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Using the Vineland‐3 on Q‐global

Copyright © 2016. Pearson Inc., and/or its affiliates. All rights reserved. 1

Using the Vineland-3 on Q-global

Anne-Marie Kimbell, Ph.D.National Training Consultant

Jarett LehnerProduct Specialist

1Vineland Adaptive Behavior Scales, Third Edition

Authors: Sara S. SparrowDomenic V. CicchettiCeline A. Saulnier

Agenda

Description of the Vineland-3

Updates from Vineland-2

Structure of the Vineland-3

Materials

Vineland-3 Forms

Administering on Q-globalDemonstration

Vineland-3 Reports




Description of the Vineland-3

History of the

Vineland Social Maturity Scale (1935 & 1965)

Vineland Adaptive Behavior Scales (1984; 2005; 2008; 2016)

Edgar DollSara Sparrow, David Balla, Dominic Cichetti

Adaptive behavior is developmental and multidimensional.

Education for All Handicapped Children Act of 1975 (now IDEA). Included domains Socialization,Communication, Daily Living Skills, Motor Skills.

Adaptive behavior is best assessed using a third-party administration.

Most reliable method of obtainingaccurate information on adaptive behavior is through a clinical interview with parent or caregiver.



Adaptive Behavior

Definition: the performance of daily activities required for personal and social sufficiency.

Four important principles:1. Adaptive behavior is age-related.2. Adaptive behavior is evaluated in a social

context.3. Adaptive behavior is modifiable.4. Adaptive behavior is defined by typical

performance, not by ability.

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Vineland-3 Instruments

Vineland Adaptive Behavior Scales, Third Edition

Interview Form

Parent/Caregiver Form

Teacher Form

Comprehensive Domain-Level Comprehensive Domain-Level Comprehensive Domain-Level

Core Adaptive Scores

3 Domains

9 Subdomains

Overall ABC

3 Domains

Overall ABC

3 Domains

9 Subdomains

Overall ABC

3 Domains

Overall ABC

3 Domains

9 Subdomains

Overall ABC

3 Domains

Overall ABC

Optional Domains

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Motor Skills

MaladaptiveBehavior

Age Range Birth to 90+ 3 to 90+ Birth to 90+ 3 to 90+ 3 to 21 3 to 21

Item Count 502 195 502 180 333 149



Updates


Vineland-3 Updates

Three Forms

Interview │ Parent/Caregiver │ Teacher

Each form has Comprehensive and Domain Level

Interview │ Parent/Caregiver │ Teacher

Each form has Comprehensive and Domain Level

Domains

Communication │ Daily Living Skills │ Socialization │ Motor Skills │ Maladaptive Behavior

Communication │ Daily Living Skills │ Socialization │ Motor Skills │ Maladaptive Behavior

Maladaptive Sections

Internalizing | Externalizing | CriticalInternalizing | Externalizing | Critical

Subdomains

ReceptiveExpressive

Written

PersonalDomestic/Numeric

Comm/School

Interpers. RelationsPlay & LeisureCoping Skills

Gross MotorFine Motor

ReceptiveExpressive

Written

PersonalDomestic/Numeric

Comm/School

Interpers. RelationsPlay & LeisureCoping Skills

Gross MotorFine Motor

Removed the words “Rating,”

“Survey,” & “Expanded.”

Motor Skills & Motor Skills & Maladaptive Behavior are

optional.

Removed “Other” section.

Gross/Fine Gross/Fine Motor are optional.




Vineland-3 Updates continued

Later Start Ages

New

Online

Administration!Item Scoring Changes

Parent/Caregiver Forms in Spanish

1. Basal and ceiling rules

2. Suggested interview questions and item-specific

probes

What is Q-global?And why should I use it?

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• Pearson’s web-based platform for test administration, scoring, and reporting.

• For the Vineland-3, allows users to administer the assessment 3 different ways:

• Manual Entry: Paper/pencil administration with Q-global

scoring.

• On-screen Administration: Administer the assessment on the

screen of any web-enabled device

• Remote On-screen Administration: Allows a third party (i.e.

parent/teacher) to access the assessment from their own

web-enabled device through sending a secure URL via

email.

• Q-global is the next evolution of Pearson’s scoring

systems, including:

• Psychcorp I & II

• ASSIST

• Q-Local

• Where these “legacy” systems required that

assessment data be stored locally on the

computer, Q-global store assessment data on

Pearson’s secure, encrypted database.

• As a web-based system, Q-global gives you

access to all of your data from the convenience of

any web-enabled device.




Online Administration

• Options for online completion of all 3 forms

• Q-global will automatically keep track of basal, ceiling, and subdomain completion rules

• INTERVIEW FORM:

• Q-global conveniently organizes items with related content by topic• Interview Topics include 2 to 6 items• All information for the items within an Interview Topic is displayed

on a single screen


Changes to Basal & Ceiling RulesComprehensive Forms

FormBasal/Ceiling

VINELAND-II VINELAND-3

Interview

Basal 4 consecutive scores of 2 4 consecutive scores of 2

Ceiling 4 consecutive scores of 0 4 consecutive scores of 0

Parent/ Caregiver

Basal Parent completed entire form 5 consecutive scores of 2

Ceiling Parent completed entire form 5 consecutive scores of 0

Teacher

BasalTeacher completed age range

5 consecutive scores of 2

CeilingTeacher completed age range

5 consecutive scores of 0



Modifications to Scoring Responses

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RESPONSE OPTION VINELAND-II VINELAND-3

2 UsuallyUsually (Int.)

Usually or Often (P/C & T)

1 Sometimes or Partially Sometimes

0 Never Never

Maladaptive Domain2

Usually Often

Introduction of Estimated Items

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• Elimination of “Don’t Know” and “No Opportunity” item response options from Vineland-II

• Introduction of Estimated Item response options for every item across all 3 forms

• 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



Ages for Administration

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Domain Subdomain Ages AdministeredCommunication Receptive All

Expressive All

Written 3 and Older

Daily Living Skills Personal All

Domestic/Numeric* 3 and Older

Community/School* 3 and Older

Socialization Interpersonal Relations All

Play and Leisure All

Coping Skills 2 and Older

Motor Skills Gross Motor Birth through 9

Fine Motor Birth through 9

Maladaptive Behaviors 3 through Adult

* Different Subdomain used in the Teacher Form


Item-Level Comparison

Intervention Guidance

Vineland-3 Report Updates



Structure of the Vineland-3

Vineland-3 Domains and Subdomains

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Domain Subdomain

Communication Receptive

Expressive

Written

Daily Living Skills Personal

Domestic/Numeric*

Community/School Community*

Socialization Interpersonal Relationships

Play and Leisure

Coping Skills

Motor Skills (optional) Gross Motor

Fine Motor

Maladaptive Behaviors(optional)

Internalizing, Externalizing, & Critical Items (Sections)

* A different subdomain is used in the Teacher Form



Completion Times in Minutes

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Examinee Age Core Domains Motor Skills(O)

Maladaptive Behavior (O)

Comprehensive Interview Form0-2 20-25 4-5 N/A

3-9 35-40 2-3 3-4

10-90+ 25-30 N/A 3-4

Domain-Level Interview Form3-90+ 23-27 2-3* 2-3

Comprehensive Parent/Caregiver Form0-2 10-15 3-4 N/A

3-9 20-25 2-3 2-3

10-90 15-20 N/A 2-3

Domain-Level Parent/Caregiver Form3-90+ 10-15 2-3* 2-3

Comprehensive Teacher Form3-9 15-20 1-2 1-2

10-21 10-15 N/A 1-2

Domain-Level Teacher Form3-21 8-10 1-2* 1-2

*Ages 3-9 only

Materials



Vineland-3 Materials

Interview form:ComprehensiveDomain-Level

Parent/Caregiver Form:ComprehensiveDomain-Level

Teacher Form:ComprehensiveDomain-Level

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Record Forms

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Vineland-3 Options

Paper

• Paper record forms (Interview, Parent/Caregiver, & Teacher).

• Online tables for manual scoring.

Digital

• Pay per reports (Includes on-screen administration, scoring and reporting.)

• Unlimited Scoring Subscriptions (Includes scoring and reporting. Does not include on-screen administration.)

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OptionsOptions

Hand Scoring• Administration: Paper

• Scoring & Reporting: Paper

Hybrid• Administration: Paper

• Scoring & Reporting: Q-global unlimited subscription

All Digital• Administration: Q-global

• Scoring & Reporting: Q-global (pay per usage)

For more information about Vineland-3 product options, please see:www.pearsonclinical.com/Vineland-3 (Product tab)

Vineland-3Forms



Vineland-3 Interview Form:

• The interviewer does not read the items to the respondent or ask him/her to provide item scores.

• The interviewer uses open-ended questioning to prompt the respondent to talk about he examinee’s behavior in the adaptive areas that are assessed.

• The interviewer then uses the information to score the items himself/herself. This helps protect against various sources of inaccuracy that can affect a parent questionnaire approach such as the inability of the parent/caregiver to adequately comprehend content or scoring rules.

• This is different from the Parent/Caregiver form, where the items are read and scored by the parent/caregiver on his/her own (both forms do cover the same adaptive areas).

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Vineland-3 Interview Form:Suggested Questions and Item-Specific Probes

• Suggested interview questions are general questions designed to begin discussion of an adaptive behavior content area.

• Item-specific probes can be used to obtain more accurate information to score individual items.

• These are for optional use.

• Assists less experienced interviewers.

• Helps to “lower the learning curve” of the adaptive interview.

• These are NOT intended to fully script an interview!




Vineland-3 Parent/Caregiver & Teacher Forms

• Introduction of basal and ceiling rules to Comprehensive Parent/Caregiver and Teacher Form administrations (for Domain-Level forms, all items are completed)

• Separation of Interview and Parent/Caregiver Forms in Vineland-3‒ Item content & item wording differences‒ Separate norms

• Spanish version of the Parent/Caregiver Forms

• Teacher Form (ages 3-21). 18-year-old norms utilized for students ages 19-21.

Interview Form vs. Parent/Caregiver Form

Both cover same AB areas.Both 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 for clinician to correct this, and to probe more deeply for understanding.

Interview form is the “gold standard” but is not always feasible due to time/location/etc.

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Teacher Form in Combination with Interview Form or Parent/Caregiver Form

• Complements the Interview Form or Parent/Caregiver Form.

• Best practice to obtain input from different informants

• Some jurisdictions require both parent/caregiver and teacher reports in AB assessments under IDEA

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Domain-Level Forms

• Options for brief administration of Interview, Parent/Caregiver, and Teacher Forms.

• Provides overall scores for Communication, Daily Living Skills, Socialization, Motor Skills, and the Adaptive Behavior Composite.

• Scores meet AAIDD and DSM-5 requirements for diagnosing Intellectual Disability.

• Domains consist of items drawn from each of the Comprehensive Form subdomains (e.g., Interview Form Communication domain consists of 45 items sampled equally from Receptive, Expressive, & Written subdomains)



Comprehensive vs. Domain-Level

Comprehensive takes more time to completeScores at four levels:

Overall Adaptive Behavior Composite (ABC)DomainsSubdomainsIndividual items

Domain-Level takes less time to completeScores at three levels

Overall Adaptive Behavior Composite (ABC)DomainsItem (fewer)

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Preparing to Administer the Vineland-3

1. Decide which form(s) to administer

2. Select the respondent(s).

3. Decide between online and paper administration.

4. Decide whether or not to include the optional Motor Skills and Maladaptive Behavior domains.

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Q-global Resources

Below are a number of links that contain training videos for various Q-global system features. To view a video, click on the underlined topic (in your handout) and you will be navigated to the video.

The Assessment Process

Creating Examinee Profiles

Assigning Assessments

Administering Assessments

Manual Entry

On-screen Administration

Remote On-screen Administration

Administrative Features

Inventory Management

Asset Management

Subscription Management

Usage Management

Q-global Demonstration

https://www.brainshark.com/pearsonassessments/vu?pi=zIGzleOYOzNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zGYz2Ip2CzNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zHHz7JXDozNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zIfz18cv5jzNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zHdzvXIJAzNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zIDzHAXlxzNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zHYzJfHt1zNWoZz0

https://www.brainshark.com/pearsonassessments/vu?pi=zHPzWq8PDzNWoZz0



To get started, log into Q-global. If the examinee that you will assign the Vineland-3 has not been added to your account, you will have to create an Examinee Profile for them. To do this, click on the “New Examinee” button.

Getting Started with Q-global

On the New Examinee page, enter in the individual’s first and last name, id number (optional), gender, and date of birth. After the demographic information has been entered, click the “Save” button to save the profile and navigate back to the home screen.

Creating an Examinee



Assigning an Assessment

After the examinee profile has been created, assign an assessment to the examinee by selecting the individual and then clicking the “Assign New Assessment” button.

Selecting the “Assign New Assessment” button results in the Assessment Window appearing, where you can search for the Vineland-3.




After you have found the desired assessment, click on the appropriate radio button to the left of the assessment and then click on the “Assign” button to assign the assessment to the examinee and to navigate to the “Assessment Details” page.


On the Assessment Details page, you have the ability to edit the Examinee Details as well as the Assessment Details. Under the Assessment details, enter the Administration Date and select the Examiner. Under “Delivery,” select the desired Administration Method.

Administering Assessments



Manual Entry

The Manual Entry method allows users to enter in the item level responses into Q-global for scoring from a protocol that was administer via the pencil and paper method. After Selecting this method, click on the “Item Entry” tab.

Manual Entry

On the “Item Entry” tab, you can enter in the appropriate 2, 1, or 0 response for a Usually, Sometimes, or Often response respectively. Clicking the “Show Item Text” option and clicking in a text field will show the test item as well as the numerical/response equivalence.



Manual Entry

After all of the item responses have been entered, click on the “Save and Close” button to save the responses and to close the active assessment. Note: You will not be able to generate a report while it is open/actively being edited.

Manual Entry

After the assessment has been saved and closed, the “Generate Report” button will appear. Clicking this button results in the Report Configuration window to appear. This will be discussed later.



The On-screen Administration method allows you to digitally administer the Vineland-3 on the computer that you have logged onto. After selecting this method, click the “Start Assessment” button to begin the assessment.


Within the assessment, respondents will be presented with the assessment instructions and will prompted to enter the respondent information.




Enter the Respondent information.


Within the assessment, examiners (Interviewer form) and respondents (Parent/Caregiver and Teachers) will select the appropriate response for either a 2, 1, or 0 response. Examiner’s can select the Probe or Scoring Criteria options for additional information. After all of the test items on the page have been a response, click the appropriate directional arrow to proceed to the next page.


*Actual items grayed out to preserve item security.



On the Interviewer form, some questions will be grayed out. These are questions that fall below the basal or above the ceiling. With this in mind, skip these questions and proceed to the next test item.


*Actual items grayed out to preserve item security.

After the assessment has been completed, a comments/end of assessment page is presented. Clicking on the directional button a final time will submit the responses, thereby completing the assessment.




At this time the assessment can be closed (exit the window/tab) and upon logging back into Q-global, you can generate the report.



The Remote On-screen Administration method allows a third party, such as a parent or teacher, to be administered the Vineland-3 digitally on their own web-enabled device. This is achieved through the use of a secure email that contains the assessment url.




To use this method, you will need to set the url active dates, select the email recipient, and then enter in the rater name and email address. After this information has been added, click on the “Preview and Send Invitation” button.


On the preview page, you can edit the invitation. To do this, click in the body of the email and type the desired text. When you are ready to send the email, click the “Send Invitation” button.




Shortly after the email is sent, the recipient will receive the “Invitation to Complete Questionnaire” email, instructing them to click on the “Click Here” button to start the assessment.

After click the link, the respondent will be navigated to a new tab of their web-browser that contains the assessment. Here, the respondent will be prompted to enter their name and relationship to the examinee and test instructions before being presented with test items.




Test instructions for the Comprehensive Teacher Form.


Within the assessment, respondents (Parent/Caregiver and Teachers) will select the appropriate response for either a 2, 1, or 0 response. The respondent can select the Scoring Criteria option for additional information on how to score the current item. After all of the test items on the page have been a response, click the appropriate directional arrow to proceed to the next page.




On pages with test items, respondents can only progress to the next page with all of the test items have a response.


After the assessment has been completed, a comments/end of assessment page is presented. Clicking on the directional button a final time will submit the responses, thereby completing the assessment.




At this time the assessment can be closed (exit the window/tab) and upon logging back into Q-global, you can generate the report.


After the assessment has been administered and completed, log back into Q-global to generate the report. There are 3 locations you can generate reports throughout the system, as indicated by the “Generate Report” buttons.

Generating Reports



Generating Reports

All 3 are nearly identical, so we are going to focus on generating reports from the Examinee Profile. In the Assessment History table select a report that has either the Ready for Reporting or Report Generated status and then click the “Generate Report” button.

Clicking this button results in a window appearing, prompting you to select the report type.

Generating Reports



Selecting the report type results in the Report Configuration window to pop-up. On this window, you can select the report format, see the needed/available inventory, and select the inclusion criteria and confidence level/significance level. After desired setting have been made, click the “Generate Report” button to generate the report.

Generating Reports

Generating the report will save it to the “Downloads” folder of your computer. On Chrome, as seen, your downloads tool bar will appear at the bottom of the screen.

Generating Reports



You can generate Multirater Reports by selecting 2 compatible reports (see next slide) and the click the “Generate Report” button. The selected reports must have a “Report Generated” status.

Generating Multirater Reports

You must select 2 records for the same examinee with the following combinations only:

• Comprehensive Interview Form and Comprehensive Teacher Form• Comprehensive Interview Form and Domain-Level Teacher Form• Domain-Level Interview Form and Comprehensive Teacher Form• Domain-Level Interview Form and Domain-Level Teacher Form• Comprehensive Parent/Caregiver Form and Comprehensive Teacher

Form• Comprehensive Parent/Caregiver Form and Domain-Level Teacher

Form• Domain-Level Parent/Caregiver Form and Comprehensive Teacher

Form• Domain-Level Parent/Caregiver Form and Domain-Level Teacher

Form






On the Report Configuration window, select the report format, inclusion criteria, and confidence interval. Generating a Multirater Report does not consume any of your purchased inventory, as it complies the results of 2 already scored reports. When you are ready to generate the report, click the Generate Report button.




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Generating Progress Reports

You can generate Progress Reports by selecting 2 compatible reports (see next slide) and the click the “Generate Report” button. The selected reports must have a “Report Generated” status.

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• To generate a Progress Report, select at least 2 and up to 5 records from the same administrator level (or rater) for the same examinee.

• For example, I can generate a Progress Report by selecting 3 Teacher forms.

• These can be Comprehensive-Level, Domain-Level, or a combination of Comprehensive and Domain-Level forms



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On the Report Configuration window, select the report format and the inclusion criteria. Generating a Progress Report does not consume any of your purchased inventory, as it complies the results of 2 already scored reports. When you are ready to generate the report, click the Generate Report button.



Vineland-3 Reports


Computer-Generated Reports

• Computerized administration, scoring, and reporting using Q-global

• Reports offer all components of the Vineland-II ASSIST reports:

• AND MORE, including item-level comparisons between tests

All raw and norm-referenced scoresAll raw and norm-referenced scores

Narrative text describing scores

Narrative text describing scores

Multi-rater comparisons when

Interview or Parent/Caregiver

Form is given along with Teacher Form

Multi-rater comparisons when

Interview or Parent/Caregiver

Form is given along with Teacher Form

Comparison to prior results when available

for monitoring progress

Comparison to prior results when available

for monitoring progress




Multi-Rater Report:Scale-Level Comparisons

Parent Teacher


NEW! Item-Level Comparisons forMulti-Rater Report

Parent Teacher




Progress Report: Scale-Level Comparisons

Time 2

Time 1


NEW! Item-Level Comparisons forProgress Report

Time 2Time 1




NEW: Intervention Guidance

• Generated for the Comprehensive form reports only.

• Items in each subdomain are identified with “Content Areas” that can help focus intervention efforts (e.g., Written Communication: Pre-reading; Developing Reading Skills; Developing Writing Skills; Applying Reading & Writing Skills).

• Items within each subdomain are ordered according to increasing developmental sequence (easiest to most difficult) based on normative data.

• Lowest subdomain v-scale scores are listed first, followed by second lowest, etc.

• All scores of 0 and 1 can be referenced to normative expectations and prioritized for intervention.


Intervention GuidanceWritten Subdomain

Item Scores of 0 /1 are shaded to highlight skills that need improvement

Use Content Areas to identify intervention targets by topic (e.g., B & C)

Written Subdomain Content AreasA = Pre-readingB = Developing Reading SkillsC = Developing Writing SkillsD = Applying Reading & Writing

Skills



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Questions?

Thank you!

Vineland Adaptive Behavior Scales, Third Edition

Customer Support1-800-627-7271 (USA)

1-866-335-8418 (Canada)www.pearsonclinical.comwww.pearsonclinical.ca

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