3

Scoring

T
he numerous steps involved in scoring the Vineland-3 forms by hand include calculating raw scores,
converting raw scores to various norm-referenced scores (e.g., standard scores and percentile ranks),
determining strengths and weaknesses, and conducting score comparisons. A perforated score
recording page, labeled Score Report, is included at the back of each Vineland-3 form so that it can be easily
separated from the rest of the booklet. There is a risk for calculation errors when hand scoring forms that is
eliminated when using computer scoring. Computer scoring is strongly recommended because it performs
these steps without error. Computer scoring can be performed very quickly for Vineland-3 forms administered
online. When administration is completed with a paper booklet, item responses can be entered into the
Q:global system for scoring and reporting.

Before Scoring: Evaluate Estimated Items

Every Vineland-3 item includes a checkbox so the individual completing the form can indicate if the item score
assigned is an estimate (i.e., best guess). (See Chapter 2 for further discussion of how to use the Estimated
checkbox when completing the forms.) A test protocol with just a few items checked as Estimated is not a cause
for concern; however, when there are many, you should evaluate the prevalence of estimated items as a possible
threat to the validity of the protocol.
Each paper form includes an area at the end of each subdomain (for a Comprehensive form) or domain
(for a Domain-Level form) for recording the number and percentage of estimated item scores in that section.
Thepercentage ofestimated items is the number ofestimated items in the section divided by the total number of
items that were answered in the section. For the Domain-Level forms, all of the items in each domain must be
answered. For the Comprehensive forms, the number of items answered in each subdomain is determined by
the start point and basal and ceiling rules. Follow these guidelines for interpreting the percentage of items
estimated (% Est):
% Est< 15% the validity of that section is probably not compromised
% Est� 15% but < 25% interpret scores for that section with caution
% Est� 25% do not interpret scores for that section
If two or more sections of the form have 25% or more estimated item scores, the informant may not have
enough direct knowledge of the examinee's adaptive functioning to provide a valid report. In that case, you may
wish to discontinue scoring and try to find a more knowledgeable informant.
After you have evaluated the impact of estimated items, you can begin the main scoring tasks. The Vineland-3
Comprehensive forms provide scores at the subdomain, domain, and overall composite levels. The steps for
determining those scores are described next, followed by the process for computing scores for the Domain­
Level forms. The remaining scoring steps are the same for the Comprehensive and Domain-Level forms, so
they are described together in the remainder of the chapter, beginning with the section labeled Maladaptive
Behavior Domain.

Vineland-3 Manual ■ Chapter 3 ■ Scoring 47

Calculating Scores for Comprehensive Forms
For the Comprehensive forms, adaptive behavior raw scores are computed at the subdomain level by adding up
scores on individual items. Subdomain raw scores are then converted to v-scale scores, which have a mean of
15 and standard deviation (SD) of 3. The v-scale scores are summed to determine the domain scores, which are
standard scores with a mean of 100 and SD of 15. The overall ABC score (also with a mean of 100 and SD of
15) is based on the sum of the domain standard scores. The following steps describe computing subdomain raw
scores, converting them to v-scale scores, and deriving domain and overall composite standard scores.

Computing Subdomain Raw Scores

The Comprehensive forms use subdomain start points and basal and ceiling rules to limit the items that must
be completed according to the developmental level of the examinee (see Chapter 2 for more detail). The basal
and ceiling rules require that a basal be established (or that all items back to the first item in a subdomain are
completed), a ceiling be established (or that all items through the last item in a subdomain are completed), and
all items between the basal and ceiling be scored. A form cannot be scored unless these requirements are met
for every subdomain administered.
In online administration, these rules are automatically enforced. For paper-based administration of the
Comprehensive Interview Form, be careful to meet the basal and ceiling requirements in each subdomain.
When administering the Parent/Caregiver or Teacher Form by paper, you must carefully review the form to be
sure that all required items have been completed.

Interview Form
To compute subdomain raw scores for the Comprehensive Interview Form, apply these steps to each subdomain
that was administered (see Figure 3.1).
1. Identify the subdomain basal. For the Interview Form, a basal is established when four (or more)
consecutive items are scored 2. It is possible to have two or more sets of four (or more) items with
scores of 2, separated by at least one item with a score of 0 or 1. In this case, the highest-numbered such
set is the basal. If there are not four consecutive items scored 2, there is no basal; this is most likely with
examinees who are very young or have severe delays. In the example in Figure 3.1, there are two sets of
four consecutive items scored 2, Items 42-45 and Items 47-50. Hems 47-50 constitute the basal. For
accuracy in scoring, it is recommended that you draw a rectangle around the item scores that constitute
the basal, as shown in Figure 3.1.
2. Identify the subdomain ceiling. A ceiling is established when four (or more) consecutive items are
scored 0. If there are two or more sets of four (or more) items with scores of 0, separated by at least one
item with a score of 1 or 2, the lowest-numbered such set is the ceiling. If there are not four consecutive
items scored 0, there is no ceiling; this is most likely with older, higher-functioning examinees. In Figure
3.1, Items 54-57 constitute the ceiling, and a rectangle is drawn around those item scores.
3. Calculate the subdomain raw score. At the end of each subdomain in the test booklet, there is an area
for calculating the subdomain raw score. In the box labeled "Highest-Numbered Basal Item," enter the
highest-numbered item in the subdomain's basal. Then multiply this item number by 2 and write the
product in the appropriate box. In Figure 3.1, Item 50 is the highest-numbered item in the basal, so 50
is entered in the Highest-Numbered Basal Item box, and 100 is entered in the box to the right of it. If a
subdomain has no basal, simply leave these boxes blank.
Next, in the box labeled "Points Between Basal and Ceiling," enter the sum of the item scores between
the highest-numbered basal item and the c eiling. Start this addition with the item thatfallows the
highest-numbered basal item (this first item to be added will necessarily have a score of 1 or 0) and stop
when you get to the item that precedes the first ceiling item (this last item to be added will necessarily
have a score of 2 or 1). In Figure 3.1, this sum is 4. If a subdomain has no basal, start the addition with

48 Vineland-3 Manual ■ Chapter 3 ■ Scoring

 Item 1. If it has no ceiling, add all item scores following the highest-numbered basal item through the
last item in the subdomain. If a subdomain has neither a basal nor a ceiling, add all the items scores.
Finally, add the number of points in the two boxes in the right-most column and enter the sum in the
box labeled for the subdomain's raw score. In Figure 3.1, the raw score for the Community subdomain
is 100 + 4 = 104.
Note. This process results in any items below the basal that were actually scored 0 or 1 during the interview being
counted as if they were scored 2 (for example, Item 46 in Figure 3.1). Also, any items above the ceiling that
were actually scored 1 or 2 during the interview are counted as if they were scored 0. This is required for scoring
purposes, and all subdomain raw scores in the norm sample were calculated this way. However, when conducting
intervention planning, you should use the actual item scores that were assigned during the interview.

Yineland-3 Manual ■ Chapter 3 ■ Scoring 49

 COMMUN IT�
,,
l·Uitl!tl1ltili(lilll 111ii'dil■
INTERVIEW TOPICS
A Basic Money Skills D Basic Rights & G Using Money Advanced Safety M Achieving Goals p Earning Money
Responsibilities Outside the Home
B Basic Safety Outside the Home Calendar Basics H Using Technology K Being On Time N Understanding Rights Q Managing Money
( Telling Time Telephone Use I Eating Out L Shopping Skills 0 Traveling
Check
Response Options: 2 = Usually, 1 = Sometimes, 0 = Never If
Est
K 42. Notifies an appropriate person when he/she will be late or absent for school, work, an appointment, etc.
0 What about calling in on his/her own if he/she will be late or absent for school, work, or an appointment?
M 43. Sets a goal that can be done in six months or more and achieves it (for example, works and saves money to buy something
expensive, gets in better physical shape).
0 How about any goals that need six months or more to achieve?
(!) 1 0 D
- O 44. Travels at least one mile to a familiar destination when needed (using public transportation, walking, biking,
driving, etc.).
0 What about traveling to places where he/she has gone many times?
P 45. Has worked to earn money outside the home (for example, babysitting or yard work for a neighbor, having a job).
0 Score 2 for Yes or O for No.
0 What has he/she done to earn money outside the home, like babysitting or yard work for a neighbor, or having a job?
(!) 0 □
46. At a restaurant, gets seating, chooses what to order, places order, and pays for meal.
0 What parts of eating in a restaurant does he/she do completely on his/her own, like getting a place to sit, ordering,
and paying.
• ,

N 47. Understands the right to access records and information (for example, school or medical records, credit history).
-
0 What about the right to see records or other information about him/her, like school or doctor's records? G) □ 0
0 48. Travels at least one mile to an unfamiliar destination when needed (using public transportation, walking, biking,
driving, etc.).
0 What about traveling to new places? (D, □ 0

M 49. Sets a long-range goal requiring two years or more and achieves it (for example, makes a sports or academic team, (D,
gets into college).
0 How about any goals that need two years or more to achieve?
I
0 □
0 50. Uses a city, highway, bus, or electronic map (or GPS) to figure out how to reach a destination when needed.
0 What does he/she do to figure out how to get somewhere? (!)1
0 □
51. Buys groceries and household supplies when needed.
0 How often does he/she get groceries and household supplies?
2C)o □
Q 52. Manages daily expenses responsibly (for example, meals, bus fare).
0 What about planning for daily expenses like meals and bus fare and sticking to that plan?
Q 53. Uses a bank account responsibly (keeps money in the account, keeps tracks of the balance, doesn't overdraw, etc.).
0 What about using a bank account responsibly?
p 54. Has held a job (10 hours or more a week) for at least one month.
-
0 Score 2 for Yes or O for No.
0 What's the longest he/she has held a job?
2 ©m
Q 55. Uses a credit or debit card in his/her name responsibly (for example, does not exceed credit limit, pays on time).
0 What about using a credit or debit card responsibly?
2 ,0c1
Q 56. Manages monthly expenses responsibly (for example, rent, utilities).
0 What about planning for monthly expenses like rent and utilities and sticking to that plan?
2 ,0[
Q 57. Pays bills on time.
2 1(!)[
0 How often does he/she pay his/her bills on time?
P 58. Has held the same Job (10 hours or more a week) for at least one year. -
0 Score 2 for Yes or O for No. 2 0 □
0 What's the longest he/she has held a job?

Comments or Observations:---------------------------------------------------

Calculation of% Est /m Manual) Raw Score Calculation

No. of Est I ' Highest-������e� I 50 IX

:: ======A� ) 2 = 1100 cl
No. of Items Answered ' l Points Between Basal and Ceiling! 4 I
o '-,..::: :::::u�
� ::::::::: � l
(A+ B) x 100 = I Mstl
cmmRawScorej l04c+ol

Figure 3.1 Subdomain Raw Score Computation for the Comprehensive Interview Form

so Vineland-3 Manual ■ Chapter 3 ■ Scoring

Determining Subdomain v-Scale Scores, Age Equivalents,
and Growth Scale Values
The subdomain raw scores are converted to v-scale scores using the norms tables in Appendixes B through E.
The norms tables were separated from this manual to reduce its weight and improve its durability, so these
appendixes are available as an online resource for Vineland-3. Table 3.1 lists which online appendix contains the
norms for each form. Table 3.2 lists the abbreviations used in the norms tables.

Table 3.1 Norms Tables in the Online Appendixes of the Vineland-3 Manual
Appendix Vineland-3 Form
B Comprehensive and Domain-Level Interview Form
C Comprehensive and Domain-Level Parent/Caregiver Form
D Comprehensive and Domain-Level Teacher Form
E Maladaptive Behavior Scales

Table 3.2 Abbreviations Used in the Norms Tables

Name Abbreviation
Domain/Adaptive Behavior Composite
Communication COM
Daily Living Skills DLS
Socialization soc
Adaptive Behavior Composite ABC
Motor Skills MOT
Subdomain
Receptive rec
Expressive exp
Written wrn
Personal per
Domestic (Interview and Parent/Caregiver Forms) dam
Numeric (Teacher Form) num
Community (Interview and Parent/Caregiver Forms) cmm
School Community (Teacher Form) scm
Interpersonal Relationships ipr
Play and Leisure pla
Coping Skills cop
Gross Motor gmo
Fine Motor fmo

Vineland-3 Manual ■ Chapter 3 ■ Scoring 53

The first step in determining subdomain v-scale scores is to transfer the subdomain raw scores to the "Raw
Score" column in the Subdomains section on the Score Report page. See Figure 3.3 for an example. Then,
transfer the percentage of estimated items in each subdomain to the "% Est" column on the page.
To find the v-scale score for each subdomain, refer to the appropriate online appendix table for the form you are
using: Table B.1 for the Interview Form, Table C.1 for the Parent/Caregiver Form, or Table D.1 for the Teacher
Form. Locate the column for the examinee's raw score, for example, the "rec" column for the Receptive subdomain
under "Communication." Find the cell with the examinee's raw score and then follow the row to the left or right
to determine his or her v-scale score. Record the score in the "v-Scale Score" box on the Score Report page.
The Subdomain v-Scale Score Profile grid is provided to the right of the subdomain score recording area to plot a
profile of the subdomain v-scale scores (see Figure 3.3).
Age equivalents (AEs) and growth scale values (GSVs) are two additional indicators that may be used to
characterize performance in the subdomains. Tables B.2 (Interview Form), C.2 (Parent/Caregiver Form), and
D.2 (Teacher Form) provide these values for the subdomain raw scores. To determine the AE and GSV, locate
the examinee's raw score on the far left or far right column of the appropriate table. T hen follow the row to
the desired subdomain under each domain. The AE score is presented next to the GSV for each subdomain.
Document the scores in the boxes provided on the Score Report page.

54 Vineland-3 Manual ■ Chapter 3 ■ Scoring

 ea
Examinee's Name:
:-3 Comprehensive Parent/Caregiver fot'm
Score Report
Test Date
Year

L@_lq_J [iQJ
Month

[@
Day

--- -- -·--- ----

Examiner's Name: Birth Date I �oio I [£] OTI
-
----- ---------- ----
Parent/Caregiver's Name: Test Age 6 I to DJ
,,
Score Summary . ,. ....
COMMUHICAIION DAILY LIVING S!lllS SOCIWZATIOH
�
Raw v-Scale Age Growth Scale %
Score Score Equivalent (AE) Value (GSV) Est 24 24

I 1�:4 I
23 23
156 10 [ill [:QJ
rm
Receptive (rec) 22 22

GTI�
21 21
Expressive (exp) 7 OJ[] []] 20
19
20
19
Written (wrn)
[K]· 13 [3]J I 661 []J] 18
17
18
17
COMMUNICATION (COM) 16 16
Sum of v-Scale Scores: � 1S 15

Personal (per)
[fil I� 13:i I mJ []]
14
13
14
13

IBJ IBJ
12 12
Domestic (dom) II 1<3:ol []] 11 11

I 55 I []]
10 10
Community (cmm)
[ill, II CE] 9
8 8
9

DAILY LIVING SKILLS (DLS)

Sum of v-Scale Scores: I 34 ,I 7
6
s
7
6

Cm
5
Interpersonal
Relationships (lpr) [}Q] g Ci&] IT] 4
3
4
3

[fil 165 I IT]

2 2
Play and Leisure (pla) 10 l�:o I 1 1

Coping Skills (cop)

[ill 10 l<�:OI [ill I 5,ol
00
....:.: � r;..;�

SOCIALIZATION (SOC)
Sum of v-Scale Scores: 140-
- - - - -
[Kl
ns-
Gross Motor (gmo) - - - - -
130- -
- -
[@ 125·
-
Fine Motor (fmo)
- - - - -
120-
MOTOR SKILLS (MOT) - - - - -
Sum of v-Scale Scores: Iii-
- - - - -
110-
- - - - -
\OS·

Percentile 100-
- - - -
Rank 91.
- - - - -
l6'1 1 n I
Communication 90-
(COM) � - - - - -

I 34 ,I
IS· -
-
Daily Living Skills
(DLS) 175 ! g3i 80-

00
1S·
Socialization -
(SOC) 7 0-
-
Sum of Domain Standard Scores
1 'j��� I 65·

60-
- -
- - - - -
See Table CJ to convert to ABC 55.
- - - - -
50 -
Adaptive Behavior Composite - - - -

w
(ABC) 45-
-
- - -
I '17 2 1oj
Motor Skills 40-
- -
(MOT)
- - - - -
IS·
- - - - -
30-
- - - - -
ll· - - - - -
20-

i::gure 3.3 Front Side of the Score Report Page From the Comprehensive Parent/Caregiver Form

Vineland-3 Manual 1:1 Chapter 3 Ill Scaring 55

Determining Domain and ABC Standard Scores, Confidence Intervals, and
Percentile Ranks
To determine standard scores for the domains, first add the subdomain v-scale scores within each domain.
Record each sum in the appropriate box labeled "Sum of v-Scale Scores" in the Subdomains part of the Score
Report page. If the examinee is age 3 or older, there are three subdomain v-scale scores to add in each core
domain. However, if the examinee is age 2, the Written, Domestic, and Community subdomains will not
have been administered (see Table 1.2), leaving two v-scale scores to add in the Communication domain, and
making the Daily Living Skills domain sum equal to the Personal v-scale score. For examinees age O or 1, the
Coping Skills subdomain will also have been skipped, leaving two v-scale scores to add in the Socialization
domain. If the optional Motor Skills domain was included, add the v-scale scores for Gross Motor and Fine
Motor. Once you have finished adding and recording the sum of v-scale scores within each domain, transfer
the sums to the column labeled "Sum of v-Scale Scores" in the Domains andAdaptive Behavior Composite
section of the Score Report page.
Next, use Table B.3 (Interview Form), C.3 (Parent/Caregiver Form), or D.3 (Teacher Form) to look up the
domain standard scoresG
21 9 ?I I I §§ i I I I I I I
e
"

�
Note that Tables B.3, C.3, and D.3 provide norms by examinee age, and each age-specific table lists norm
values for the Comprehensive form and the Domain-Level form. Using the Comprehensive Form side of the
table (left side), find the cell with the examinee's sum of v-scale scores for the desired domain. After you locate
it, follow the row to the left or the right to the shaded columns to locate the corresponding standard score

Record the scores on the Score Report page.

ur @ftbr ifWprt Si
I
s5 II? FI
The ABC score is determined from the sum of Communication, Daily Living Skills, and Socialization domain
.,
standard scores. Write the sum in the box labeled "Sum of Domain Standard Scores." Note that the Motor
Skills domain score does not contribute to the ABC (see Chapter 1). Look up the ABC standard score and
percentile rank in Table B.3 (Interview Form), C.3 (Parent/Caregiver Form),or D.3 (Teacher Form), and
follow the procedure described to determine the confidence interval for the ABC.
You can plot the domain and ABC standard scores, and confidence intervals on the grid labeled Domain and
ABC Standard Score Profile (see Figure 3.3) on the Score Report page.

56 Vineland-3 Manual ■ Chapter 3 ■ Scoring

 t, convert the domain raw scores to standard scores. See Table 3.1 for the propriate online appendix
tab e each form (Table B.3, C.3, or D.3). Note that Tables B.3, C.3, an . provide norms according to
and that each age-specific table lists norm values for the prehensive form and the Domain-
the Domain-Level Form side of the table (right s· , ind the cell with the examinee's raw
score for the desire ain. Once it is located, follow the row t left or the right to the shaded columns
to locate the correspon tandard score and percentile ran he "Percentile rank" and "Standard score"
columns are identical so it do . Record the scores on the Score Report page.
To determine the confidence interv llow the col for the desired domain to the last three rows of the
table. Go to the row with the confidence 1 yo ted and note the value. Add the value to the
domain stan.dard score to determine the hign val, and subtract the value from the standard score
to determine the low end of the interval. E xam consider the Communication domain score in Figure
3.4. The standard score of 93 is found oking down COM column in Table B.3. The bottom of the
ming the 90% con 1 ce interval. Adding 7 to 93 gives 100 as the high
end of the interval, and subtrac • gives 86 as the low end. rd the range in the "Confidence Interval"
column on the Score Repor e, as shown in Figure 3.4.
Finally, add the stand cores for the Communication, Daily Living Sk:1 and Socialization domains to
determine the AB ndard score. Write the sum in the space labeled "Sum omain Standard Scores."
Then go to Ta .3 (Interview Form), C.3 (Parent/Caregiver Form), or D.3 (Te er Form) and find the
ABC stand core and percentile rank that correspond to the sum of domain standa
procedu scribed previously to determine the confidence interval. Record these values e appropriate
ou can plot the domain and ABC standard scores, and their confidence intervals on t
Standard Score Profile grid (see Figure 3.4).

Maladaptive Behavior Domain

If you choose to administer the optional Maladaptive Behavior domain for any of the Vineland-3 forms,
compute and record scores and item responses. The Internalizing and Externalizing sections yield raw and
v-scale scores. Simply add all of the item scores in each section to obtain the raw scores.
In the Interview Form, the Internalizing, Externalizing, and Critical Item sections are labeled as such, and the
boxes for recording the raw scores are labeled Internalizing Raw Score and Externalizing Raw Score. To avoid
possibly influencing responses in the Parent/Caregiver and Teacher Forms, the sections are instead labeled
Section A, Section B, and Section C. Record the Internalizing and Externalizing item score sums in the Raw
Score boxes in the Maladaptive Behavior section of the Score Report page. See Figures 3.4 (Domain-Level
version) and 3.5 (Comprehensive version) for examples.
To convert the raw scores to v-scale scores, refer to the appropriate online appendix table for the form
you are using: Table E.l for the Interview Form, Table E.2 for the Parent/Caregiver Form, or Table E.3
for the Teacher Form. Locate the column for the examinee's raw score by scale and age, for example, the
"Internalizing" column underneath "Ages 3-6." Find the cell with the examinee's raw score and then follow the
row to the left or right to determine his or her v-scale score. Record the score in the "v-Scale Score" box on the
Score Report page.
The items in the third section of the Maladaptive Behavior domain, called Critical Items, do not constitute a
unified construct and therefore are not scored as a scale. However, any scores of 1 or 2 should be recorded in
the Critical Items section of the Score Report page so that they will be included in the record of test results.
Follow the examples shown in Figures 3.4 and 3.5.

Vineland-3 Manual ■ Chapter 3 ■ Scaring 59