Gail C. Rodin, PhD Assessment Consultant Pearson/ PsychCorp

1. Introducing Gail C. Rodin, PhD Assessment Consultant Pearson/PsychCorp

2. TODAY’S AGENDA • Review of adaptive behavior • Overview of Vineland-3 • Changes from Vineland-II • General administration guidelines • The semi-structured interview • Administration/scoring/reporting using Q-global • Q & A

3. Review of Adaptive Behavior

4. What is Adaptive Behavior? Definition: The performance of daily activities required for personal and social sufficiency Two major facets: • The degree to which the individual is able to function and maintain him-/herself independently • The degree to which he/she satisfactorily meets the culturally imposed demands of personal and social responsibility

5. What is Adaptive Behavior? Definition implies that adaptive behavior is: • Age-related • Important activities differ by age • Evaluated in a social context • In reference to expectations and standards of others • Modifiable • In contrast to cognitive ability • Defined by typical performance • Not by ability • Ability is necessary, but not sufficient

6. Adaptive Behavior = Typical Performance • Ability is necessary for performanceof daily activities BUT . . . • An individual’s adaptive behavioris inadequate if the ability isnot demonstrated when required Examples?

7. Role of Adaptive Behaviorin Defining Intellectual Disability Intellectual disability is a disabilitycharacterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18. American Association on Intellectual and Developmental Disabilities (AAIDD) [formerly: American Association on Mental Retardation (AAMR)], 2010.

8. Operationalizing “Significant Limitations” • Typically defined as scores that are 2 or more standard deviations below the mean (SS < 70) on measures of: • Cognitive ability (IQ) -and- • Adaptive behavior

9. Measuring Adaptive Behavior • Most common method is via reporting by informant(s) familiar with adaptive behavior of individual being assessed “Using standardized adaptive behavior measures to determine significant limitations in adaptive behavior usually involves obtaining information regarding the individual’s adaptive behavior from a person or persons who know the individual well.” (AAIDD, 2010) • I.e., the individual being evaluated does not participate in the adaptive behavior assessment

10. Measuring Adaptive Behavior (cont.) • Why not measure adaptive behavior directly (the way we measure cognitive ability)? • Direct administration of tasks determine maximum performance in a contrived situation • We want to measure typical performance in an everyday situation

11. Measuring Adaptive Behavior (cont.) • Why not measure adaptive behavior via direct behavioral observation (the way we sometimes measure other types of behavior – e.g., using BASC-3 Student Observation System)? • This does allow us to assess in naturalistic setting(s) • However, adaptive behavior includes too broad an array of behaviors to make such observation feasible

12. Overview of Vineland-3

13. Vineland-3 – The Basics • An individually administered measureof adaptive behavior • Available in three administration forms: • Interview Form • Comprehensive • With or without item-level probes • Domain-Level • Parent/Caregiver Form • Comprehensive • Domain-Level • Teacher Form • Comprehensive • Domain-Level

14. Record Forms

15. Vineland-3 Instruments Q: Why use the Interview Form?

16. Vineland-3 Interview Form • Weakness of third-party reporting is greater susceptibility to inaccuracy • E.g., parent’s faulty memory or biased perception • Interview Form counters this potential inaccuracy

17. Vineland-3 Comprehensive Interview FormCorrelations with Parent/Caregiver Form • Despite parallel item content, most correlations are only in the moderate range

18. Why Conduct an Interview?Wouldn’t a Parent Rating Scale be Easier? • Reduces likelihood of “response bias” A respondent may be motivated to: • Provide an unrealistically positive picture of an individual’s functioning -or- • Exaggerate an individual’s deficits Why?

19. Why Conduct an Interview?Wouldn’t a Parent Rating Scale be Easier? • Much easer to give biased answers if the respondent knows the items that are being scored • Why we don’t ask specific item questions or allow respondent to read items during interview • Also, the rapport created by the interview format encourages greater candor in respondents • Warm, human interaction helps develop respondent trust, which improves accuracy of descriptions of functioning

20. Why Conduct an Interview?Wouldn’t a Parent Rating Scale be Easier? • Be on the lookout for positive or negative response bias • Respond by asking for additional details and specific examples that explore the individual’s behavior in detail • Often clarifies how behavior should be scored

21. Why Conduct an Interview?Wouldn’t a Parent Rating Scale be Easier? • Other advantages of semistructured interview: • A positive testing environment that emphasizes what individual does do • Rather than focusing on what they don’t do • Provides far richer, more in-depth information about an individual’s functioning • Ensures more accurate scoring • As scoring done by professional rather than respondent

22. Semistructured Interview • Focus of interview decided by interviewer • Idea is to understand respondent’s point of view, not to judge • Questions are open-ended • No two interviews ever the same

23. Both forms: Cover same adaptive behavior areas 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 clinician to correct this, and to probe more deeply for understanding Interview form is the “gold standard” but not always feasible due to time, location, etc. Summary:Interview vs. Parent/Caregiver Form

24. Teacher Form in Combination with Interview Form or Parent/Caregiver Form • Complements Interview Form or Parent/Caregiver Form • Best practice to obtain input from different informants • Some jurisdictions require both parent/caregiver and teacher reports for adaptive behavior assessments under IDEA

25. Vineland-3 Comprehensive Interview Form • Includes 502 items • Core items: 381 • Optional items: 121 • Motor Skills: 77 • Maladaptive Behavior: 44 • Most domains/subdomains have more items: For example: • Communication: 99 (V-II)  126 (V-3) • Daily Living Skills: 109 (V-II)  143 (V-3) • Socialization: 99 (V-II)  169 (V-3)

26. Vineland-3 Comprehensive Interview Form • Completed by a professional who interviews respondent who can report knowledgably on adaptive behavior of examinee • Typically, but not necessarily, a parent

27. Vineland-3 Comprehensive Interview Form • May be administered in two ways: • Digital administration using Q-global • No record form required • Enter responses directly into Q-global • Q-global automatically scores and generates report • Using paper record form • Record responses on record form • Then enter responses into Q-global for automated scoring and reporting

28. Comprehensive Interview FormApprox. Completion Times (in Minutes)

29. Content of Vineland-3 Comprehensive Interview Form

30. Content of Vineland-3 Comprehensive Interview Form

31. Content of Vineland-3 Comprehensive Interview Form

32. Content of Vineland-3 Comprehensive Interview Form

33. Content of Vineland-3 Comprehensive Interview Form

34. Content of Vineland-3 Comprehensive Interview Form

35. Correlations Between Vineland-3 and ABAS-3 Detailed in Vineland-3 Manual in Tables 7.27 and 7.28 (pp. 200 – 201) • Only Vineland-3 Parent/Caregiver forms used • Overall composite scores (Vineland-3 ABC vs. ABAS-3 GAC): Moderate • Domains: Low to moderate • Depending upon degree of content similarity • Subdomains: Moderate • Again, not good one-to-one matches for comparison

36. Correlations Between Vineland-3 and ABAS-3 Conclusions: • Nearly all correlations are positive • Overall composite scores correlate moderately • Indicates two instruments measuring same general area • But pattern of correlations between their specific scales indicate they divide up adaptive behavior arena in different ways • ABAS-3 mean scores tend to be slightly higher Implications?

37. Vineland-II  Vineland-3Updates and Changes

38. What Hasn’t Changed • Three basic administrations: • Interview • Parent/Caregiver • Teacher • Domain and subdomain structure

39. Normative Age Ranges • Interview Form • Comprehensive: Birth – 90+ • Domain-Level: 3 – 90+ • Parent/Caregiver Form • Comprehensive: Birth – 90+ • Domain-Level: 3 – 90+ • Teacher Form • Comprehensive: 3 – 18 years • Domain-Level: 3 – 18 years Norms for 18-year-olds can also be used for ages 19 – 21

40. New Comprehensive Forms

41. Vineland-3 Domain-Level Forms • Brief versions of the Comprehensive forms • Available for ages 3 years and older • Provide reliable, valid domain-level scores • Appropriate for: • Diagnosis • Determining eligibility for services

42. Interview vs. Parent/Caregiver Forms • In Vineland-II, these contained same item wording and used same norms • User feedback indicated that item wording was well-suited for use and interpretation by professional interviewers • But could pose challenges for parents/caregivers completing forms on their own • Interview and Parent/Caregiver Forms still cover same adaptive behavior areas • But wording of Parent/Caregiver items now much simpler (~5th-grade reading level) • Different wording requires different norms

43. Updated Item Content • Content updated to reflect changes in: • Nature of everyday life • E.g., advances in technology and its increased use • Conceptions of developmental disabilities • E.g., autism spectrum disorders • You will see items that are: • Retained without changes • Revisions of Vineland-II items • New to Vineland-3

44. Changes to Motor Skills Domain • Vineland-II Motor Skills Domain • Normed for ages birth – 6 years • Included in Adaptive Behavior Composite (ABC) • Vineland-3 Motor Skills Domain • Now normed up to age 9 • No longer included in ABC • Domain is now optional • Adult Motor Skills norms no longer provided

45. Changes to Item Scoring for Interview and Parent/Caregiver Forms

46. Introduction of Estimated Item Responses • When respondent indicates they’ve had no opportunity to observe a behavior: • Ask them to estimate frequency of the behavior • Record this estimated item score • Check the Estimated checkbox for that item • In Vineland-II was on Teacher Form only • Rationale is that a very familiar respondent’s “educated guess” will be more accurate than an assignment of DK or N/O, which were given partial credit (i.e., a score of 1) in Vineland-II

47. Later Start Ages, Extended Age Norms

48. Addition of Spanish Translation of Parent/Caregiver Form • Available for both Comprehensive and Domain-Level versions • Note, however, that none of Vineland-3 research data were collected using these Spanish forms • This includes data used to generate norms

49. Vineland-3 Report Updates • Reports may now include: • Item-level comparisons • Intervention guidance

50. Addition of Item-Specific Probesto Comprehensive Interview Form • Help less experienced interviewers conduct more effective interviews • Also helps them reach full proficiency more quickly