Kimbell Vineland 3 MSPA Handout

Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales
Anne‐Marie Kimbell, PhD, MSEd
January 26, 2017
Introducing the
Vineland-3: The
New Revision of
the Vineland
Adaptive Behavior
Scales
Anne-Marie Kimbell, PhD, MSEd
National Training Consultant
Pearson
Vineland Adaptive Behavior Scales, Third Edition 1
Agenda
• Adaptive Behavior
• History of the Vineland
• Highlights of What is Similar to
Vineland-II
• Highlights of What is New to
Vineland-3
• Structure of the Vineland-3
• Administration of the Vineland-3
• Interview
• Parent/Caregiver &Teacher
• Q-global
• Scoring
• Computer-Generated Reports
• Overview of Psychometrics
Copyright © 2017. Pearson Inc., and/or its affiliates. All rights reserved 1
January 26, 2017
What is Adaptive
Behavior?
The effectiveness or degree with which

an individual meets the standards of
personal independence and social
responsibility expected for age and
cultural group.” (Grossman, 1983).
Adaptive Skills are . . .
Age-related
Defined by the expectations or

standards of other people
Modifiable
Defined by typical performance,

not ability
January 26, 2017
What is Adaptive
Behavior?
The collection of conceptual, social,
and practical skills that have been
learned by people in order to
function in their everyday lives.”
(AAMR, 2002, p. 41).
Adaptive skills comprise

everyday competence
• Adaptive skills are defined as the practical, everyday
skills needed to function and meet the demands of
one's environment, including the skills necessary to
effectively and independently take care of oneself and
to interact with other people.
• As the person matures, adaptive skills are also required
for academic and vocational functioning.
January 26, 2017
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
January 26, 2017
When Should We
Assess Adaptive
Behavior?
Assessing Adaptive Behavior
• Traditionally, measuring adaptive behavior has been a

concern for individuals with intellectual disabilities.
• However, daily living skills are critical for everyone, and
the measurement of adaptive behavior should be
considered when developing interventions for individuals
with attentional, behavioral, and learning disorders as
well as Autism Spectrum disorder.
January 26, 2017
Standards for Identifying Adaptive Behavior
Use Results from Adaptive Behavior

Measures To . . .
Support diagnosis of intellectual and developmental
D
disabilities, autism, and developmental delays
E Determine eligibility for special education services
I Plan rehabilitation or intervention services
P Track and report progress
January 26, 2017
History of Adaptive
Behavior & the
Vineland
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 3rd
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.”
January 26, 2017
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 3rd 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.
Goals of the revision
January 26, 2017
Revision Goals
1. Shorter completion times.

2. Improve usability of the Parent/Caregiver Form
3. Updating content.
4. Updating norms.
17
Vineland-3
Highlights
January 26, 2017
Overview of the Vineland-3

Interview Parent/Caregiver Teacher
Form Form Form
Comprehensive Domain-Level Comprehensive Domain-Level Comprehensive Domain-Level
Core Adaptive 3 Domains 3 Domains 3 Domains 3 Domains 3 Domains 3 Domains

Scores
9 Subdomains 9 Subdomains 9 Subdomains
Overall ABC Overall ABC Overall ABC Overall ABC Overall ABC Overall ABC
Optional Motor Skills Motor Skills Motor Skills Motor Skills Motor Skills Motor Skills
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
Time (minutes) 35 - 40 23 - 27 20 - 25 10 - 15 15 - 20 8 - 10
Major Features that are NOT Changing

Three Forms Only one
Interview
Form
Interview │ Parent/Caregiver │ Teacher
Motor
Four Adaptive Domains Domain is
Optional
Communication │ Daily Living Skills │ Socialization │ Motor Skills
Gross/Fine
11 Subdomains Motor are
Optional
Receptive Personal Interpersonal Gross Motor
Expressive Domestic Play/Leisure Fine Motor
Written Community Coping Skills
Removed
Maladaptive Sections “Other”
Section
Internalizing | Externalizing | Critical Items
January 26, 2017
Highlights of What’s New

1. Basal and ceiling
rules
Updated New Comprehensive
Item 2. Suggested
Online vs.
interview questions
Content Administration
and item-specific! Domain-Level Forms
probes
Parent/Caregiver
Item Scoring Changes Forms in Spanish
Later Start Ages
Updated Item Content of the Vineland-3

• Items were updated to reflect changes in daily living (e.g.,
technology) and in conceptions of developmental disabilities
(e.g., autism)
• Outdated items were dropped or modified
• Items are more general in wording to allow for potential
cultural differences
‒ “Understands what direction his/her language is written in”
‒ “Responds politely when given something” (e.g., more general than ”says
thank you”)
‒ “Maintains culturally appropriate eye contact during social situations”
• Efforts to reduce redundancy and streamline similar items to
specific subdomains (e.g., moving all conversational items to
Socialization)
January 26, 2017
Examples of Updated Content

• We have expanded the Receptive subdomain to include more items at all
developmental levels (e.g., more items about gesture use and nonverbal
communication)
• We have expanded the Written subdomain to include more items at all

developmental levels (e.g., more items about prereading & writing skills, as
well as more advanced skills)
• We added items in the Personal subdomain to reflect healthy eating habits

and exercise choices (e.g., not only showing awareness that some foods are
healthier than others, but also taking the initiative to make healthy eating
choices)
• We updated the Community subdomain to reflect use of technology for

everyday purposes; (e.g., using the internet to obtain information)
• And we added items in the Coping subdomain to assess for social gullibility
(e.g., “understands that a friendly appearing person may actually intend
harm”; “recognizes that advertising messages may not be accurate”)
Online Administration
• Options for online completion of all 3 forms
• Q-global will automatically keep track of basal, ceiling, and subdomain

completion rules
• INTERVIEW FORM:
• Q-global conveniently organizes items with related content by topic

• Interview Topics include 2 to 6 items
• All information for the items within an Interview Topic is displayed
on a single screen
January 26, 2017
Changes to Basal & Ceiling Rules

Comprehensive Forms
Basal/
Form VINELAND-II VINELAND-3
Ceiling
Basal 4 consecutive scores of 2 4 consecutive scores of 2

Interview
Ceiling 4 consecutive scores of 0 4 consecutive scores of 0
Basal Parent completed entire form 5 consecutive scores of 2

Parent/Care
giver
Ceiling Parent completed entire form 5 consecutive scores of 0
Teacher completed all items

Basal 5 consecutive scores of 2
within age range
Teacher
Teacher completed all items
Ceiling 5 consecutive scores of 0
within age range
Modifications to Scoring Responses
RESPONSE OPTION VINELAND-II VINELAND-3
Usually (Int.)
2 Usually
Usually or Often (P/C & T)
1 Sometimes or Partially Sometimes
0 Never Never
Maladaptive Domain
Usually Often
2
26
January 26, 2017
Estimated Items
• The Vineland-3 no longer has “Don’t Know” (DK) or

“No Opportunity” (N/O) item response options
• The Vineland-II Teacher Form employed a Check if
Estimated response option for every item
• In Vineland-3, this approach is used instead of DK
and N/O across all forms
• Rationale: A very familiar respondent’s “educated
guess” will be more accurate than an assignment of DK
or N/O, which were arbitrarily given partial credit on
the Vineland-II (i.e., a score of 1)
Ages for Administration

Domain Subdomain Ages Administered
Communication Receptive All
Expressive All
Written 3 and Older
Daily Living Skills Personal All
Domestic/Numeric* 3 and Older
Community/School* 3 and Older
Socialization Interpersonal Relations All
Play and Leisure All
Coping Skills 2 and Older
Motor Skills Gross Motor Birth through 9
Fine Motor Birth through 9
Maladaptive Behaviors 3 through Adult
* Different Subdomain used in the Teacher Form
28
January 26, 2017
Vineland-3 Report Updates
Item-Level Comparison
Intervention Guidance
Vineland-3 Materials
Interview form:
Comprehensive
Domain-Level
Parent/Caregiver Form:
Comprehensive
Domain-Level
Teacher Form:
Comprehensive
Domain-Level
30
January 26, 2017
Record Forms
31
Structure of the
Vineland-3
January 26, 2017
Vineland-3 Domains and Subdomains

Domain Subdomain
Communication Receptive
Expressive
Written
Daily Living Skills Personal
Domestic/Numeric*
Community/School Community*
Socialization Interpersonal Relationships
Play and Leisure
Coping Skills
Motor Skills (optional) Gross Motor
Fine Motor
Maladaptive Behaviors Internalizing, Externalizing, & Critical Items
(optional) (Sections)
* A different subdomain is used in the Teacher Form
33
What the Vineland-3 Measures

Communication Domain/Subdomains Daily Living Skills Domain/Subdomains
How the individual eats,
Receptive What the individual understands. Personal dresses, and practices
personal hygiene.
Expressive What the individual says. What household tasks the

Domestic
individual performs.
What the individual reads and How the individual functions in
Written Community
writes. the world outside the home.
Socialization Domain/Subdomains Motor Domain/Subdomains
Interpersonal How the individual interacts How the individual uses arms and
Relationships with others. Gross legs for movement and
coordination.
Play and How the individual plays and
Leisure Time uses leisure time.
How the individual regulates How the individual uses hands and
Fine
Coping Skills behavior and demonstrates fingers to manipulate objects.
responsibility to others.
*Ages Birth thru 9 includes Motor Domain
January 26, 2017
Motor Skills Domain

• On the Vineland-II, the Motor Skills Domain was
required in order to compute the ABC score for
examinees birth to age 6.
• On the Vineland-3, the Motor Skills Domain is no
longer required to compute the ABC score.
• The primary reason for the removal of the Motor
Skills Domain from the ABC score is to align with
the criteria currently specified by AAIDD when
considering adaptive behavior in the diagnosis of
intellectual disability (i.e., two standard deviations
below the mean on conceptual, social, or practical;
or two standard deviations below mean on one
standardized measure of conceptual, social, and
practical skills)
35
Vineland-3 Maladaptive Behavior Domain

OPTIONAL!
Measures undesirable/atypical behaviors that

interfere with adaptive functioning.
Three Areas of Maladaptive Behavior
Internalizing (e.g., anxiety; depression)
Externalizing (e.g., hyperactivity; disruptive behavior)
Critical items (e.g., self-injury; suicidality; aggression)
January 26, 2017
Completion Times in Minutes

Motor Skills Maladaptive Behavior
Examinee Age Core Domains
(O) (O)
Comprehensive Interview Form
0-2 20-25 4-5 N/A
3-9 35-40 2-3 3-4
10-90+ 25-30 N/A 3-4
Domain-Level Interview Form

3-90+ 23-27 2-3* 2-3
Comprehensive Parent/Caregiver Form

0-2 10-15 3-4 N/A
3-9 20-25 2-3 2-3
10-90 15-20 N/A 2-3
Domain-Level Parent/Caregiver Form

3-90+ 10-15 2-3* 2-3
Comprehensive Teacher Form

3-9 15-20 1-2 1-2
10-21 10-15 N/A 1-2
Domain-Level Teacher Form

3-21 8-10 1-2* 1-2
*Ages 3-9 only
37
Vineland-3
Interview Form
January 26, 2017
Vineland-3 Interview Form:

• The Vineland Interview Form remains the LEADING MEASURE FOR
ASSESSING ADAPTIVE BEHAVIOR!
• Drs. Sparrow and Doll believed that an open-ended interview between a

clinician and a caregiver provides more accurate and comprehensive
information about adaptive behavior.
• Adaptive behavior is NOT capacity or repertoire of skills; it is the

independent & functional application of skills to daily contexts and
routines.
• Helps to differentiate the “can do” from the “does do”
• The interview allows for probing for the true frequency and independent
application of behaviors.
When using the semistructured

interview technique, . . .
DO
DO Use open- Read items
ended
NOT
to
questioning respondent
Use Ask
information respondent to
from provide item
respondent to scores
score items
January 26, 2017
Open-Ended Questions YES
• Tell me about Sally’s reading skills.
• When it comes to dressing, what does she do

on her own and what does she need help with?
• How about her toileting skills? Describe what

they are like.
• Tell me about Eric’s friendships.
• What does he like to do for fun?
• How does he travel from one place to another?
Closed Questions (Yes/No) NO
• Does he ever...
• Does she read the newspaper?
• Can he dress himself?
• Does she have any friends?
• Does she play competitive games?
• Did he play pretend games?
• Does she manage her own bank account?
January 26, 2017
Vineland-3 Interview Form:

Suggested Questions and Item-Specific Probes
• Suggested interview questions are general questions designed to begin

discussion of an adaptive behavior content area.
• Item-specific probes can be used to obtain more accurate information to

score individual items.
• These are for optional use.
• Assists less experienced interviewers.
• Helps to “lower the learning curve” of the adaptive interview.
• These are NOT intended to fully script an interview!
Interview Guidelines
Topic Area
Category in which items cluster. E.g., Friendships.
Suggested Interview Question

Open-ended questions to help elicit E.g., “Tell me about Stella’s
information on a given topic area friendships.”
Item Specific Probe

Open-ended probe to elicit more E.g., “How does Stella try to make
detail. friends with others her age?”
January 26, 2017
Paper Administration
TOPIC AREAS
ASK TOGETHER
ITEM SPECIFIC PROBE
Vineland-3
Digital on Q-global
January 26, 2017
Online Administration
• Options for online completion of all 3 forms
• Q-global will automatically keep track of basal, ceiling, and
subdomain completion rules
• INTERVIEW FORM:
• Process is the same as Vineland-II
• BUT Q-global conveniently organizes items with related
content by topic
• Interview Topics include 2 to 6 items
• All information for the items within an Interview Topic is
displayed on a single screen
• Q-global automatically tracks basals and ceilings
Training for Q-global

www.pearsonclinical.com
Administering the Interview Form Online
The software . . .
• Selects appropriate sections to administer
• Uses a built-in logic to sequence Interview Topics
• Keeps track of basals and ceilings (for Comprehensive

Form)
• Determines when conditions are met for completing each

section
This frees the interviewer to concentrate on posing

questions and scoring items.
January 26, 2017
Sample Interview Topic Screen

Suggested Question
Topic Area
to Introduce Topic
Item-Specific
Probe
Additional Scoring
Criteria if Needed
Interview Topic Screen
• TOPIC AREA: The topic area name is at the top of the screen
e.g., “Friendships”
• SUGGESTED INTERVIEW QUESTION: Listed beneath the Topic Area

e.g., “Tell me about Stella’s friendships”
• ITEM-SPECIFIC PROBE: Click to see a more detailed question

e.g., “How does Stella try to make friends with others her age?”
• SCORING CRITERIA: Click to see scoring criteria – e.g., “Examples include

asking for a play date or to go somewhere with another child”
SUGGESTED INTERVIEW QUESTIONS AND PROBES WILL BE AVAILABLE

IN THE VINELAND-3 BOOKLET AND MANUAL
January 26, 2017
Administering
Maladaptive Domain
• The semistructured interview technique is not used for the
optional Maladaptive Behavior domain. In this section only,
the interviewer reads the items directly to the respondent.
• The interviewer reads (or paraphrases) each item as it is
written, clarifies if needed, and asks the respondent whether
the behavior described occurs often, sometimes, or never.
• There are no basal and ceiling rules, and all items must be
administered.
Vineland-3
Parent/Caregiver &
Teacher
Forms
January 26, 2017
Domain Names for Parent/Caregiver and

Teacher Forms
Teacher Form Parent/Caregiver Form
Communication Communication
Daily Living Skills Daily Living Skills
Socialization Social Skills and Relationships
Motor Skills Physical Activity
Maladaptive Behavior Problem Behaviors
Subdomain Names for Parent/Caregiver

and Teacher Forms
Teacher Form Parent/Caregiver Form
Receptive Listening and Understanding
Expressive Talking
Written Reading and Writing
Personal Caring for Self
Numeric Caring for Home
School/Community Living in the Community
Interpersonal Relationships Relating to Others
Play and Leisure Playing and Using Leisure Time
Coping Skills Adapting
Gross Motor Using Large Muscles
Fine Motor Using Small Muscles
January 26, 2017
Online Administration of the

Parent/Caregiver & Teacher Forms
• These are self-administering questionnaires conducted
on the Q-global platform
• Q-global allows the examiner to send an email link to
the parent/caregiver or teacher, who completes the
form using a computer, tablet, or smartphone
• Q-global selects the appropriate sections to
administer and uses built-in logic to sequence items
and to track basals and ceilings
• Forms can be completed in one session or in multiple
sessions
Changes to BOTH the

Parent/Caregiver & Teacher Forms
• Introduction of basal and ceiling rules to the administration of the
Comprehensive Parent/Caregiver & Teacher Forms
‒ Basal: 5 consecutive scores of 2
‒ Ceiling: 5 consecutive scores of 0
• This significantly reduces administration time of both forms for the
computerized administration on Q-global
• For the paper Parent/Caregiver & Teacher Forms, the examiner will need to
carefully prepare the test booklet to ensure that the required items are
completed:
• Clearly cross out sections not to be completed—based on the
examinee’s age and decisions about optional Motor & Maladaptive
• Circle the Start Item in each subdomain—based on the Start Point Age
that you determine for the examinee
January 26, 2017
Changes to the Parent/Caregiver Form
• Separation of the Interview and Parent/Caregiver

Forms in Vineland-3
‒ Reason for the change
‒ Item content is identical between forms; however,
item wording differs to achieve a 5th-grade reading
level in the Parent/Caregiver Form
‒ The two forms now have separate norms
• Vineland-3 Parent/Caregiver Forms (both
Comprehensive and Domain-Level) are available in
Spanish
Changes to the Teacher Form
• Overall, the Teacher Form is the least changed of the

three forms relative to Vineland-II
• Maladaptive Behavior domain added to assess
problem behaviors in the school setting
• Motor domain now optional (as with the Interview &
Parent/Caregiver Forms)
• Teacher Form is at a 7th-grade reading level
• As with Vineland-II, test range is ages 3 to 21, with
18-year-old norms used for ages 19, 20, & 21
January 26, 2017
Choosing between the Interview

Form vs. Parent/Caregiver Form
Advantages of the Interview Approach
• Involvement of a professional interviewer protects against
potential sources of inaccuracy in parent reporting
‒ Misunderstanding of item content and/or item scoring rules
‒ Deliberate over-reporting or under-reporting of adaptive competencies—
designed to influence outcome of the assessment
‒ Unintentional over-reporting or under-reporting of adaptive
competencies—driven by unconscious motives
• Provides more in-depth information regarding the examinee’s
functioning and his/her home environment
Advantages of the Parent Questionnaire Approach
• Reliable & valid assessment of adaptive behavior when a face-
to-face interview is not possible (also Spanish availability)
DOMAIN-LEVEL
FORMS
January 26, 2017
Domain-Level Forms
Scores meet
Shortened
Scores for all Administer AAIDD and
administration
domains and online or in DSM-5
of all three
ABC paper format requirements
forms
for ID
Interview, Parent/Caregiver, Teacher
Domain-Level Forms
Parent/
Interview Caregiver Teacher
Age Range 3 to Adult 3 to Adult 3 to 21
Administration
~ 25 min 10-15 min ~ 10 min
Time
No basal and ceiling rules!!!! – Every item is administered
January 26, 2017
Comprehensive vs. Domain-Level
Comprehensive takes more time to complete

Scores at four levels:
Overall Adaptive Behavior Composite (ABC)
Domains
Subdomains
Individual items
Domain-Level takes less time to complete

Scores at three levels
Overall Adaptive Behavior Composite (ABC)
Domains
Item (fewer)
63
Interview Form vs. Parent/Caregiver

Form
Both cover same AB areas.
Both require adult informant familiar with examinee’s
everyday functioning.
Parent/Caregiver form can be a source of under or over
reporting, either deliberately or unintentionally.
Interview format allows for clinician to correct this, and
to probe more deeply for understanding.
Interview form is the “gold standard” but is not always

feasible due to time/location/etc.
64
January 26, 2017
Vineland-3
Scoring and Reporting
Available Norm-Referenced Scores
Adaptive Behavior Adaptive Behavior Maladaptive

Domains and Subdomains Behavior
Overall ABC (Comprehensive Forms)
Standard Score: v-Scale Score: v-Scale Score:

Mean = 100; SD = 15 Mean = 15; SD = 3 Mean = 15; SD = 3 for
(Internalizing and
85%/90%/95% Age Equivalents (AE) Eternalizing)
Confidence Intervals Growth Scale Values
Critical items do not
(GSVs)
form a coherent
Percentile Ranks construct and are
therefore reported at
the item level
January 26, 2017
Supplemental (Ipsative) Analysis
Pairwise Difference
Strength/Weakness Analysis
Comparisons
Compare each domain Compare each domain

standard score to mean standard score to other
domain standard score domain standard scores
Compare each subdomain Compare each subdomain

v-scale score to mean v-scale score to other
subdomain v-scale score subdomain v-scale scores
(Comprehensive Forms) (Comprehensive Forms)
Comprehensive Interview
Form
January 26, 2017
Computer-Generated Reports
• Computerized administration, scoring, and reporting will use Q-global
• Reports will offer all components of the Vineland-II ASSIST reports:
Multi-rater
comparisons when Comparison to prior
All raw and norm- Narrative text Interview or results when available
referenced scores describing scores Parent/Caregiver for monitoring
Form is given along progress
with Teacher Form
• AND MORE, including item-level comparisons between tests
Multi-Rater Report:
Scale-Level Comparisons Parent Teacher
January 26, 2017
NEW! Item-Level Comparisons for

Multi-Rater Report
Parent Teacher
Progress Monitoring
• Administering multiple Vineland-3 assessments over time enables

the professional to monitor an individual’s progress (or lack
thereof) in adaptive behavior
• Q-global enables comparison of results from up to 5 different
administrations of the same format
• Results may be compared over time for the Comprehensive
and/or Domain-Level versions of all 3 forms (Interview, Parent/
Caregiver, Teacher)
‒ However, comparisons should not be made across formats
because format differences could obscure actual behavioral
changes
January 26, 2017
Progress Report:
Scale-Level Comparisons
Time 2
Time 1
NEW! Item-Level Comparisons for

Progress Report
Time 1 Time 2
January 26, 2017
NEW: Intervention Guidance
• Generated for the Comprehensive form reports only.
• Items in each subdomain are identified with “Content Areas” that can help
focus intervention efforts (e.g., Written Communication: Pre-reading;
Developing Reading Skills; Developing Writing Skills; Applying Reading &
Writing Skills).
• Items within each subdomain are ordered according to increasing

developmental sequence (easiest to most difficult) based on normative data.
• Lowest subdomain v-scale scores are listed first, followed by second lowest,
etc.
• All scores of 0 and 1 can be referenced to normative expectations and

prioritized for intervention.
Intervention Guidance
Written Subdomain
Item Scores of 0
/1 are shaded to
highlight skills
that need
improvement
Use Content
Areas to identify
intervention
targets by topic
(e.g., B & C)
Written Subdomain Content

Areas
A = Pre-reading
B = Developing Reading Skills
C = Developing Writing Skills
D = Applying Reading & Writing
Skills
January 26, 2017
Steps for Intervention Planning
• Identify the targeted area

• Identify an objective for the targeted area
• Identify a mastery level
• Select appropriate interventions
• Develop an Intervention Plan
• Monitor and evaluate the plan
Vineland-3
Psychometrics
Overview
January 26, 2017
Vineland-3 Standardization:
Normative Samples Matched to US Census
• Socioeconomic Status
• Maternal Education Level (if available; otherwise paternal used)
• Race/Ethnicity
• White, African American, Asian, Hispanic, Other
• Geographic Regions:
Norms Compared to U.S. Population

Total Norm Sample for Each Form
Demographics Vineland-3 (U.S. Population)
Interview Parent Teacher
(N=2,560) (N=2,560) (N=1,415)
White 53.9 (52.9) 53.8 (52.9) 52.2 (51.7)
African American 13.8 (13.2) 13.6 (13.2) 14.0 (13.6)
Asian 3.4 (4.7) 4.0 (4.7) 4.0 (4.7)
Hispanic 23.5 (23.7) 23.2 (23.7) 23.8 (24.4)
Less than High School 14.4 (14.0) 13.3 (14.0) 13.0 (13.8)
High School Diploma 23.4 (23.3) 23.9 (23.3) 22.8 (22.6)
Some College/Tech/Assoc 31.6 (31.7) 32.3 (31.7) 33.3 (32.6)
Bachelor’s Degree/more 30.6 (31.0) 30.5 (31.0) 31.0 (30.9)
Race/Ethnicity
Parental Education Level
January 26, 2017
Internal Consistency: Domains/ABC
Standard Score Interview Parent Teacher
Communication .95 .97 .97

Daily Living Skills .94 .97 .96
Socialization .96 .98 .98
Adaptive Behavior Composite .98 .99 .99
Motor Skills .90 .96 .96
Comprehensive Forms
Domain-Level Forms
Internal Consistency: Subdomains

v-Scale Score Interview Parent Teacher
Receptive .89 .93 .93

Expressive .92 .97 .95
Written .92 .94 .93
Personal .89 .94 .89
Domestic/Numeric .93 .95 .91
Community/School Community .94 .96 .95
Interpersonal Relationships .92 .95 .96
Play and Leisure .91 .95 .94
Coping Skills .95 .96 .96
Gross Motor .87 .95 .94
Fine Motor .83 .92 .93
January 26, 2017
Test-Retest Reliability: Domains/ABC
Standard Score Interview Parent Teacher

Comprehensive Forms
Domain-Level Forms
Test-Retest Reliability: Subdomains

v-Scale Score Interview Parent Teacher
Receptive .78 .87 .82

Expressive .82 .81 .83
Written .85 .88 .86
Personal .79 .74 .77
Domestic/Numeric .78 .84 .82
Community/School Community .77 .87 .80
Interpersonal Relationships .72 .80 .75
Play and Leisure .78 .81 .77
Coping Skills .72 .67 .81
Gross Motor .90 .90 .82
Fine Motor .78 .89 .87
January 26, 2017
Clinical Sensitivity of the

Comprehensive Interview Form
Comparison of the percentage of individuals with ID (vs.
matched controls in parentheses) having Adaptive Behavior
Composite scores falling at or below 75 in four samples
IQ Range School-Age with ID Adults with ID
50 - 70 79% ABC ≤75 (vs. 2%) 90% ABC ≤75 (vs. 0%)
< 50 93% ABC ≤75 (vs. 2%) 100% ABC ≤75 (vs. 0%)
This provides evidence that the Interview Form is highly sensitive to identifying ID
Clinical Samples Included in

Vineland-3 Standardization
• Developmental Delay
• Intellectual Disability, School-Age Sample
Segmented by IQ: 50-70/35-49/<35
• Intellectual Disability, Adult Sample
Segmented by IQ: 50-70/35-49/<35
• Autism Spectrum Disorder
Segmented by age (3-8 & 9-20) and IQ: ≤70 vs. >70
• Hearing Impaired
• Visually Impaired
January 26, 2017
Comparisons to Other Measures of

Adaptive Behavior
Vineland-II
Bayley Scales of Infant and Toddler Development

(Bayley-III)
(Parent/Caregiver and Teacher)
Adaptive Behavior Assessment System (ABAS-3)

(Parent/Caregiver and Teacher)
Questions?
Anne-Marie.Kimbell@Pearson.com
Thank you for attending!
Online Introductory Training

included with Vineland-3
January 26, 2017

Kimbell Vineland 3 MSPA Handout

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Kimbell Vineland 3 MSPA Handout

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Introducing the Vineland‐3: The New Revision of the Vineland Adaptive Behavior Scales

Vineland Adaptive Behavior Scales, Third Edition 1

The effectiveness or degree with which

Adaptive Skills are . . .

Defined by the expectations or

Defined by typical performance,

Adaptive skills comprise

Defining Intellectual Disability

Severity Levels: Defined by adaptive functioning rather than IQ

Differentiating Cognitive Ability from

• Adaptive Behavior is generally defined as performance of skills

Assessing Adaptive Behavior

• Traditionally, measuring adaptive behavior has been a

Standards for Identifying Adaptive Behavior

Use Results from Adaptive Behavior

E Determine eligibility for special education services

I Plan rehabilitation or intervention services

P Track and report progress

The Vineland Social Maturity Scale

“No mental diagnosis is complete if it does not begin with a sound

Vineland Adaptive Behavior Scales (1984; 2005; 2008; 2016)

Goals of the revision

1. Shorter completion times.

Overview of the Vineland-3

Core Adaptive 3 Domains 3 Domains 3 Domains 3 Domains 3 Domains 3 Domains

Vineland Adaptive Behavior Scales, Third Edition 19

Major Features that are NOT Changing

Communication │ Daily Living Skills │ Socialization │ Motor Skills

Vineland Adaptive Behavior Scales, Third Edition 20

Highlights of What’s New

Vineland Adaptive Behavior Scales, Third Edition 21

Updated Item Content of the Vineland-3

Examples of Updated Content

• We have expanded the Written subdomain to include more items at all

• We added items in the Personal subdomain to reflect healthy eating habits

• We updated the Community subdomain to reflect use of technology for

• Options for online completion of all 3 forms

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

• Q-global conveniently organizes items with related content by topic

Vineland Adaptive Behavior Scales, Third Edition 24

Changes to Basal & Ceiling Rules

Basal 4 consecutive scores of 2 4 consecutive scores of 2

Basal Parent completed entire form 5 consecutive scores of 2

Teacher completed all items

Vineland Adaptive Behavior Scales, Third Edition 25

Modifications to Scoring Responses

RESPONSE OPTION VINELAND-II VINELAND-3

1 Sometimes or Partially Sometimes

• The Vineland-3 no longer has “Don’t Know” (DK) or

Vineland Adaptive Behavior Scales, Third Edition 27

Ages for Administration

Vineland-3 Report Updates

Vineland Adaptive Behavior Scales, Third Edition 29

Vineland-3 Domains and Subdomains

What the Vineland-3 Measures

Expressive What the individual says. What household tasks the

Socialization Domain/Subdomains Motor Domain/Subdomains

*Ages Birth thru 9 includes Motor Domain

Motor Skills Domain

Vineland-3 Maladaptive Behavior Domain

Measures undesirable/atypical behaviors that

Completion Times in Minutes

Domain-Level Interview Form

Comprehensive Parent/Caregiver Form