A Comparison of Adaptive Behavior Ratings: Revised Vineland and AAMD ABS-SE

Although the assessment of adaptive behavior is a mandated component of many school assessments, concerns have been raised about the measurement of the construct and related professional practices. Estimates of adaptive behavior have been shown sometimes to vary by instruments and raters and therefore may influence placement decisions in unknown ways. This study examined the agreement among teachers and parents on the revised Vineland and the AAMD Adaptive Behavior Scale-School Edition for a sample of developmentally handicapped children. A sample of learning disabled children was also included in order to explore the effects of a restricted range on the correlations. Also, the potential effects of estimates of adaptive behavior on placement decisions were analyzed. The results suggest that serious discrepancies could occur that would directly affect placement decisions.     

Comparison of the Vineland Adaptive Behavior Scales, Second Edition, and the Bayley Scales of Infant and Toddler Development, Third Edition

The Vineland Adaptive Behavior Scales, Second Edition (Vineland-II), and Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) were administered to 65 children between the ages of 12 and 42 months referred for developmental delays. Standard scores and age equivalents were compared across instruments. Analyses showed no statistical difference between Vineland-II ABC standard scores and cognitive levels obtained from the Bayley-III. However, Vineland-II Communication and Motor domain standard scores were significantly higher than corresponding scores on the Bayley-III. In addition, age equivalent scores were significantly higher on the Vineland-II for the fine motor subdomain. Implications for early intervention are discussed.     

Concurrent validity of the motor domain of the Vineland Adaptive Behavior Scales

The concurrent validity of the motor domain from the Vineland Adaptive Behavior Scales was estimated using scores from the Peabody Developmental Motor Scales as criteria. A moderately high correlation between the measures was obtained. Implications, particularly for preschool children, were discussed.     

Early and persistent motor difficulties in infants at-risk of developing autism spectrum disorder: A prospective study

Analyses were conducted in order to investigate motor development in younger siblings of children diagnosed with autism spectrum disorder (ASD). Infants at familial risk and low risk of developing ASD were tested longitudinally between the ages of 7 and 36 months. Data were analysed from motor scales on the Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales at each age point. Significantly lower motor scores in at-risk infants were evident from the age of 7 months compared to the low-risk group. Infants who were later diagnosed with ASD demonstrated significantly poorer Fine Motor skills at 36 months than at-risk infants without any developmental difficulties. In addition, Gross Motor scores were highly correlated across the two measures for low-risk infants and infants who later developed ASD. Early motor difficulties may be an early indicator of a number of neurodevelopmental disorders, including ASD.     

The impact of group psychotherapy on social development in children with pervasive developmental disorders

Thirty-nine children with a diagnosed pervasive developmental disorder (PDD) participated in homogeneous psychotherapy groups. Their social development was assessed at home and at school both before and after treatment. Significant improvements in social functioning were observed in both settings, and these gains were not attributable to demographic variables or cognitive development. This research provides psychometric validation for the Vineland Adaptive Behavior Scale (VABS; Sparrow, Balla, & Cicchetti, 1984) and the Tyminski Social Skills Checklist (SSC), a new index designed to assess children's social functioning in educational settings. The results suggest that group therapy may be an important modality for better understanding and developing crucial social skills among the growing number of children diagnosed with a pervasive developmental disorder.     

Measuring functional skills in preschool children at risk for neurodevelopmental disabilities

Approximately 400,000 preschool children have a major neurodevelopmental disorder impacting on mobility, cognitive-adaptive, or communicative skills. As many as 1 in 3 children live at psychosocial disadvantage because of poverty, parental mental illness or substance misuse, or low parental educational (i.e. less than high school). In the past decade over 500,000 preschool children have survived being born with very low birth weight (1001-1500 g) or extremely low birth weight status (< or =1000 g). Given the scope of these risks and the importance of optimizing outcomes for vulnerable children, this review will highlight advances in functional assessment using adaptive and multiattribute health-related quality of life measures. A framework based on the International Classification of Functioning, (ICF) World Health Organization and the Dynamic Kaleidoscope Model of the Institute of Medicine (IOM) will be described and illustrated with examples of children receiving new biomedical technologies. Assessment scales were chosen for review if they measured adaptive skills or multiattribute health status and had been used in child disability populations. Instruments reviewed include the Infant and Toddler Quality of Life Questionnaire (ITQOL), The Netherlands Office of Prevention Assessment of Preschool Quality of Life (TAPQOL), the Health Status Classification System-PreSchool (HSCS-PS), the Pediatric Evaluation of Disability Inventory (PEDI), the Vineland Adaptive Behavior Scale (VABS), the Warner Inventory of Developmental and Emerging Adaptive and Functional Skills (Warner IDEA-FS), the Scales of Independent Behavior Revised (SIB-R) Early Development Form, the Pediatric Functional Independence Measure (WeeFIM), and the Pediatric Quality of Life Inventory Version 4 (PedsQL 4.0). By measuring functional and adaptive skills and health-related quality of life, we can help devise intervention strategies that optimize developmental independence, family supports, and community participation among children who are at risk for neurodevelopmental disabilities or who have evolving established neurodevelopmental disabilities.     

Cognitive and behavioral functioning in Coffin-Siris syndrome and epilepsy: a case presentation

The authors characterized the cognitive, adaptive, and behavioral sequelae of Coffin-Siris (CS) syndrome and epilepsy in a 7.5-year-old child. Little is known about the early neurobehavioral presentation of CS. Clinical features consistent with this genetic anomaly include underdeveloped tips and nails of the fifth fingers, extended infranasal depression, and craniofacial abnormalities. MRI findings often reveal callosal agenesis. The authors conducted a neuropsychological evaluation and obtained parental ratings of behavioral and adaptive functioning. Attentional abilities were limited. As assessed by the Mullen Scales of Early Learning, receptive language abilities (age equivalent [AE]: 3-3) were relatively stronger than expressive skills (AE: 1-4). Adaptive functioning was low across all domains (Vineland Adaptive Behavior Composite AE: 1-9). On the Behavior Assessment for Children (BASC-2), social skills dysfunction, stereotyped and self-stimulatory behaviors, restricted interests, ritualistic play, and inappropriate object usage were noted. No significant mood disturbances were endorsed. Study findings indicate a diffuse pattern of neurobehavioral deficits in a child with CS and epilepsy. Further clinical assessment and research should include multidimensional assessment techniques, including evaluation of adaptive behavior, in an effort to capture the full range developmental sequelae in children with CS.     

Correlations for the Vineland Adaptive Behavior Scales with Kaufman Brief Intelligence Test in a forensic sample

People with an intellectual disability are over-represented in the criminal justice system in many western countries. Identifying accused persons with intellectual disability is important if they are to receive protections available under the law. Accurate diagnosis is also relevant for correctional administrators, probation and parole services, and community services. Diagnosis of intellectual disability must be made on the basis of both cognitive skills (intelligence) and adaptive behavior. In this study, the Kaufman Brief Intelligence Test assessed intelligence, and the Vineland Adaptive Behavior Scales assessed adaptive behavior, through self-report. Tests were administered to 150 offenders, ranging in age from 13 to 53 years, in Australian prisons, juvenile detention centers, legal aid offices, and probation services. Pearson product-moment correlation coefficients calculated among all subtests and between total scores were significant. ROC curve analyses demonstrated that performance on each effectively predicted a standard score of less than 70 on the other one.     

Standard errors of prediction for the vineland adaptive behavior scales

When a scale has been administered to the same person more than once, the question arises whether variation in obtained scores is due to measurement error or whether it reflects actual change in the examinee's functional level. This article offers standard errors of prediction and confidence intervals for the Vineland Adaptive Behavior Scales (VABS) that can help in making such decisions where these scales are concerned. The values presented here were derived from the normative data provided in the VABS manuals.     

Use of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood: Revised Edition (DC:0–3R) with Canadian Infants and Young Children Prenatally Exposed to Substances

The current study examined the mental health diagnostic profiles of infants and young children prenatally exposed to substances using the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised (DC:0–3R) diagnostic system. Participants were 46 biological mother–infant dyads who were engaged in a clinical program for mothers with substance‐use problems and their young children (aged 10–41 months). Diagnostic information was reported for each of the five axes listed in the DC:0–3R diagnostic system based on file reviews. In addition, the children's socioemotional and adaptive behaviors were assessed using the Child Behavior Checklist, Infant–Toddler Social Emotional Assessment, the Social‐Emotional Scale, and the Adaptive Behavior Assessment System (2nd ed.). In this sample of young children with prenatal substance exposure, a broad range of socioemotional symptoms were evident, with almost one third of the children meeting criteria for at least one Axis I mental health diagnosis. In addition, the majority of dyads demonstrated features of a disordered relationship. Children in more problematic relationships demonstrated higher levels of socioemotional and adaptive functioning difficulties and were more likely to have an Axis I diagnosis than were children in adapted relationships. The importance of early intervention efforts aimed at infants with prenatal substance exposure and their biological mothers is highlighted, with a particular focus on enhancing the quality of the mother–child relationship.     

Accuracy of Reported Community Diagnosis of Autism Spectrum Disorder

To compare community diagnoses of Autism Spectrum Disorder (ASD) reported by parents to consensus diagnoses made using standardized tools plus clinical observation. 87 participants (85% male, average age 7.4 years), with reported community diagnosis of ASD were evaluated using the Autism Diagnostic Observation Schedule) (ADOS-2), Differential Ability Scale (DAS-II), and Vineland Adaptive Behavior Scales (VABS-II). Detailed developmental and medical history was obtained from all participants. Diagnosis was based on clinical consensus of at least two expert clinicians, using test results, clinical observations, and parent report. 23% of participants with a reported community diagnosis of ASD were classified as non-spectrum based on our consensus diagnosis. ASD and non-spectrum participants did not differ on age at evaluation and age of first community diagnosis. Non-verbal IQ scores and Adaptive Behavior Composite scores were significantly higher in the non-spectrum group compared to the ASD group (104.5?±?21.7 vs. 80.1?±?21.6, p?<?.01; 71.1?±?15 versus 79.5?±?17.6, p?<?.05, respectively). Participants enrolled with community diagnosis of PDD-NOS were significantly more likely to be classified as non-spectrum on the study consensus diagnosis than Participants with Autism or Asperger (36% versus 9.5%, Odds Ratio?=?5.4, p?<?.05). This study shows suboptimal agreement between community diagnoses of ASD and consensus diagnosis using standardized instruments. These findings are based on limited data, and should be further studied, taking into consideration the influence of DSM 5 diagnostic criteria on ASD prevalence.     

Does Mastery of ABLA Level 6 Make it Easier for Individuals with Developmental Disabilities to Learn to Name Objects?

Level 6 of the Assessment of Basic Learning Abilities (ABLA) assesses the ease or difficulty with which persons with developmental disabilities are able to learn a two-choice auditory-visual discrimination. We investigated whether participants who passed ABLA Level 6 (Group 1) would more readily learn object naming (vocal tacts) than those who failed ABLA Level 6 (Group 2). The groups were matched on the Communication Subscale of the Vineland Adaptive Behavior Scale. Results indicated that Group 1 met mastery criterion for a significantly larger number of naming responses and in significantly fewer trials than Group 2. The implications for language training are discussed.     

Factor analysis of the WISC-R and the Adaptive Behavior Scale-School Edition for a referral sample

The purpose of this study was to determine if a common factor structure was evident in the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Adaptive Behavior Scale-School Edition (ABS-SE) for a sample of 171 children referred for evaluation of learning and behavior problems. The WISC-R subtests (excluding Mazes) and the ABS-SE factor domain scores (Personal Self-Sufficiency, Community Self-Sufficiency, Personal-Social Responsibility, Social Adjustment, and Personal Adjustment) were subjected to an exploratory principal-components factor analysis with varimax rotation. ANOVAs were conducted on each of the derived factors to determine race and sex effects. The results indicated no common factor structure in the instruments, the Verbal Comprehension, Perceptual Organization, Independent Functioning, Maladaptive Behavior, and Freedom From Distractibility factors being extracted. The derived factors were very similar to those identified in standardization data and other studies. Perceptual Organization and Social Adjustment showed sex and race effects, respectively, although each model accounted for only about 7% of the variance.     

Variability in Adaptive Behavior in Autism: Evidence for the Importance of Family History

Adaptive behavior in autism is highly variable and strongly related to prognosis. This study explored family history as a potential source of variability in adaptive behavior in autism. Participants included 77 individuals (mean age = 18) with average or better intellectual ability and autism. Parents completed the Family History Interview about the presence of broader autism phenotype symptoms and major psychiatric disorders in first degree relatives. Adaptive behavior was assessed via the Vineland Adaptive Behavior Scales (VABS). Based on family history variables, age, and intelligence quotient (IQ), 87% of participants were correctly classified as having impaired or average VABS scores. Family history of depression and shyness accounted for the most variance in VABS scores, and they had the greatest influence on VABS Socialization scores in particular. Possible underlying mechanisms include genetics, psychosocial factors, and social resources. This study provides initial evidence of the importance of family history to adaptive behavior in autism and has implications for genetics and treatment.     

Adaptive skills and executive function in autism spectrum disorders.

There is active debate regarding the nature of executive dysfunction in autism. Additionally, investigations have yet to show a relationship between deficits in executive function and the everyday behavioral difficulties that may originate from them. The present study examined the relationship between executive abilities and adaptive behavior in 35 children with Autism Spectrum Disorders, using two parent reports of everyday functioning, the Vineland Adaptive Behavior Scales (VABS) and the Behavior Rating Inventory of Executive Function (BRIEF). Results found several relationships: The Initiate and Working Memory domains were negatively correlated with most domains of adaptive behavior. Also, the Communication and Socialization domains of the VABS were negatively correlated with several areas of executive functioning, suggesting that impairments in executive abilities are strongly associated with the deficits in communication, play and social relationships found in children with autism.     

The relation between adaptive behavior and intelligence: Testing alternative explanations

Adaptive behavior has become an increasingly important component of the assessment of children referred for learning and behavioral problems in educational settings. Yet the construct of adaptive behavior remains ill defined, and fundamental questions about the nature of adaptive behavior remain unanswered. As a result, measures of adaptive behavior are often problematic. Among the most important of these fundamental questions is the nature of the underlying relation between adaptive behavior and intelligence. The present study used confirmatory factor analysis and 556 school-age children from the overlap of the standardization sample of the Vineland Adaptive Behavior Scale and the Kaufman Assessment Battery for Children to test three models of the relation between adaptive behavior and intelligence: as identical underlying constructs, as completely unrelated constructs, or as separate but related constructs. The model specifying adaptive behavior and intelligence as separate but related constructs proved significantly better than either competing model. Similar results were obtained for preschool children and low-ability school-age children, further suggesting that adaptive behavior and intelligence should be considered as separate but related constructs. Two plausible models to further explain the nature of this relation are presented.     

Intellectual,academic, and adaptive functioning of Tourette syndrome children with and without attention deficit disorder

The intellectual, academic, and adaptive strengths and weaknesses of 30, medication-free children (M = 10.5 years) with Tourette syndrome (TS) were assessed with a battery of standardized psychoeducational measures and the Vineland Adaptive Behavior Scales. Results indicated significant relative weaknesses in mental and written arithmetic, and relative strengths in reading achievement and abstract, logical thinking. Socialization skills emerged as a significant weakness in adaptive functioning. Comparisons between TS children with attention deficit disorder with hyperactivity (ADD-H) (n = 19) weakness in both groups in all areas assessed, but significantly lower performance IQs in TS subjects with ADD-H. These findings are discussed in relation to future research with TS children.     

Analysis of the AAMD Adaptive Behavior Scale: public school version

Many state agencies have ruled that assignment of students to special education classes for the mentally retarded must be determined by assessment of verbal, performance, and adaptive behaviors. The AAMD Adaptive Behavior Scale: Public School Version was subjected to a normative and validation study using 291 subjects from the southcentral area of Texas. Data were collected from groups of regular and special education students, both white and nonwhite, at 8, 10, and 12 yr. of age. Results were compared to the original normative data provided in the AAMD manual and indicated that (1) the instrument is effective in discriminating between regular and special education groups; (2) a shortened version may be feasible and more practical; and (3) the derived total score may be useful and effective when used as a cut-off score for placement in special education for the mentally retarded.     

Evidence for the construct validities of the Beck Youth Inventories with child psychiatric outpatients

To provide further information about the construct validities of the Beck Youth Inventories of Emotional and Social Impairment, these inventories were administered to 35 female and 65 male outpatients whose ages ranged from 7 to 12 years and who were diagnosed with various psychiatric disorders. The Children's Depression Inventory was also administered, and the children were rated by a parent with the Conners' Parent Rating Scale-Revised: Short Form. The scores on the former inventory were more positively correlated with the scores on the Beck Youth Depression Inventory (r =.81, p<.001) than with scores on the four other Beck Youth Inventories, and those on the Conners Oppositional scale were comparably correlated with the scores on the Beck Youth Disruptive Behavior (r=.49, p<.001) and Anger (r=.41, p<.001) Inventories. These latter correlations were higher than those for scores on the Oppositional scale with the scores on the three other Beck scales.     

Developmental neuropsychological assessment of 4- to 5-year-old children born following Preimplantation Genetic Diagnosis (PGD): A pilot study

The purpose of this pilot study was to evaluate developmental neuropsychological profiles of 4- to 5-year-old children born after Preimplantation Genetic Diagnosis (PGD). Twenty-seven participants received a neurological examination and a battery of neuropsychological assessments including Wechsler Preschool & Primary Scale of Intelligence - Third Edition (WPPSI-III; cognitive development), Preschool Language Scale, Fourth Edition (PLS-4; language development), Wide Range Assessment of Visual Motor Abilities (visual motor abilities), Childhood Autism Rating Scales II (a screening test for autistic spectrum disorders), and the Miles ABC Test (ocular dominance). Parental questionnaires included the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P; executive function), Child Behavior Checklist (CBCL) and the Carey Temperament Scales Behavioral Style Questionnaire (socioemotional development and temperament), and the Vineland Adaptive Behavior Scales, Interview Edition, Second Edition (general adaptive behavior). Subjects’ tests results were compared to each test’s norms. Children born after PGD demonstrated scores within the normal or above-normal ranges for all developmental outcomes (mean ± SD): WPPSI-III-VIQ 107.4 ± 14.4 (p = .013), PLS-4-Total 113.2 ± 12.4, p < .001), CBCL-Total 41.1 ± 8.6 (p < .001), BRIEF-P-Global Executive Composite 44.8 ± 9.5 (p = .009). Twelve (44%) of the PGD children had a significant difference between their VIQ and PIQ scores (compared to 27% in the general population). One subject was found to show possible signs of autistic spectrum disorder, although a family history of autism was noted. In conclusion, in this pilot study, children assessed at age 4–5 years and conceived after PGD displayed developmental neuropsychological outcomes within normal limits as compared to their chronologic peers. A larger study is needed to evaluate and follow the neuropsychological development of children born after PGD.