibit fewer
less inclined to "obey traffic lights," or "put away clean adequate social skills such as "answering \vhen familiar
clothes." In addition, it is common for children with adult makes small talk" or other social behaviors where
ADHD to be more delayed in their social development. verbal communication is necessary.
Administration of the Vineland-11 Teacher Rating Scale
would also iridicate if compliance in the classroom The sample of individuals with hearing impairments used
is a problem. in the Vineland-II clinical validity studies (see Chapter 8)
was recruited through specialized schools. As a result, a

82 1 Chapter 5 Examining Vineland-11 Pmfiles Vineland-11

large percentage of these individuals were deaf children ®i Higher Communicalion seores for nonspecific MR
of deaf parents, living in residential facilities. The group
Lower Socialization seores for nonspecific MR
showed an overall lower leve! of adaptive functioning than
the nonclinical reference sample. There were significant Higher Motor Skills seores for nonspecific MR
deficits in the Receptive and Expressive Subdomains as
It is well documented that children wilh Down syndrome
expected. Unlike the profile described above, however,
exhibir lower seores on the Communication and Motor
this group had lower seores in Daily Living Skills. This
Skills Domains when compared to peers wilh mental
result may reflect the living environment of the sample.
retardation who are at a similar leve! of cognitive
Opportunities to prepare foods and perform routine
functioning. However, it is not uncommon for children
housework may not occur frequently Also this group
with Down syndrome to have higher social skills
showed socialization skills at a leve! similar to the normal
(Cullen et al., 1981). It would be helpful when planning
population. This, too, may be a reflection of the fact that
interventions for children with Down syndrome to have
they live in an environment where they eommunicate and
the child'.s teacher complete a Vineland-II Teacher Rating
interact with deaf peers and teachers.
Form, as an aid to designing a program to remediare
Profile Comparison 5: specific behaviors.

Nonspecific Mental Retardation These prototypic profiles are general guides to what has
and Down Syndrome been shown to be characteristic of individuals within
specific diagnostic groups. Obviously, not all individuals
Both Nonspecific Mental Retardation and Down with these diagnoses will have the same specific or
syndrome are diagnostic categories within the broad relative profile. lt is important for clinicians to remember
mental retardation diagnosis. General profiles of that the Vineland-II alone is never a sufficient basis
strengths and weaknesses have been suggested by for making a diagnosis of any given individual. The
the literature to differentiate between these diagnoses instrument provides evidence that should be evaluated
(Dykens, Hodapp, & Evans, 1994). Assuming that the along with other test data, a complete history, clinical
hypothetical individuals being compared are at the same observations, and other information.
level of general intellectual ability, aspects of the adaptive
behavior score profiles that tend to be different in these
two groups include:

Vineland-H Chapter 5 Examining 1 83

84 1 Chapter 5 Vineland-U Pmfües Vinelancl-II