Vineland Technical Information
|Instrument name/abbreviation||Vineland Adaptive Behavior Scales|
|Author(s)||Sara S. Sparrow, David A. Balla, and Domenic Cicchetti|
|Publisher/address||Pearson Assessments, Bloomington, MN|
|Copyright date||1984 (Interview Edition: Expanded and Survey Forms); 1985 (Classroom Edition)|
|Brief description||Semi-structured interviews and questionnaire that assess personal and social skills|
|Primary use/purpose||Especially suitable for assessing those with mental retardation or who have difficulty performing in testing situations|
|Age range covered||Interview Edition: Birth through 18 years, 11 months (including low- functioning adults).
Clasroom Edition: Ages 3 through 12 years, 11 months.
|Administration time||Interview Edition: Expanded Form 60–90 minutes; Survey Form 20–60 minutes. Classroom Edition: 20 minutes|
|Individual vs. group||Individual parent/caregiver interviews; individual teacher questionnaires|
|User qualifications||Level B, Q1, Q2|
|Domains (Subdomains)||Communication (receptive, expressive, written); Daily Living Skills (personal, domestic, community); Socialization ( interpersonal relationships, play and leisure time, coping skills); Motor Skills (gross, fine).|
|Composite name||Adaptive Behavior Composite|
|Optional Materials in Spanish||Survey Form: Record Booklet and Report to Parents.
Expanded Form and Classroom Edition: Report to Parents.
|Materials included in the kit||Expanded Form, Survey Form and Classroom Edition each have a starter set consisting of the appropriate Manual, 10 item or record booklets, and samples of parent reports. Expanded Form also has a sample Program Planning Report.|
|Item types||For the Interview Edition, Survey Form and the Classroom Edition, items in each domain are placed in developmental order. For the Interview Edition, Expanded Form, items in each domain are placed in clusters, each cluster containing items in developmental order. Items are rated on a 0, 1, 2 scale.|
|Item scoring||Each item is rated 2 (Behavior is usually or habitually performed), 1 (sometimes or partly performed), or 0 (never performed).|
|Scoring options||Items are examiner-scored. ASSIST scoring software is available for Apple II and IBM computers for the Interview Edition (Expanded and Survey Forms), and for IBM only for the Classroom Edition.|
|Derived scores available|
|Domains and Adaptive||Standard scores (M=100, SD=15), percentiles, Behavior Composite stanines, supplementary norm group percentiles, adaptive levels (5 levels, High to Low), age equivalents|
|Subdomains||Adaptive levels, supplementary norm group adaptive levels, age equivalents|
|Norm groups available||National norms; Supplementary norm groups (mentally retarded adults in residential and nonresidential settings, emotionally disturbed, visually handicapped and hearing impaired children)|
|Interpretive features||Tables for both the significance and unusualness of differences between domain standard scores and the mean domain standard score; Tables for the significance and unusualness of differences between standard scores for any two domains (pairwise comparisons); Tables for significance of difference between Adaptive Behavior Composite and K-ABC composites; Interpretive chapter in Manuals, with case examples; Parent report forms and program planning forms provided.|
|Computerized scoring||ASSIST scoring software is available for Apple II and IBM computers for the Interview Edition (Expanded and Survey Forms), and for IBM only for the Classroom Edition.|
|Description||National sample stratified for age, sex, region, parental education, community size and race.|
|Size||Total sample size 3,000: 200 per year group through 11 years, 200 in each of three age groups for ages 12 through 18 years.|
|Based on U.S. census data in the year||1980|
|Special populations included||Speech-impaired, learning disabled, mentally retarded, emotionally disturbed, other handicaps and gifted and talented.||Speech-impaired, learning disabled, mentally retarded, emotionally disturbed, other handicaps and gifted and talented.|
|Internal consistency||Survey Form: Split half means for Domains .83 to .90; for Adaptive Behavior Composite .94
Expanded Form: Split half means for Domains .91 to .95; for Adaptive Behavior Composite .97
Classroom Edition: Coefficient Alpha means for Domains .80 to .95; for Adaptive Behavior Composite .98
|Test - Retest||Survey Form: Means for Domains .81 to .86; for Adaptive Behavior Composite .88 (N=484)|
|Interrater||Survey Form: Correlations between two different interviewers, for Domains .62 to .78; for Adaptive Behavior Composite .74 (N=160)|
|Intercorrelations||Correlations of Domain Standard Scores, by age.|
|Construct||(1) Developmental progressions of raw scores with age.
(2) Principal components analyses of Domain standard scores; Principal factor analyses of Subdomain raw scores.
|Concurrent||Correlations between the Vineland and other adaptive behavior scales (Vineland Social Maturity Scale, Adaptive Behavior Inventory for Children, AAMD Adaptive Behavior Scale); Correlations between the Vineland and intelligence tests of intelligence (K-ABC) and vocabulary (PPVT-R).|
|Factor analysis||See Construct Validity above.|
|Clinical samples||Supplementary norms are provided for the following special groups:
ambulatory and nonambulatory mentally retarded adults in residential facilities; ambulatory mentally retarded adults in residential facilities; nonambulatory mentally retarded adults in residential facilities; mentally retarded adults in nonresidential facilities; emotionally disturbed children in residential facilities; visually handicapped children in residential facilities; hearing impaired children in residential facilities.
|Developmental history||The Vineland Adaptive Behavior Scales is the outcome of a major revision and restandardization of the Vineland Social Maturity Scale, originally published in 1935 by Edgar A. Doll.|
|Special features||This is the most widely used measure of adaptive behavior.|
|Adaptation of special needs||The instrument has been developed with particular reference to the needs of professional in assessing the adaptive behaviors of mentally retarded adults.|
|Sensitivity to other cultures||Because the instrument consists of forms requiring ratings from the observations of teachers and caregivers, and because it focusses on observable behaviors, it is suitable for the assessment of individuals from diverse cultural backgrounds. Special attention has been given to individuals whose first language is Spanish, with the provision of a Spanish Record Booklet for teachers in the Classroom Edition, and Parent Report Forms for the Survey, Expanded and Classroom versions.|
|Training options available||Audiocassette for training in interviewing.|