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

2011 ◽  
Vol 109 (2) ◽  
pp. 626-634 ◽  
Author(s):  
Dorothy Scattone ◽  
Donald J. Raggio ◽  
Warren May
Keyword(s):  
Early Intervention ◽  
Adaptive Behavior ◽  
Statistical Difference ◽  
Developmental Delays ◽  
Fine Motor ◽  
Vineland Adaptive Behavior Scales ◽  
Cognitive Levels ◽  
Toddler Development ◽  
Bayley Scales ◽  
Vineland Adaptive Behavior

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.

Comparison of the Vineland Social Maturity Scale, the Vineland Adaptive Behavior Scales—Survey Form, and the Bayley Scales of Infant Development with Infants Evaluated for Developmental Delay

1993 ◽  
Vol 77 (3) ◽  
pp. 931-937 ◽  
Author(s):  
Donald J. Raggio ◽  
Twila W. Massingale
Keyword(s):  
Developmental Delay ◽  
Adaptive Behavior ◽  
Infant Development ◽  
Mental Development ◽  
Vineland Adaptive Behavior Scales ◽  
Social Maturity ◽  
Mental Development Index ◽  
Survey Form ◽  
Bayley Scales ◽  
Vineland Adaptive Behavior

The Vineland Adaptive Behavior Scales is an extensive revision of the Vineland Social Maturity Scale; however, research comparing the two scales with different populations and measures of intelligence is limited. The Vineland Adaptive Behavior Scales—Survey Form, the Vineland Social Maturity Scale, and the mental scale of the Bayley Scales of Infant Development were administered to 44 infants referred for evaluation of developmental delay. The differences between means were compared and shared variance examined. The Vineland Adaptive Behavior Scales—Survey Form scores were significantly higher than those of the Vineland Social Maturity Scale and the Bayley Mental Development Index. No significant differences were found between the means of the Vineland Social Maturity Scale and the Bayley Scales of Infant Development—Mental Development Index. Correlations were .59 between the Bayley Index and scores on the Vineland—Survey Form and .72 between the Bayley Index and the Vineland Social Maturity Scale. Between versions of the Vineland scale r = .39. Implications for diagnosis and educational classification are discussed.

Development of Early Language and Motor Skills in Preschool Children with Autism

2008 ◽  
Vol 107 (2) ◽  
pp. 403-406 ◽  
Author(s):  
Hyun Uk Kim
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Adaptive Behavior ◽  
Children With Autism ◽  
Fine Motor ◽  
Vineland Adaptive Behavior Scales ◽  
Early Language ◽  
Gross Motor ◽  
First Words ◽  
Vineland Adaptive Behavior

The present study investigated whether the onset of babbling was related (a) to later language ages, (b) later Fine and Gross Motor Ages, and (c) the onset of crawling to later language ages or preschool children with autism. Parents or caregivers of 32 children (6 girls, 26 boys) were given the Vineland Adaptive Behavior Scales to assess general adaptive behaviors. The onset of babbling and or first words were significantly correlated; however, babbling onset was not related to later language ages nor was it related to Gross and Fine Motor Ages. No significant correlation was observed between the onset of crawling and later language ages.

Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder

2020 ◽  
Vol 51 (4) ◽  
pp. 1139-1155
Author(s):  
Jenny M. Burton ◽  
Nancy A. Creaghead ◽  
Noah Silbert ◽  
Allison Breit-Smith ◽  
Amie W. Duncan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Adaptive Behavior ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Vineland Adaptive Behavior Scales ◽  
High Functioning ◽  
Expressive Communication ◽  
Vineland Adaptive Behavior ◽  
Structural Language

Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

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