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9/23/2016 Vineland Adaptive Behavior Scales, Third Edition: For Occupational Therapists Celine A. Saulnier, PhD Vineland-3 Author Director of Research Operations at the Marcus Autism Center & Associate Professor in the Department of Pediatrics at Emory University School of Medicine Vineland Adaptive Behavior Scales, Third Edition 1 Disclosures • As co-author of the Vineland-3, I will receive royalties from Pearson 1

9/23/2016 Agenda Introductions Structure of the Vineland-3 Highlights of What is Similar to Vineland-II Highlights of What is New to Vineland-3 Administration of the Vineland-3 • New Features to the Interview Form • New Features to the Parent/Caregiver & Teacher Forms • Domain-Level Forms • Online administration Q-global Reports Comparisons to Other AB Instruments Questions, Answers, & Discussion Vineland Adaptive Behavior Scales, Third Edition 3 Defining Adaptive Behavior 2

9/23/2016 Defining Intellectual Disability in the DSM-5 • Deficits in cognitive functioning (“scores of approximately two standard deviations or more below the mean”) • Deficits in adaptive functioning (e.g., communication, daily living, social participation, and independent living) • Onset in the developmental period Severity Levels: Defined by adaptive functioning rather than IQ level (different from DSM-IV) • Mild • Moderate • Severe • Profound Differentiating Cognitive Ability from Adaptive Functioning • Cognitive ability is generally defined as an individual’s repertoire of skills that are either innate or acquired. ‒ Skills that an individual is capable of performing • Adaptive Behavior is generally defined as performance of skills that are necessary for personal and social sufficiency. ‒ Skills an individual does perform, independently , in daily activities and routines 3

9/23/2016 Characteristics of Adaptive Functioning ADAPTIVE BEHAVIOR IS: • Age-related • Defined by expectations/standards of others • Defined by typical performance , not ability • Modifiable • Adequate is the appropriate goal History of the Vineland 4

9/23/2016 The Vineland Social Maturity Scale (Edgar Doll; 1935 & 1965) • Edgar Doll developed the Vineland Social Maturity Scale out of an interest in identifying the relationship between mental deficiency and social competence • The VSMS encompassed 8 categories: Self-help general; self- help dressing; self-help eating; communication; self-direction; socialization; locomotion; and occupation • Doll’s perspective on adaptive behavior was that it is developmental , multidimensional , and best assessed using a 3 rd party informant (parent/caregiver rather than the individual) “No mental diagnosis is complete if it does not begin with a sound estimate of social competence and end with a prediction of social competence following prognosis or treatment.” History of the Vineland Adaptive Behavior Scales (1984; 2005; 2008; 2016) • Sara Sparrow, David Balla, & Domenic Cicchetti developed the Vineland Adaptive Behavior Scales after US law included deficits in adaptive functioning in the Education for All Handicapped Children Act of 1975 (now IDEA). • Expanded upon the Social Maturity Scales by focusing on broader areas of adaptive functioning beyond socialization (i.e., communication, daily living skills, & motor skills). • Similar to Doll, Sparrow also endorsed the 3 rd party administration, emphasizing that the most reliable method of obtaining accurate information on adaptive behavior is through a semi-structured interview with a parent or caregiver. 5

9/23/2016 Uses for the Vineland • Confirming or establishing Intellectual Disability • Diagnosis of Autism Spectrum Disorder • IDEA evaluations in the schools • Program planning • Measuring progress/Change over time • RESEARCH: – In the United States, the Vineland is modeled in the National Institutes of Health’ s National Database for Autism Research (NDAR) as one of the required measures for the diagnostic characterization of ASD Vineland-3 Highlights 6

9/23/2016 Overview of the Vineland-3 Interview Parent/Caregiver Teacher Form Form Form Comprehensive Domain-Level Comprehensive Domain-Level Comprehensive Domain-Level 3 Domains 3 Domains 3 Domains 3 Domains 3 Domains 3 Domains Core Adaptive Scores 9 Subdomains 9 Subdomains 9 Subdomains Overall ABC Overall ABC Overall ABC Overall ABC Overall ABC Overall ABC Motor Skills Motor Skills Motor Skills Motor Skills Motor Skills Motor Skills Optional Domains Maladaptive Maladaptive Maladaptive Maladaptive Maladaptive Maladaptive Behavior Behavior Behavior Behavior Behavior Behavior Age Range Birth to 90+ 3 to 90+ Birth to 90+ 3 to 90+ 3 to 21 3 to 21 Total Item Count (typically 502 195 502 180 333 149 not all are completed) Completion 35 - 40 23 - 27 20 - 25 10 - 15 15 - 20 8 - 10 Time (minutes) Vineland Adaptive Behavior Scales, Third Edition 13 Major Features that are NOT Changing Three Forms Only one Interview Form Interview │ Parent/Caregiver │ Teacher Interview │ Parent/Caregiver │ Teacher Motor Four Adaptive Domains Domain is Optional Communication │ Daily Living Skills │ Socialization │ Motor Skills Communication │ Daily Living Skills │ Socialization │ Motor Skills Gross/Fine 11 Subdomains Motor are Optional Receptive Receptive Personal Personal Interpersonal Interpersonal Gross Motor Gross Motor Expressive Expressive Domestic Domestic Play/Leisure Play/Leisure Fine Motor Fine Motor Written Written Community Community Coping Skills Coping Skills Removed Maladaptive Sections “Other” Section Internalizing | Externalizing | Critical Items Internalizing | Externalizing | Critical Items 14 Vineland Adaptive Behavior Scales, Third Edition 7

9/23/2016 Vineland-3 Communication Domain SUBDOMAIN ITEM DESCRIPTION • Receptive Communication • What an individual understands • Expressive Communication • What an individual says • Written Communication • What an individual reads & writes Vineland Adaptive Behavior Scales, Third Edition 15 Vineland-3 Daily Living Skills Domain SUBDOMAIN ITEM DESCRIPTION • Personal Daily Living • How an individual eats, Skills dresses, toilets, etc. • Domestic Daily Living • What household tasks an Skills (“Numeric” in TCH) individual performs • Community Daily Living • How an individual Skills (“School Community” functions in the world in TCH) outside the home 16 Vineland Adaptive Behavior Scales, Third Edition 8

9/23/2016 Vineland-3 Socialization Domain SUBDOMAIN ITEM DESCRIPTION • Interpersonal • How an individual interacts Relationships with others • Play and Leisure • How an individual plays and uses leisure time • Coping Skills • How an individual regulates behavior and demonstrates responsibility to others Vineland Adaptive Behavior Scales, Third Edition 17 Vineland-3 Motor Skills Domain OPTIONAL! SUBDOMAIN ITEM DESCRIPTION • Gross Motor • How an individual uses arms & legs for movement & coordination • Fine Motor • How an individual uses hands & fingers to manipulate objects The Motor Skills domain is normed from birth – 9 years. Though optional, it can be very useful to administer to individuals of any age with suspected or known motor deficits. 18 Vineland Adaptive Behavior Scales, Third Edition 9

9/23/2016 Vineland-3 Maladaptive Behavior Domain OPTIONAL! • Measures undesirable/atypical behaviors that interfere with adaptive functioning – Rather than measuring the absence of an adaptive behavior • Ages 3+ • All items are administered • 3 areas of maladaptive behavior: – Internalizing (e.g., anxiety; depression) – Externalizing (e.g., hyperactivity; disruptive behavior) – Critical Items (e.g., self-injury; suicidality; aggression) Highlights of What’s New Comprehensive Updated New vs. Online Item Domain-Level Administration! Content Forms Item-Level Intervention Comparison Guidance 20 Vineland Adaptive Behavior Scales, Third Edition 10