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A review of recently developed measures of adaptive behavior
Abstract
Six recently developed adaptive behavior scales were reviewed for their technical adequacy and other issues that need to be considered when selecting a measure of adaptive behavior. Suggestions are made to aid examiners in selecting an appropriate measure of adaptive behavior for a particular student, accurately interpreting results, recognizing the strengths and limitations of various measures, and obtaining useful information for eligibility decisions and program planning.
... Furthermore, many of these chapters focused primarily on preschool-age children (e.g., Harrison & Boan, 2000;Harrison & Raineri, 2006;Knoff et al., 1999) and excluded focus on older children and adolescents. To our knowledge, only two reviews of adaptive behavior scales (Evans & Bradley-Johnson, 1988;Kamphaus, 1987) have been published in peer-reviewed journals in school psychology and special education during the past 30 years. School psychologists and others involved in psychoeducational and diagnostic assessments are in need of an updated evaluation and direct comparison of available adaptive behavior scales for children and adolescents. ...
... Using (a) a rigorous coding system; (b) double coding of information found in the manuals supporting 14 norm-referenced, informant-based adaptive behavior scales; and (c) evaluative standards for judging the psychometric properties of these scales, we found that these scales (as a whole) and at least some of their scores have substantial research evidence supporting the use and interpretation with children and adolescents. It is evident that progress has been made in the development and validation of these scales and their scores since publications from the 1980s delineated the multitude of weaknesses apparent from review of scales (e.g., Evans & Bradley-Johnson, 1988;Kamphaus, 1987;Reschly, 1982;Sattler, 1981). The contemporary scales we reviewed cover a wide age range (sometimes beginning in the first month of life), typically have alternate forms for parents and caregivers as well as for teachers, and, most notably, yield a variety of scores that (a) stem from relatively recent and large norming samples and (b) are supported by sizeable bodies of reliability and validity evidence. ...
Adaptive behavior scales are vital in assessing children and adolescents who experience a range of disabling conditions in school settings. This article presents the results of an evaluation of the design characteristics, norming, scale characteristics, reliability and validity evidence, and bias identification studies supporting 14 norm-referenced, informant-based interviews and rating scales designed to measure adaptive behaviors. To derive these results, the manuals for each of these scales were reviewed using a standardized coding procedure, and information about each scale was double-coded by reviewers. Findings reveal that several evidence-based adaptive behavior scales are available to school psychologists. Concluding recommendations address selection and use of adaptive behavior scales as part of a comprehensive assessment, using the optimal methods of administration of adaptive behavior scales, and interpreting resultant scores that have demonstrated the highest levels of reliability and the largest body of validity evidence.
... Over the years, the measurement of adaptive behavior has proven useful in the evaluation of individual self-sufficiency and social functioning with respect to a wide range of conditions: developmental disorders, such as autism (for a review, see Kraijer 2000) and Down syndrome (Cullen et al. 1981;Dykens et al. 1994), emotional disorders (e.g., Cicchetti 1985, 1987), attentional disorders, such as ADD/ADHD (Roizen et al. 1994;Stein et al. 1995), low birth weight (e.g., Rosenbaum et al. 1995;Taylor et al. 2006), as well as various aspects of academic achievement, including learning disabilities (e.g., Hall and Segarra 2007;Shevell et al. 2005;Webster et al. 2004) and giftedness (Douthitt 1992). Several measures have been developed to assess adaptive behavior [see Evans and Bradley-Johnson (1988) for an early review of six measures published in close succession in the 80's]. Over the years, the Vineland-II has come to be recognized as among the most valid and reliable of these (Evans and Bradley-Johnson 1988), and as having excellent psychometric properties and practical utility (Kamphaus 1987). ...
... Several measures have been developed to assess adaptive behavior [see Evans and Bradley-Johnson (1988) for an early review of six measures published in close succession in the 80's]. Over the years, the Vineland-II has come to be recognized as among the most valid and reliable of these (Evans and Bradley-Johnson 1988), and as having excellent psychometric properties and practical utility (Kamphaus 1987). ...
Generally accepted as universal, the construct of adaptive behavior differs in its manifestations across different cultures and settings. The Vineland-II (Sparrow et al. in Vineland Adaptive Behavior Scales, Second edn. AGS Publishing, Circle Pines, MN, 2005) was translated into Chitonga and adapted to the setting of rural Southern Province, Zambia. This version was administered to the parents/caregivers of 114 children (grades 3-7, mean age = 12.94, SD = 2.34). The relationships between these children's adaptive behavior, academic achievement and cognitive ability indicators are compared to those usually observed in US samples. Results reflect no association between adaptive behavior and cognitive ability indicators, but a strong relationship between high adaptive behavior and reading-related measures. Six case studies of children with high and low scores on the Vineland-II are presented to illustrate the possible factors affecting these outcomes.
... Over the years, the measurement of adaptive behavior has proven useful in the evaluation of individual self-sufficiency and social functioning with respect to a wide range of conditions: developmental disorders, such as autism (for a review, see Kraijer 2000) and Down syndrome (Cullen et al. 1981;Dykens et al. 1994), emotional disorders (e.g., Cicchetti 1985, 1987), attentional disorders, such as ADD/ADHD (Roizen et al. 1994;Stein et al. 1995), low birth weight (e.g., Rosenbaum et al. 1995;Taylor et al. 2006), as well as various aspects of academic achievement, including learning disabilities (e.g., Hall and Segarra 2007;Shevell et al. 2005;Webster et al. 2004) and giftedness (Douthitt 1992). Several measures have been developed to assess adaptive behavior [see (Evans and Bradley-Johnson 1988) for an early review of six measures published in close succession in the 1980's]. Over the years, the Vineland-II has come to be recognized as among the most valid and reliable of these (Evans and Bradley-Johnson 1988), and as having excellent psychometric properties and practical utility (Kamphaus 1987). ...
... Several measures have been developed to assess adaptive behavior [see (Evans and Bradley-Johnson 1988) for an early review of six measures published in close succession in the 1980's]. Over the years, the Vineland-II has come to be recognized as among the most valid and reliable of these (Evans and Bradley-Johnson 1988), and as having excellent psychometric properties and practical utility (Kamphaus 1987). ...
Generally accepted as universal, the construct of adaptive behavior differs in its manifestations across different cultures and settings. The Vineland-II (Sparrow et al., Vineland adaptive behavior scales. AGS Publishing, Circle Pines, MN, 2005) was translated into Chitonga and adapted to the setting of rural Southern Province, Zambia. This version was administered to the parents/caregivers of 114 children (grades 3-7, mean age = 12.94, sd = 2.34). The relationships between these children's adaptive behavior, academic achievement and cognitive ability indicators are compared to those usually observed in US samples. Results reflect no association between adaptive behavior and cognitive ability indicators, but a strong relationship between high adaptive behavior and reading-related measures. Six case studies of children with high and low scores on the Vineland-II are presented to illustrate the possible factors affecting these outcomes.
... Outra característica é que em boa parte dos estudos a validação e padronização dos instrumentos utilizam amostras menores do que 100 sujeitos ou específicas a determinadas instituições ou localidades. Evans e Bradley-Johnson (1988) afirmaram que não havia escalas com normatização e padronizações para a América do Norte, estando em aberto o campo de estudo. Finalmente, a literatura indica que a maior parte dos estudos que tratam do ajustamento do indivíduo, mesmo em situação escolar, possui uma grande preocupação com a pessoa problemática, sendo boa parte dos indicadores relacionados à informação sobre os sintomas, características, histórias pessoais, antecedentes familiares e sociais de neuróticos, psicóticos e delinqüentes sociais, em detrimento das características da grande massa de pessoas ditas normais. ...
A fines de 2013, el Instituto de Historia, perteneciente a la Facultad de Ciencias Humanas de la Universidad Católica del Uruguay, organizó unas Jornadas con el fin de hacer presente, en el ámbito académico, la figura de Mons. Jacinto Vera como otro aporte junto a lo organizado en otras áreas. Por tanto, se trató con profundidad y rigor, como lo amerita el ámbito universitario, las distintas facetas del primer Obispo del Uruguay en el año del bicentenario de su nacimiento.
... Standardized measures of adaptive behavior can provide information about person's communication, socialization, and other behavior relative to their age and are useful tools for diagnosing autism. Discriminant function analyses of Vineland-II in studies indicate that the autism and non autism groups could be differentiated on the basis of socialization, daily living skills, and serious maladaptive behaviors [18,19]. ...
The Vineland Adaptive Behavior Scales - II Edition 2005 (Vineland-II) is useful in assessing abilities in autism spectrum disorder, where an accurate assessment of intelligence using standardized tools is difficult both due to the unique social and communication difficulties that these children present with and the behavioral issues that occur as co morbidity. We describe the scale and our experience in using the scale. Difficulties in administration of the scale to Indian children are illustrated. The main reasons for these difficulties center on cultural differences in gender roles and differences in the way some self care tasks are performed.
Değerlendirme, özel eğitim alanının en önemli konularından birisidir. Özel gereksinimli bir öğrencinin sahip olduğu yetenek ve beceri düzeyine uygun eği- timden yararlanması en temel hakkıdır. Bu temel haktan yararlanabilmek için amaca uygun bir değerlendirme sürecinin işletilmesi gerekmektedir. En genel haliyle birey hakkında bilgi toplama süreci olarak tanımlanan değerlendirme kavramı, özel gereksinimli öğrencilerin ilk belirlenmesinden başlayarak, gönderme öncesi süreç, gönderme, ayrıntılı değerlendirme, özel eğitim hizmetlerine uygunluğuna karar verme, bireyselleştirilmiş eğitim programı hazırlama ve programın etkililiğini değerlendirme basamaklarından oluşan oldukça kapsamlı ve dinamik bir süreçtir. Değerlendirme sürecinde kullanılacak olan yöntem, teknik ve araçlar değerlendirmenin amacına göre farklılık gösterir.
Özel eğitim alanının gereksinimini karşılamak üzere hazırlanmış olan Özel Eğitimde Ölçme ve Değerlendirme Kitabı dört bölümden oluşmaktadır. Birinci bölümde Değerlendirmenin Temelleri başlığı altında değerlendirme kavramına açıklık getirilmeye çalışılmış; geçmişten günümüze değerlendirmenin tarihsel süreç içerisindeki gelişimi ile değerlendirme basamakları ayrıntılarıyla açıklanmıştır.
Değerlendirme Yöntemleri başlığını taşıyan ikinci bölümde ise Formal ve İnformal teknikleri ayrıntılarıyla açıklanmıştır.
Kitabın üçüncü bölümü Yeteneklerin Değerlendirilmesi başlığını taşımaktadır. Bu başlık altında Zekanın–Bilişsel Alanın Değerlendirilmesi, Uyumsal Davranışların Değerlendirilmesi, Davranışların ve Duygusal Durumun Değerlendiril- mesi ve Dilin Değerlendirilmesi konuları ele alınmıştır.
Akademik Becerilerin Değerlendirilmesi başlığını taşıyan dördüncü bölümde ise Okuma-Yazmanın Değerlendirilmesi, Matematik Becerilerinin Değerlendirilmesi, Değerlendirmede Özel Konular başlıklı beşinci bölümde ise Erken Çocuklukta Değerlendirme, Aile Gereksinimlerinin Değerlendirilmesi ve Mesleki/ Geçiş Becerilerinin Değerlendirilmesi konuları ele alınmıştır.
In this chapter a referral is made to the most known examination methods and tools for evaluating persons with motor limitations. Since there are many methods and tools, standardized or not, describing each of them by the area of evaluation and forming a quick reference guide seem to be helpful. Furthermore referrals are made to some special evaluation forms regarding special conditions, like stoke, which appear to have multiple problems influencing function. Finally, in the last section of this chapter a referral is made to the International Classification of Functioning, Disability and Health scale (ICF), which has been developed the past few years by the World Health Organization (WHO), in an effort to have and apply a universal way of assessing people with disabilities. This scale aims to give to all the health professional and researchers a “common language” when “measuring” disability and function.
This paper reports a comparison between United States norms and the Australian Checknorms of the Vineland Adaptive Behaviour Scales, and the implications for the diagnosis of intellectual disability. One hundred and twenty-five children with developmental disabilities aged between 4 and 10 years received two separate diagnoses relating to intellectual disability. One was based on their level of intellectual functioning plus their Adaptive Behaviour Composite score calculated using the United States norms of the Vineland Adaptive Behaviour Scales. A second diagnosis was based on their level of intellectual functioning and an adjusted Adaptive Behaviour Composite score using the Australian Checknorms. The results indicated that there was a significant difference between scores and that this difference was clinically meaningful in 10.4% of the subjects. For a small and statistically non-significant number of children (five) the difference between scores led to a change in diagnosis from intellectually disabled to not intellectually disabled. Implications for the assessment of children with developmental disabilities are discussed.
In this chapter a referral is made to the most known examination methods and tools for evaluating persons with motor limitations. Since there are many methods and tools, standardized or not, describing each of them by the area of evaluation and forming a quick reference guide seem to be helpful. Furthermore referrals are made to some special evaluation forms regarding special conditions, like stoke, which appear to have multiple problems influencing function. Finally, in the last section of this chapter a referral is made to the International Classification of Functioning, Disability and Health scale (ICF), which has been developed the past few years by the World Health Organization (WHO), in an effort to have and apply a universal way of assessing people with disabilities. This scale aims to give to all the health professional and researchers a "common language" when "measuring" disability and function.
Domains of AssessmentMethods and Sources of AssessmentNorm-Referenced Assessment of Preschool ChildrenTechnical Characteristics of Norm-Referenced InstrumentsAn Example of Evaluating the Adequacy of the Technical Characteristics of a Norm-Referenced Instrument: the Stanford-Binet Intelligence Scales, 5Th EditionSummaryReferences
The current review provides a summary and evaluation of the technical characteristics of five preschool screening batteries, including the Brigance Screens, DIAL-3, ESI-R, ESP, and FirstSTEP. These norm-referenced instruments were selected on the basis of their commercial availability, description as a screening instrument, and ability to assess multiple domains of functioning for children under the age of 5. Each battery was critically reviewed with regard to its reliability and validity, including sensitivity and specificity. Standardization information for each test is also presented. Comparisons of data presented in test manuals for the instruments are made in summative statements regarding overall performance in critical psychometric areas. Recommendations are made for preschool screening battery selection and future development of such measures.
This study, a survey of 859 National Association of School Psychologist (NASP) members from eight states, identified school psychologists' assessment practices with bilingual and limited-English-proficient (LEP) students and compared test usage frequencies between English-only and bilingual psychoeducational assessment. Cognitive, achievement, and adaptive behavior domains were examined. In the area of cognitive assessment, the WISC-R or WISC-III administered in English only was the measure most frequently used. Moreover, the use of nonverbal intelligence tests appeared to be a common practice. With respect to achievement testing in English and Spanish, the Woodcock instruments were used by approximately three-fourths of the respondents. Curriculum-based assessment was employed significantly more often in bilingual psychoeducational assessment than in traditional English-only assessment. For assessing adaptive behavior, 90% of the sample used at least one of the Vineland Adaptive Behavior Survey Scales. Across all three domains, there was much more diversity in test usage in bilingual psychoeducational assessment in comparison to assessment conducted with English-speaking pupils. An evaluation of and recommendations for assessment practices with LEP and bilingual students are provided.
This study reports the development of a test to assess the adjustment of students in the family, school and social environment, administered to a group of 440 elementary school students. The factorial analysis showed three factors, but mixing the items of the three environments. The items elimination was done using three combined criteria: frequency more than 85% in one answer, the internal consistency by Cronbachs alpha and factorial loading. Twenty items were studied as the second version of the test. The factorial analysis showed three factors and differentiated the three environments. The internal consistency and reliability coefficients are acceptable.
This article describes the Vineland Adaptive Behavior Scales, a general assessment of personal and social sufficiency of individuals from birth through adulthood to determine areas of strength and weakness. The instrument assesses communication, daily living skills, socialization, and motor skills. Its administration, standardization, reliability, and validity are discussed. (Contains references.) (CR)
Adolescence is a developmental period during which social interactions emerge as highly salient. These social interactions
impact adolescents’ overall well-being and represent a significant source of social support. Although social interactions
are important during childhood, these interactions take on a new form during the teen years, as individuals learn a complex
set of skills for interacting with others in different types of relationships. The complexity of this skills set stems in
part from the increasing importance of peer interactions that may be based on ephemeral social norms and that may be highly
specialized to different peer groups and associations. With the increased significance of social interactions during adolescence
comes the need for accurate assessment tools that measure adolescent social skills and gauge the nature and outcome of these
important interactions. For these tools to be implemented effectively, however, knowledge of them must be made readily available
to both researchers and clinicians. The overall goal of this section is to provide researchers and clinicians access to information
regarding assessment measures of adolescent social skills and, in doing so, to also highlight areas that would benefit from
further development.
Federal and most state guidelines mandate mental retardation identification based on intelligence and adaptive behavior scores.
This paper describes Standard Score Analysis: Mental Retardation (SSA: MR), a computer program that interprets IQ and adaptive
behavior scores according to cutoff values, measurement error, and IQ-adaptive behavior correlations. SSA: MR yields probabilities
that each score is below its respective cutoff, and that IQ and adaptive behavior scores are simultaneously below cutoffs.
Relata-se a construção de um instrumento para avaliar o ajustamento de estudantes nos ambientes familiar, escolar e social, aplicado coletivamente em 440 alunos do ensino fundamental. A análise fatorial resultou em três fatores, mesclando os itens dos três ambientes. Eliminaram-se itens por três critérios combinados: freqüência superior a 85% em uma das respostas, consistência interna por alfa de Cronbach e carga fatorial. Chegou-se a 20 itens, segunda versão do instrumento. A análise fatorial resultou em três fatores, diferenciando os ambientes. Os índices de consistência interna e de precisão do instrumento como um todo e das escalas em particular são aceitáveis.
Changes in adaptive functioning subsequent to a group home placement was assessed for deinstitutionalized and previously non-institutionalized adults with mental retardation. Results indicated that both groups experienced a significant increase in overall adaptive functioning subsequent to group home placement. The results also indicated that neither group experienced a significantly greater increase in adaptive behaviour compared to the other. Additionally, it was found that the deinstitutionalized group functioned at a higher adaptive level overall than did the previously non-institutionalized group. These results are consistent with previous research regarding the benefits of a group home placement on deinstitutionalized individuals. This research extends previous research by demonstrating that group home placements also have a significant impact on the adaptive behaviour of previously non-institutionalized individuals.
This study examined the relationship between ratings of adaptive behavior and social competence in a population of 208 students in kindergarten through third grade with a variety of disabilities using the Scales of Independent Behavior (SIB; Bruininks, Woodcock, Weatherman, & Hill, 1984) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990). Moderate yet statistically significant relationships between the SIB adaptive behavior scores and the SSRS social competence scores were found, with strongest correlations occurring between the SSRS and the Social and Communication subscale (r = .51) and Work Skills subscale (r = .60) on the SIB. Weak to near zero correlations were found between the SIB adaptive behavior scores and SSRS Problem Behaviors scores. This investigation provides new evidence for the concurrent criterion-related validity of both the SIB and the SSRS.
The Service Need Assessment Profile (SNAP) measures individual functional needs in areas of daily living. It produces a support profile, detailing the time allocations for staff support to assist in each area of need. The Supports Intensity Scale (SIS) is a support needs assessment scale designed to provide an objective measure of a person's need for support in medical, behavioural, and life activities. SIS can be used for individualised support planning, clinical judgements regarding support needs, resource allocation and financial planning. The Inventory for Client and Agency Planning (ICAP) assesses adaptive and maladaptive behaviours and gathers additional information to determine type and amount of special assistance that people with disabilities need.
This study evaluated the construct and criterion validities of SNAP in relation to the SIS and ICAP, using assessment data from 114 individuals with a range of disabilities and levels of severity.
Construct and criterion validities were supported for the SNAP by high correlations with SIS, ICAP, and staff estimates of support needs and by its capacity to discriminate between sub-groups in expected ways.
The results provide support for the use of SNAP as a support needs instrument.
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