Vineland - II

Full Name of Assessment:		Vineland -II
Author, Publisher, Date:		Author(s): Sara S. Sparrow, Domenic V. Cicchetti & David A. Balla; Pearson; 2005
Source:		http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=Vineland-II	Pricing:  Vineland-II Training CD: $ 115
Brief description (purpose, domains, subscales, time to administer, space/equipment needs): Purpose: The Vineland-II is a standardized norm-referenced assessment tool that can be used for: measuring an individual's daily functioning measuring deficits in adaptive behavior clinical diagnosis of autism spectrum disorders delays, emotional and behavioral disturbances as well as other mental, physical or injury related conditions developmental evaluations progress monitoring program planning research Domain: The Vineland-II consists of 5 domains each with subdomains. The manual lists the following description of the vineland-II communication domain ◦      receptive ◦      expressive ◦      written daily living skils domain ◦      personal ◦      domestic ◦      community socialization domain ◦      interpersonal relationships ◦      play and leisure time ◦      coping skills motor skills domain ◦      gross motor ◦      fine motor maladaptive behavior domain (optional) ◦      maladaptive behavior index ◦      maladaptive behavior critical items ◦      adaptive behavior composite Administration: Paper-and-pencil Completion Time: 20-60 minutes –Survey Interview and Parent/Caregiver Rating Forms; 25–90 minutes—Expanded Interview Form; 20 minutes—Teacher Rating Form
Scoring: the Vineland-II manual suggests that the test examiners and scorers have graduate training in test administration and interpretation. A rater (e.g., teacher, parent, and caregiver) should be an adult who is familiar with the everyday activities and behavior of the individual being assessed. The rater should also have significant contact with the individual over an extended period of time. A caregiver could be a parent, guardian, grand parent, nurse, social worker or other individual who is close to the person being assessed. Raw scores can be converted to vineland-II derived scores, standard scores, V-scale scores, percentile ranks, age equivalents, and stanines. In addition, confidence intervals can be constructed for scores. Results can be described by adaptive levels and maladaptive levels. Adaptive levels are descriptive categories which communicate test results. The maladaptive levels are descriptive categories in which maladaptive behaviors are rated as average, elevated, or clinically significant. Individuals with formal graduate-level or professional training in psychological assessment should interpret test results using the 6 step interpretation method described in the manual.
Psychometric properties (describe briefly; e.g. reliability, validity, sensitivity, specificity, etc): Reliability:  Internal consistency: across the age groups, the communication domain correlations ranged from .84 to .93. for the daily living skills domain correlations ranged from .86 to .91. the socialization domain ranged form .84 to .93. the motor skills domain ranged from .77 to .90. the maladaptive behavior index demonstrated internal consistency coefficients ranging from .85 to .91 across age groups. Test-retest reliability: average correlations were found to range between .76 and .92 across domains. Inter-interviewer reliability: average correlations ranged between .71 to .81 across domains/subdomains Validity: test content: the vineland-II was designed to measure 4 major aspects of adaptive functioning: communication, daily living skills, socialization and motor skills. Group differences: the test developers evaluated measurement bias at the item and scale levels using differential item functioning (DIF). Difference among sex, socioeconomic status, ethnic and group membership were found to small. Test structure: overall, howerver, the amount of subdomains clustering is modest, implying that there are functional relationships among adaptive behaviors in different subdomains
Citations/References (source at least 2 articles that use the tool or reports on psychometrics): Gleason, K., & Coster, W. (January 01, 2012). An ICF-CY-based content analysis of the Vineland Adaptive Behavior Scales-II. Journal of Intellectual & Developmental Disability, 37, 4, 285-93. Becker-Weidman, A. (January 01, 2009). Effects of early maltreatment on development: a descriptive study using the Vineland Adaptive Behavior Scales-II. Child Welfare, 88, 2, 137-61
Comments/critique (include application to practice – settings, needs, populations):  Addresses today’s special needs populations, such as individuals with intellectual and developmental disabilities, autism spectrum disorder, and ADHD Updated with new norms, expanded age range, and improved items Useful for diagnosis, qualification for special programs, progress reporting, program and treatment planning, and research Offers both respected semi-structured interview format which focuses discussion and gathers in-depth information, and also offers convenient rating forms Get the most reliable picture of functioning: In addition, more test items have been added at the lower and upper age ranges of Vineland-II. This provides a more reliable picture of an examinee’s level of functioning for all ages. Report to Parents: Help meet reporting requirements with this time-saving tool. The Survey Form Report to Parents makes it easy to communicate test results to parents and caregivers. Scores and percentile ranks are explained in understandable language. There’s also space to write in comments and recommendations.
Training or certification requirements:	The Vineland-II manual suggests that the test examiners and scorers have graduate training in test administration and interpretation.