Computing Raw Scores
and Obtaining
Derived Scores
llrc ljrsl p.rrl oi llns chafler crplaLns ho$ tu cl)lnputc
.u:d recor'cl subdonarn ra,,r, scores rtcn usLng ciLher thc
sur\rl Inrcr\ r€\\ Forn or rhe l'lren l/C:rrcgi\ er Rxting
li(rrLr. Thr sccond pirt shorrs ho\'ro conle raw scorcs
Lo cicrl eci scoLcs lor thc subdoLnrins. cLomarns. ancL
ldrpLiyc lleharior Cornpositc. and ho\\'Lo usc the Score
RrporL included in d1e rccord booliiets ro organize thc
ias! rrslllts arL] conaLuct Lhe interprcnle stcps
Computing Subdomain Raw Scores
I hrs sccrion dcscribcs thc necessarl srefs to ohtain thc
:lr scorc lor each stbdomrin. Thcsc sleps assume that
rhc rLdminjstrllion rules describe.l i. Chapter 2 \\'cre
i.llo$c.i. All rulcs l]rrsr be lollorvccl prcrisell because
Lhe nonrs arc besr:d tpon Lhe applicatron ot these rulcs.
,\nl de\ iarion mit result rn invrlid scorcs fhe steps
dcscribcd beLou are illusrrared in Figure 3.1 (Surre)'
, .., L , )J Figure f .2 /l'. e 1.i..r\.-
R.ring I:orm)
l. tdenii$ the basal item and ceiling item.
lir compure a ra\r scorc lor r subdomain, 1'ou must
hrsL identi[y the basa] nem and the ceilLng itern ol
rhar subdomein. fhe basal irem rs thr lrgfi.sl il.nr
rn Lhe highest set ol lour consccutiYe items scorc.l
2 For exarnple, il rtcms 3 Lhrough 1 i constrtute the
highcst sel ol lour conse.utive rtcnls scored 2, lhen
rhc basal itcm is iLern 11 Con\crscl,\r thc ceiling ilem
lr' r.r', )r \-n.et ..lu
'iLens( scored
.r.errt'\c
0. Ila bNel iLelll \\'as not.stablishcd.
Lhen the firsl rrem rn thc subdom:rin beconres thc
basal ircm ll.r cciling rtem \ras not esLlblished, then
Ihe lasr rtrrrr becon('s lbe cerling rten. On Lbe recorcl
lorm. nrark a b next to the besaLilem and r.nc\L lo
thc ccrling riem
2. Compute the number of points below the basal.
\. \,. n.. t L, -.or.-,^\ [o \. ..r,un I
On Lhe SrLFr',r) lntcrview FoIr, the scorc bo\
is locared ar the cnd ol LlT e subdomarn. on Lbe
P^rcnL/Caregn'er Rlting Form, the score borcs lot
Virrrlrnrl Il Chdl)t'(t 3
Chapter
all subclorrains lre locrtccLon the fronL p:rge ol
lhc Scor. R€porL. (\ote \ hen lhe Score Rcpon rs
det,rchcd lrom the rccokl boolild Lhe scole bo\es
r.. I ,; | ' 1 .. i Lr.
dctechcd, thc prgc \\,LLh thc scorc boxcs is the bacli
page ) ln the approprr.rLc scoLr bo:i. rccorcl rn Lhr
space labeJrd lren Belbrc &lsal the nunhcr ol Lhc
ilelll lujl Jr(]Io,r Lhe ircl'i1 mrrked lr. (ll rht' basal rterr
is iLcn1 l. \'rte 0 in the spicc.) TLren mllltipl) this
nutrbcr bl tl'o ancl rtcord Lhc rcsult rn Lhc bor on
3. Compuie the nrmber ofDK and/or missing items.
Fron thc itcnl mark€d I rlnollgh the ilem nrrlicd
r. corurt ihe number ol LLr:ns Lhat arc cithcr scoied
DI{ or-xre rlor scored Record lhis lornl ir lhe bo\
hbcLe.l DK and./or Nlissing Toral. l'or exerrplc, r1
onc it€m is mrrhr.l DK anal onc rtem is noL scorecL.
\ .. , .
tJran 2. then that subdomain crrlnot be score.l.
(When ii subdomarn catrnol bc scorcd because the
Lolil ol itcnrs scor'i:d DK or rot scored is lireiller
th:rn 2.1ou musL lollorv up Nrth Lhc respondent rcr
obtarn the rnlormation necdcd to rcsrorr DK rtems
or score lhose not scorecl, or proratc the subc rmain.
Prornti.g is dinllssed letcr in rhis chapler)
4. Compute the number of N/Os.
From Lhe itcnl nurkcd l) rhrough rhc irem mari{cd..
corLnt Lhc nunber ol iLens scored N/O and record
this tot:rl in thc bo\ labelcd N/O lblil '
5. Compute the sum of 2s and ls.
Frcm th. itcrn rn^rked b through lhe irem merlic.l .,
conryute the sum olscores orr itcnls scori'cl 2 or l.
ancl record the roral rn the box Iabclcd Sum ol2s
and ls.'
6. Calculal€ th€ subdomain raw score.
Surn rhe nul|ltrs Ln the four'boxcs ancl rccorcl the
total in rhc spacc lor the subcLdnain r^\\ scort
145
Figure l.l Subdomain raw saolei computed tor the Written Subdomain on the Survey lnterview Form for a child
aged 5 years. No basal was established, so ltem I becomes the basal ilem.

S+a.+ *.^
B&yL t).'*

Repo@ Oprion: 2- Usoally, I =Sometimesor Panially, 0= Neve., DK= Don't Know

7

d{r,r ii.s otr. 01 m,)r.lphib.t lllt.tr rs kn{ \

ird dntnrsuish$ them ironr numb.r. @ 1lt't b

2 Ro.o3n zr! o\vf fJrn. n print.d lord.

o r 0l,(
3

*
kl(,nlinrs Jr krrl l0
'" 1 ';"; ". r-j '.
printod lctrssoirh. rlt)hib.t
o.,(D,,
'
0qK
:'" " :: j" , ," ; r,r

Pr nls or wriles osn tirn rnd lan nrme from memory.

9 R.ids d €61 l0 wor.l, rloud
PritrG nr citr r0 s nrfl. \vod rioo ii.mory {ior cxnmpc, /r,t, hall,th.,.t..) t! ?

11 Rcr(ls slmj)|. sbrn s rldrd h

ltorn\ wilh *nr.na\.)lrhioc roIvo wo{lr).
s,

P,ints sinrde s.frcn.es oirhrceo, tou sods;fuy nrke

! n.ll.no6 in sp.l in8 or scnl{'n.. nr!.lrtrc. !l' 2 r 0

t:a. 13 P.ifts morc th.n 20 wod! Inm m.jmotu; nrav Drkc sn.llspelLingemtr

!1 r4 Rcads.nd undcur.nds ni.t ,ialol,,r cisr(ond-g,ndc .v.l s 2l 0

&tu Pulg lists oi$ords in ilph.b.lnrai o d.r 6 a1

Wik's sin)pl. .otrespondcfc. .n e.n rhrce scikrces ois
16
iu.^- , m F.......t I t\^1n..,...,.,-, -
*&
18
Relds,nl urde,slirds mnrc,ial oi?t icrniounh studc """r
Wrtls repofts, pape6, o' c$a,vs nt lcn5l onc paEc longi nay use complhr
I 21t
t9 Wrii.s.onrpl.tc Di lingand rcluin.ddr€sses on lettets or p..ka8c! .i,
& 20 R€Jdsiid !ndebtrnds nirer ilof il lcJst sl\th grrdc lele. * :10
21
Fd G or corccls o\vn !\riltcn 1!o.k bciore hi.difg il n 1idcrtrnrpl.,
210
che.ks pun.turlion,,pe ling, Bdnmir, cr..r
wlil.! rrllatrc.rl co(cs|)ondc.cc ar l.nst l0 scnl.nccs ong;
22 :1 1'
p 23 Rends trnd undefli.ds m.t€rinlor.t ci\ ninlh gnxle lcv.l
? 210
* 'i^lJlr''. $i l, l' o . o \i *
'r
\\ r .. F Fl F.. , flrr,., pl
| ,..\.r 1., . mnL use
'..r-.t
i
110

E -E
r*E
-E

a6 | Choptn J C.),r'.).:l;n{ pau nrr:t !}crrr d ,r.rq,, Yinelaud II

 t t;",0"0:fliJ:;il
' '
il"J::,::[j:::i-t:'|.the
written.subdomain on the parent/caresiver
nrrng war established, Rarins Form
cerrrng item. *u?r";"J".irll'|,"
so the last item in the

Reading and Writinc

tr
H
<)1\.t,,
|ji0lljl(
io:r(itm

: ir

.1 .r 1

I r,. 1. j I ,.. r.L i;

l0 | !.. ir. l,. .

ix :r ..,i. 1r!
1,2 '""..II (:"\r'rl

l, r'r, lr.r' (rr:' ':1r ri

'
o
o
o
o +ICrn* t
4+
+

o
o z5

o
KO
o
O -t.'
O.

li
 ra\ / scores comPUted for the Written Subdomain
on the Parent/'Caregiver Rating Form
-: .-u::= i.:- Subdomain
'" ' in the subdomain becomes the
i;;;i(\iiti{lcrn\\\itt($i\tlt\\$\1\l$11\\s\$J'item
ceiiing item,

Rc{otr.c Oplion5r i -, .r \i i,,.r.1 n,. .i l'.rir .rl:\,

Reading and Writing

ll
12

1.1
o
o
o
o
o
o
o
21
XO
)2 o
2l
O ffi
u.l

o---"'

+7
 l, or 0. The sleps in Figures 5.3 (Sune)
Computing Raw Scores for the are illustraied
'rte^tc\' I o-.n),rd Fiture f.4 (P- ct L/ar-.gj er
Maladaptlve Behavlor lndex Raiing Form).
This seciion describes lhe steps to comput€ the raw
score lor the three subscales o[ the optional Maladaptive
I. Compute the lnternalizing raw scorc.
Compute the sum ofscores on ilems scor€d 2 or L
Behavior lnde\ rvhen it is administered for an rndividual
For lhe SuFeI lniervrerv Form, record this total on
eged 3 or older (On the Par€n/Caregiver Rrling Fom1.
the record form in the box labeled Internalizing Rarv
the lnrernalizll]g, Externalizing. and Other subscales are
Score." For the Parent/Caregiver Raling Form, record
labeled Section A. Section B, and Section C, respecllvely)
the total in Lhe secrion labeled "Problem Behaviors.
,{ rav score lor a ma]adapti\,e subscale can be computed
in the box labeled "Secrion A Sum of2s and 1s."
onii, il every itcm within that subscrle has a scote of 2,

Figure 5.5 lntehalizin& Externalizin& Other, and MaladaPtive Behavior lndex iaw scores comPuted on the
survey lnteryiew Form {or a child ated 5 years

ffi,'
Rc4.ncOtrio.s: l= lsuallr I =Someiimes, 0= Newr

t.vp rd+endrRr i ., rl,n8lu..Irg!.r trhe.lorher., n\i{

dh.^ i..l n.is! tu bc tr dn
Arc d\ @,.
rlrerng(ifntrr6 tdeirmp.,.rs boirn or i! \.tlr
hortlt bo(L ov.i( rc @,'
hA ndluer n'qhh&'
l.x dt{p
dq! ! B,
n i.rlrie\ 'i'n e{npl., !.er$nrk,
r.rnr y norc or l{\i rhrn Np.1 n} his or hrr ){. @,,,
R.td!.\ b go k'nlror o,$.
ri. i!\ oi qt{ r or or Li)irbi..r.
bc.atrsooinI
@,.
L.!c,l!rn:i{trb.,rt0od! @r,
@,',
HApe,.)r.odr.rrl,ri!,ddi',.r..llo
*h.i sEak ii.rr&krn tt.
iL.oth!6
@''
e l! rd rir n...rfcron @"
l0
^!,
d! itr ir .i{r!), @"
E
t6t

h ln,ru siv. rh i!,,r6 ! rh.trrihinlLdri , O .

@" ,
&' 6!, t}l
lnrcnr oiilh nno,es rful es rrbse n .a

,o
@t

!,tr.ois d!totc.r i'n.i! M b !th(s @,

@,
k t)h) s ( rL
'
]{ir,.s vc f,tr.xin} t,, hir!, [{k, b(c!..k i
@'
@'
srr!.onritri$i,,3rriiA!ori.lr.mhrrrngqu.nn,d. Iprbln
,nr,\inplc, "\atr ( nr' o, "whd\ 1D1bi8 r..lfi'n3.i r.!r o.'' 1 @,
1O sohAos dtrpDqrdrlr ir rhr oq,nA.r otltr'

E
E
18 | Chaplcr 3 ecmiruting llaw g{oret 3n{, Obtainio{ Deri!€d t{si€s Vinelard lI
 Compute the Externalizing raw score. Caregrver Ratug Form, record Lhc roLxl in rhe box
Computc Lhe sum ol s.orcs on llents scorcd 2 or l. labeled Scction C Sunl ol2s and ]s '
For Lhe SuNe)' inler\.ieN Form, record fiis total in
4. Calculate the Maladaptive Behavior lndex
Lhc bor labeled Erternalizing Ran Score lor the
Pnrcnt/Caregiver Riting Form. recor.l the roral rn
,, L,,. -'"d..ro p., ..t l..rdt, For Ihe Sur\,e)' lntervicw Fonn. sunr the
lnternalizing, Exrenulizing, and Orher rlr, scores
3. Compute the Other raw score. and recold the roLal in rhe box labeled Nlaiaclapri|e
Comput€ th€ sum ol scores on ttems scored 2 or l Behrlior lndex Raw Score. locared ar the end ol
For thc Surret lnlervi€w Form, record this total in thc Other secLror, For the Paren/Caregiler Rerinq
the bo\ labelcd OLher RaN Score For rhe Paren/ Form, enrer rhc total in the box labeled _Problern
Behaviorc Rn$, Score '
Fiture 3.3, L!rlrrr.d

Rspo.p op.ioB: 2 = Lr allt

.o
o,
r 15.1ii(. ! r r qii,r., n.1l. r.r rl!,
o,
r\ r(, rh,i !, i!) L a\ ) ,[i.! trr r], rr rur \rr.rl r! .r
'o
o'
,o
lr.l.,h.nd i dtr.,.,) Ns nill 0r

.,fr. rr!..r r-r.* rhli orh A.r.D. ia,

'o
.o
r n\ {ri,.r. \lo,t lr!j.rl ro
ll,.,q)r.,1 ) q,h\ @,
@,
\ m n.r kn r,1 lrn a q or!.r
@,
\ r!.nr nftu or\irl
nonr
@'
ro. !s o, d!..i'r p.,\ rur.n t), @'
Llr nor.f. g x\ r,1\r)-, ntrrl @,
thc \.un. $.{ rr nn,

.E
-E
-?
lz)

'r..i , tit:1;:./:,;t ::...

\;rcLnd rl Chafl.r 3 t-.::a'.tt.rt,, ) ttaurat
.r...at .
lre
 Figure 5-4 S€ction a s€ciion & section c, and-probrem Behavrors raw scores
computed on the parenvcaregiyer
Rating Form lor a child aged 5 years

R6pol'r€ OptioE: 2=Often, 1=Somerimes, 0=N€ver

,
Arcids othe6 and prcfeG to be alone.
I
Has eating difficukies (for example, eals t@ fasl or ioo sl@ty, troards rood,
a
@ereats, refuses to eal, et .).
Hd, depdrfti. Llri6rfd eumpte {cepwall5. hds.requprr righh".@i,;A;
{gn'lkanrly mrcor lss tih ryprcatfor hts or h$ a@r.
5 Retusesnlo€o io $h@l d wo* b€.aure of tea,, teetings of rejection o;

6 ls dedy a.xioos or nevous. i

7 Cri$ o, laughs too easily. I
I Has poor eye co.tacr {rhat is, d@s not l@k ato, face ohets when 5peakinS or I
a9!"n t"! _,.
9 k sad for no clerr eaen. I
1 0 Avoids social inte.acrion I
11 Lacks en€By or inleBt in
?

?
2
a
lnteniionally di$b€ys and defies $ose in
I
4 Taunts, ieass, or bullies,
7
5 ls incdsiderate or ins€.ritive ro olhers.
I
6
?

It ph)5i@lly agg6s!!€ {for enmple,

I
a
,
9 Sals embaru$n8 thhS\ q asl's embd,a$in8 quedion, puOti. rior erimph,
"You'rc fdl," or"Whafstharbit ed ftin8on lour no*r").'n
I
10 Behav€s inapp.opiately at the wSing of othes.
I

I
2 Wetr H o. mustwer diapeB at nighr.
,
3 A.rs ov€dy famaliar with stranSe.s (d mmpte, hot& hand, hqs, siu on tap, etc.I ?

I
Hastic5 (that is, inwlunrary blinkin& hrirchin& head shaldn& etc_).
I

io I Ctdptdi Cotttpating Raw Scores afid Oht i.tiflg Oer,ved S<orcs tiine{and-II l1
Fitwe t,4, continued

R$pon* Option$ 2=Ofleo, 1= Sofretines, 0= Never

6 C,ind5lee$ durin8the day orniSht. a

7 Has a hrrd time payLn8Jncn on. a

I h nore active o. re3dess than othe6 of same a8e. a

9 U+5 school or wo* propen-! (ior example, leiephone lntemet acccse I

oflice supplies, etc.)ior unappoved peGonal purpose5.

11 Runs away (that c, is missinE lor24 hou6or lon8en.

12 h huanl from schoolor work.

13 lgnores or d@sn'l p.y afiention looiheu around hifr or her

1 4 U$s mo.ey o,8ifis lo "buy" a#ection.
1
: U*s alcohol or illegal druEs during the school or wolk day.

-,,j t
R6p()G Opfiors: 2=Often, 1= sometimes/ 0= Nevet S= Severe, M= Moderate

i9*'i-
1 Ensases in inapprop,iate sexuil behavior (ior example, expote5 self, masturbatet
in public, makes inp.oper *r!aladvancer elc.).
2 ls ob*$ed wirh objects or aciiviles (for example, constantly repeals words or I
ph€ses, ir pre@cupied wiih nechanical obj4h, etc.).
3 ExpB*s ihoughc thar do not make sense (for erample lalks about hearing I
sens deLlsional, et .).
voices,
4 has et,an8e habits or wayr (ior example, makes .epetirive ioi*s, t
o.ld hand movemenq elc.).
s Co.5islenlly pefets objds to peple (for example, pays moe attention
lo obi€ts than to peple, elc.).
6 Dasplays behavioN lh6t cau* injury to sell (for
bner *li tea6 al skii, etc.).
Desroy5 own or anolhe/s pos€$ions on p!rpo:e,

Uses bizare rpech {to. example, has conveRtlons

in ph.as€s or *nlences lhathave no meaning,

9 15 uflawareof what is happenins around him or her

in a "tog," sia16 blankly, elc.)-
l0 Rcks back and fdnh epeatedly.

11 h unusually fearfrloJ ordinary sou.ds, objeclt o,

12 Remedbe* odd infomation in delailyeats later

r5 ls unable rocumpletea no,malschoolor $orlday
chonic pa:n or fatiltue.
1 4 13 unable to (omplere a nomal s.huoi o, work day

Eneland lI Chaptet 3 Compuling Raw Scores and Obtaining Derived Scores lrt
Figure t-5 Front page of Detached Parenvcalegiver Rating Form s.ore RePolt

v'-*.M-an ParenVCaregiver
Rating Form Score Report
lndlvldual:
Chronological Age: l, - iL- ZO Assessment Date: Z - 1> M,
HrFhest Crade ComDleted:

Data from Other Tests: lntelligence:

Adaptive Behavior:

e r00i Acs tubL'lms 1lLn|br r?^rd. rtuludhi hn-irn a.\ Ptrbl,jli nA r i trrlrn ( riJ md. Dm! ot An$un
s.,.".. h. \" p,n d"",r-r.4 blt dttr(do.r$iM.d $.nvromnr lrt:iritu:Bvtrlro 'fu v trti p'mriion ';ulJrt
.rrt.pdbLtsh{ "ah'.
lr,hr.locDfl$r i! nor idld m trl fl hhll I|trorxnn sniland fraI h. rtr Pnfl'lr1t
'lhlrlPhobnlo

F$ ru{litri b$lhrs, &tu rcs r$l shr{ 4rt sNlhnd bad. artrL |r^.: \l\ 1jor4 17e6r cll bll fr. 300r2&)jN

PUBLISHIN6 I'rdunNunrtr rlLrll

52 t chaptzr 3 Computing Rsw Scores and obtaining Derived Scores Vineland II

i
 Table 3,1 Summary lnstructions tor Obtaining Derived
Completing the Score Report Scores lrom Tables in Appendixes B and c
_h;i
scalron llhLnratcs thc sLeps necessarl'to complete Derived Scoi€s Table
:.J Srore Repon ol borh tlre 5Lln.) lntervre{'Form lnd ! t.. c !r!r.! nn r(Jt)ln. I
::: P.ucnL/C.rregr|eI RaLrng Fonn loprci arc organi:.d b.hr! or n'lroi[.s l]ig. lrr
:.:,.oordi Lc \ilh rhc rctlr:tL scqucncc olconplelrng St.rn(l.r ( qo(s riv iditlrv. lj l
. : m.:h\ r.Lual-s repol. lrorn enLcrng Lhc indiliduals bchdr or.lomi n! Pige I rt)

rr n r' . ' r.:p rr'\'c Sl.rnd.r. r.orc rorA.npri\t ll2

ol the dolrarn and subclomaLn scorcs &hivioConr)osilc P.r!..r10
-.,:rpln.ons
l..r .r lull clescrprion ol thc qpes ol scores used on Lhe
:r:l.r:rd 11 Sun c1' lLrms :rn.L horv to inlerpre r th.m.
:- rr lo Ch.Lptcr'l Cofr {1.f.! nre rr \ ror C.l
5ub.lom.. ! s.Jl.,5ro !\
C*ver Paqe Corrrlofc. irl.^i s ntr C2
. r thr SrLr\'r) llllcruc$, I-ornl, thc co\.r oJ lhc n,Nl,tr(ls.oA lor in.pL \. Png..lil
-.-i.:.h.iblr +-pug. Scorc Reporl pro\idcs spice for \c lrdrnvitr C.nrpo\il.l
/\(l.rt)t
: -.rjfclin!i rhc in.h\'iclu^Ls name. .hronological r8e.
\.rlio.i r{{orl l. rn.ls C l
: .r..t (il .rppLicable). .rnd hi,thcsl gracle complctc.l (il .r xlni. n.s id ndip {r erg!:i.l
_jrirciblc): the rsscssnenr .:lute, the ri'spondenl: neme:
. . I i,rj ..rt)riv. Ln ulntr aon|os l.
,
.. : r rrorcLecL on rhe iront cor cr ol the rccord booLlct, c.l
.rlipl \c brhrv.i domi ns P.go:5:l
- r:.r in{ r1 on Lhc Scorc RrporL aLlor s 1ou to dttach
: . Sc,.rc RcporL lrorn thc rccord bcthlct ancL lile it
..''^r' .1. '. r'.I ''rii\'
:.::inq lifm, thc co\ rr ol lbe Score Rcpofl pro\ idcs
.:'.i.. lor rccordinlli.ientrlying nrformirtr,.n as lell ,rs
. :ii|ullr1q:rnd rccordinllsrLb.lomrin r;lw scorcj (see
Figu.e 5.5) Thr. drsign climinatcs Lhc nced lor score Conr.lef.! irn. !i ! br
:,t. rn fic rccorcl bookl:t r here thcy mal conlusc
_ ii.nr.Llr rrr.givers complcung Lhe lbrm
Mnlndipt\e ld. ! kt C7
Mn ndit)trc B. rvio ltl.r
Scare Sunmsry Page PnBe.li6

5ubdomain and Domain Scores

:: s s.ction ol the Score SunlmxD Pagc ProvLclcs space Somc scorcs aliilable onl,v lor subdclmans amL
^rc
: r rurrdrng rl1 ol thc dc rilcd scorcs corresponding orhers onl) lor donuins Ce11s al(: sh.rcLecl dark 9a1 Lrr
: :hc sLrbdonrarns. don.rins. and AclaPlLlc BeL)a\'ior lndicrlc that :r scorc is noL iiLrlc lhrt Lhc boxes
^\.il,ible scorcs corrcsponcl
- ..1rposLte Tllc cLeriled s.ores are arrinlled on Ll1e Score lor Lhc Aclipti\'e Behavror Composrtc
: .irm.1rl page ln thc order olcommon use, $'ith the ro rhc colurnn headings in dns seclion. and that aLl lhe
..Icr ) . . r.,o' ..r. rlcr'tr rtr r' cleri\'ed scores rhat c.n be obtain€d lor the domarns cill
: nbtlrLllrng these derived scores are prescntccL belorv in
:' .1.' . "'. .n , tl.c d.t't . B.\'\" aUr ^'
: : r.;Lmc order. Table 5,1 pmricles a sunnrry ol lhese Nloreoler, nore thrt wl,en;L headLng ill the Subdomair
xnd Domain Scores scction corresponds t\.rct\ to ;1
' '-.ng rr\e\1.t,d,-r\. B.l . ,or tl.''. '.
(c g., ConlicLence lnL€r\3l) the instructlons below
ippl) -%
!o thc nrrlx.L^pri\e section as Nell. Figure 3.6
rlrJ. ror It,l '_e<; to,*c

\ irrhd ll ChaPtn 3
Fig!re 3.6 score Summary page

Dr,o 19",5-1 .",

VINETAND-II SCORE SUMMARY
STRENCTHS and
WEAKNESSES
SUBDOMAIN/ Slandard
9a%
Conf, ',l,il€
Adapiilr tquila-
As" Scor€ S(lrength)

DOMAIN S.nr€ Inl"!!:l RinL ler.l lcnl \li.im Medta," w(erlnes)

,''
,

n -3'

Community
lCr'

.1
Relationshiln

PLay and Leis!rcllme

Coping Skills

3A +,

3t

lumof Domaio
I-
strndards.o,ds -r;1 |
b.1.Ltii th. nvlian
Adaptivc Bchavioi Composite 93 e1 z, a'I* )

909i
Rnw v-S.ale Coni.
s.nr. s.ore lnlew.l Level

- Mcd.n < l0
lflcr a /in8 5ubdomain Stie.grht
ExternalizlnB

Itemsl(ll( rrl ilcn\{tfdl.r ,rxl nrlrrl.llrrr.!. il!

l.: 2 1, 4 ; t,. 7 iJ 9. l0' ll 12 ll I'l ,

ita I Chalitr J
Raw Scorc. RIN scores ,1pp1) onlt to sub.iomarns .lnd
:..rladeptile behaliorsubjcxlcs. lb lacrlirete xccuraLe
'
.rsl,rr of rhe sulxlol11air r:Lrv scores. Lhe subclomains
ir:.1 donains are presente.l irr the slme order,rs rhe)'
i:rrr..rr \,ilhin Ihe re.ord lbrm rn.l on dre lrcnL cover of
::i. Pirenr/Caregiler RrLing fc)mr Score Repon. Transler
..or. l.n t.' b-l m. t -"'-
'. \ ilocrLcd in Lhe recold Iorm or on rhc colcr prgc ol
r: scorc Repor0 thc appropriate bo\ rn the colLrmn
: Lo
.. tle.l Ra!\.S.orr.'
i r ilr rniladeptL\e subscrlles. Lnnsler lhc Inlernillizll1S.
::r'rr.rhzin!1. and \lala.lapti\.d Bcha\ior lnde\ mN scores
, :hr approprieLe bo\es in the colrlln labelcd R.\r
:.rr:. As dcscribcd prt\rous\i on d1c Parenl,/C.Lrcgi\ e I
:.:imr l:orn thcsc scalcs,rrc labcled Sectron ,\. seclion B,
i:.l l)f(rblem Bchaviors fxw scores, rcspccri\'el)i
r-Scale Scorc. Lach subd,rmiin ind nrhclaptr|e
_-.r.1\
ior sllbscrlc rav scorc hrs a co[espoLrdu'I8 l, scaie
.-.,:,: \orm: tabies lor thc subclonrain r,-scalc scorcs ate
'r'riclr.l lor 9+ agc rrngcs, each occrLp),ing a pagt o[
:rrl. B I in AppendL\ B \onts L:rblcs lor the rna]a.laptiYt
- ::-r\ ior 1 sc.rlc scor es rr. pl.)\ i.lccL lor lLYe egc r .uges
_
' T.-Jrl. B.3 The age rirnge rcpnsentcd b1 each palle rs
:r: irrld rn thc top lelt conrer ol the prge
.. obriin lh€ \.scalc scorc lor tach subdom.rin. firsL
'..r1. the pige 01 Tible B.1 thaL corresponds to the
',ll\icLuxl! (hronoLogical aElc find thc indn idu^l!
:-:bdomln ra\\,scorc in Lhe column lir that subdomrin.
....lal ircross tl1€ ro\!'ro obt.un Lhc corresponding r'-scr1e
i,.rr. .rnc[ record ir in Lhe approPriNle box in ihe
- rirLnn labcled ! Sc;rle Scor.. Rcpext ihis procechue
:-,r each subdonain lher1, repe:rt thc proccclure lor
::i. naladaptilc behr\ior ri$ scores (lntcrnalizing.
: \ i.nl;rliu rng, lncl \,lala.lapii\ e Beluvior lndex), using
: i. .rgc-appropri.rt. page ol Table B.3.
Motor Skills Domain: Gross and Frnc lloLor
sLlbdomain v'sca1e scores are supplied I;r in.lividuals
bdNlcen the iges olblrih lnd 6:t I and between the
igrs ol50 and 90 For indilidurLs between the ages ol
; ind 21. an esLimared \,-scale scoi: can be obtained
by using Lhe v-scaLe conversion tabl€ contspondin€i
r., Lhe 6:9 through 6:11 age range Iror individuals
bctrvcen the ages ol 22 and 49, rn €stimat€d v-scale
eol'rr.
.^r..dr\ ob..r grhr
Lablc corr€spondtng to lhe 50 throllgh 54 age range.
5ee Clupt€r'1 lor i cliscussion ol the xpplopriate rLse
ol Ihese estimatcd Nlolor Skills Domait scolts.
Standard Score. Standard scol:s are prorided for the
,L.rn.rins and the AdapLi\c Behayror Composile For
\ ineland It Cho[t't:r.9
each donain. compute rhe sum ol its subdomain 1' scrlc
scores and record ir on lhe line labcled Sum FincL
thc stirnderd score corrcspondrng to thjs sum ol \ scalc
scores bl usrng Teblc 8.2 in Appendi\ B. Frrld Lhe pnge
o{ Iable 8.2 lorLhe rrclilLclualls chrorlc,logical rqc, und
lollot thc same procedure clcscribed abole rn thc r'-scalc
t score sechon to obtain thc standarcl scorc.
lo obtaLn the,\.laprrYe DehevLor ComposrLe. ILrst,
conrpure the sum ol lhc clomain stanclard scorcs and
record lhis tor;Ll in the boi.labcLed Sun ol llonain
Stardlrd Scores, locatcd jusL brlow dre Subdonrirl
an.l DomaLn Scores teble for rndiricluals egccl birLh
lhrough 6 11. sum thc domarn scores lor aillrnu adaptLrt
behr\ ior domains. For inclniduals rged 7:tl and ,rlclcr,
sun rhe Comrnunrca on. Dail) I r\rng Skills. ancl
Socrr|zalion douein scores. (llo not inclrjde Ihc \loFr'
Skrlls Dom^in score ar lg.s 7 rnd older.) lher, usc lable
lJ2 ro converL thc sum ol domain strndrrd scorcs Lo Lhc
A.lipnle Beha|ior Composne srander.l srorc Recor.l thal
laluc in lhe xPproPrjaL. ]ror ir rhe ro\r'labeled Aclaptr\ e
Bchalior Compr)sire.'
Conf. Interval. ConljdcDce inrerrals shoulcL bc
-% lor v scalc scorcs an(L slllnclarclscores I hrce
reportcd
lelels ol conIdcncc arc proyr.Le.l: 35 percent, 90 ferccnl.
;u1cl g5 perccnt Belirre conlplcting this colrilnr. chr)osc
crne ol these Lhree conlidence lelcls and recorLl thal \riLrt
rr1 bhnli space rt fic top ol lhe colunrn For mosl
rhc
purposcs the xutlmrs reconnncnd using the 90 perreni
conliclencc 1e!e1. Appendiri C prolrdcs thc nlll1ldric:rl
\alues used t,:r consuuct conlidence rrnerr:rls Usc Tabie
C L krr subdomiin 1, scalc scorcs. lrble C 2 lor domain
and Adaptl\,c Beha|roL Colnposite sLirndard scores, ancl
Table C 6 lor maladapue bcha\ior r scal. sc.rr.s. Io us.
rhese rables, lirsl locare Ihe age rheL c..rresponds Lo the
ndiliduels chronologicrL.rge. l hen, read acros. the ro\\'
ro Jind the conlLdence'inteNel \'aLLLe lor thar domain or
subdomain and conlidence lel.el. Rccord the velue in
the lorver corner ol lhe appropriatr bo\ in the collLn
labeled % Conl. lnter\'al, ne{ to rh€ '+/' s)'lnboL.
Rep€at this procedure lor e:rch subdomaLn. maladaptLlc
subscele, dornain, and the Adxpti\'e lleha\.ior Composite.
For con\enience, thc valnrs corrcsponcling to the
90 percent conlidencr lclel arc pnntcd at Ihe bortom
oi edch page ol fie norm tables lor subdoLn^rn ancL
maladaptive behavlor r scrle scores
Next. subrract the conldence inter\.al raluc lrom each
v-scale score or sLandirrcLscore to obrarn the lorvcr end ol
rhat confidence inien'al. dnd add lhe va] e to th€ score to
obraln the uppcr cnd o[ the interla]. \liiie the rnterlrl.
as a range, in rhe approprirte bo\ rn rhe column labckd
'_% Conf Interval \ot€ thrt $ hiche\'cr ol the lhree
155

confidence le\'els is chosen. rhe same level should be
used lor alLsubdomerns and donuins.
%ile Rank. Pe!:enLile ranks are provided lor domain
standard scolts erld the Adaptive Behavior Composite.
Becausc the relationship betrveen percentile ranks and
stendald scores ls th€ same lor every age group and
o rll dol r-. crlp.\a"fl\eBe\r|orConfo>le
you can refer to;ust one rable. fable C 3, Io lind
rhe percentile rank corresponding to each slandard
- ore . - .l.carc h rrd rJ""ls JanJdro..o.. rr
the table Then. read across the row to lhe column
labeled Percentile Rank." and record this value in the
appropri|re box in Ihe column lebeied '%iie Rank.'
Repeat rhe procedure lor each domain and the Adaptiye
Behavior Composite.
Adaptive l-€vel. Adaptile levels provide a means
1o describe an individuals perlonnance usrng terms
rhat are nearly universal. The Vineland 1l defines five
adaptive levels for subdomain and domain scoles and
the Adaptive Behavior Composite: Lo\rr'. Moderaiely Loiv,
Adequate, Moderately lligh, and High Use Table C.4
to clelermine lhe adaptive level corresponding ro each
r' scele score and sLandard score. ldenlify Lhe score range
that includes iilc indi\.idu^l! subdomain or domain
score, and record the adaptive level that corresponds to
rhar range in rhe appropriate box in the column labeled
A.laptile Lelel.'
Maladaptive Level. The maladaptive subscales
rnd ihe N{aladaptrve Behavror Index use a different
-r)srem lor describing an incliYiduals maladaptive
p I n.n.clerel: cor 'r.ringJrrhreeLdregofle,
-\'€rage. Elevated, and Clinically Signilicant. Use Table
C 7 to obtain the maladaptive l€\'el that corresponds
to each maladaptive v-scale score On the maladaptive
beha\'ior section ol Lhe Score Summaly page. record
rhe maladaptile level in the appropriate box in the
column labeled Level. '
Age Equivalent. The age equivalent ola subdomain ra$'
i ore repre cn ) ll e dte r w\rc\ '\.rl s.ore 5 r\' -g
Because age equivalenLs correspond to ra\r, scores, rirhich
are computed for subdomains onli', age equiva]ents are
not given for domains. To obtain the age equilaLent
corresponding lo a subdomain raw score, use Table C 5.
Scan down the coiumn for a given subdomain until you
lind ihe individual! subdomain raw score, and read
across the rcw to the value in the age equivalent column.
Record that value in ihe appropri:lte box in rhe column
labeled Age Equivalent. Repeat ihis procedure lor each
5s I Chalter 3 {&Erpulint t?r11, 5{*{e1 .*d *ttl&,$iqg ,eri!,ecl s{liree
.i
'l
Stanine. The linal derived score included in the
Subdomain and Domain Scores table is the stanine. Use
table C.3, also usecl to obtain percenlile ranks, to lind
Ihe stanine that corresponds to each domain stendald
score and the Adapti\.e Beha\.ior Composite. In the table!
standard score column, locate rhe value that corresponds
to ihe indiuduals slandard scores Read across the row
to the column labeled 'Stanine and record that value
in lhe appropriate bor in the column labeled Sranine"
on lhe Score Summart page. Repear rhis procedure lor
each domain standard score and the Adaptive Behavior
Composite sundard score.
Maladaptive Behavior Clitical ltems
In Ihe area ofthe Score Summarl'page labeled
"Maladaptive Behavior Crirical hems.' circle rhe irem
number ofeach item thal was scored 2 or "1" on the
Maladapti\€ Behavior Critical lrems section ol the Surle)
Inlerview Recold Form. ll the Parent/Caregiver Raring
form used. crrcle the item number o[ cach item thal
"r'rs _l" on Problem Behayiors Section D.
was scored'2" or
Addirionally, lor each item circied, circle "S (severe) or
.M" (moder:lle) to indicaie rhe severity ol
lhe behalior
Strengths and Weaknesses
Thls section olthe Score Summary page alloNs you
to evaluate an individual strengths and weaknesses by'
compa ng his or h€r performance on subdomains $'ithLn
a domain. and by compadng his or her perlormance on
each domain with that on each ofthe oiher domains. in
general, three steps are required to deiermine strengths
and rveaknesses: conputing the individual! median
score either olthe subdomain v-scale scores within e
domain, or ofthe domain standard scores; subtracting
the median lrom each o[ the subdomain r,-sca]e scores r..:
domain standard scores); and comparing the dilferenc:.
to the siandards established lor subdomain and dom'r:r
slrenSths and weaknesses, $'hich are described in the !:-
section below the Strengths and Weaknesses iable on i:a
Score Summary page.
Calculating the Median Score. Order the
subdomain r, scale scores rvithin a domain (or thr
domain standard scores) lrom smallest to larg€.r
Ne.li. detennine the median. Use the process
described below that corresponds to the nurnbe: -'
ordered scores.
a When two scores are used (e.g., lvhen com:::r::
\e Lr-os,and Iroe Moror>kill.5rbJom,ln.. : .
median is determined by summing the t\! rr s:-_::i
and dividing the sum by two
\ in.iaco li
 \\h.n thrce scores fle rised, the medirr is the srores lcl subcLornair r scale scorcs ,\ graphic LlisPLr)
rnrckile score. olscorcs proYicles a snapshoL ol.rn rndirrclurls 1e!e1 ,rl
dclapiiYe luncironing and is a uselul \';r) Lo dcpicL.ur
\\ - IiJur !cor€5.' , I lt . lndnidual:s luncrionrl as:ers ind Lirh.its \1orro\'cr.ln
.al.rLlalrd b) sLrmmin!1thc rmddlt lvLr 5corcs and
rn.li\ iduirl-s graphlcal score prolile ma1 bc comparccL to
cLrliding rhe sum b\ t\o protorlpical prollcs lron clinic.rl groups as .r mcLhod t.'
\.r iprce js pro\ idcd on thc Score Sunmrry prge l,rr impro\ c classilicNrion
!.mDLrrirlg Lhc ln.dian ll r1cccssarl: rlsc scrrLch papcr
.r rhLr $'hiLe s-!l:rce to meke thc calculation Repert Completing the Score Profiles
rl.rs )rocess lor r:tch sel ols,rb.lomains an.l krr The Score Prohle page c(rnlains n\r) prolilei: Lhc Dolnain
tf r:loueins. -lhe
: Scolt PruliLe lrncl rhe Subdom^rn Sco-e prolile
1,rll)rrLng scciiors clcL:ril thc ncccss.rr; sleps ro corllplcr.
cornputing Differences. Usc thc column lilbcled
crch trolilc Figure 3.7 and 1.8 illusrrxrc complcrcd
:.o!. \linus \lediin ro rcrord the dillcrencc o1 D.rnlarn S.ot incl Subclomarn Scorc Prohlcs. rrspccLncll
.rch srbclomarn r scrle score (or domain strtndarci
..olc) liom the mcdiln For subdomeins, subtircl Domain Score Profilc
:.rr rlccliln \ scelc scorc lor Llut domaLn liom each I Fronl rhe Score SuDnrury pagc, Lranslcr rhc
:-i'rrl,: uin ! scale scor..:rnd r.cord each chittrencc inch\idull! domiin rncl.\daptL|t Brhauor
. 1.rot - \ ! -o' r l. r"o rr, C.:rmposire srlndiud icLrrcs and con{idencc er\ ali i
-. b , .r l' .d J,r... ro the rpfroprLatr lLne in the conecl columu on the
.::lil,:hrd score lrom cach domri1r sLafclird s.ore Score l\olile page
'.r' I n1l -." ,,r.,'.1
r)! ') on thc approprialr line
ComposLte. placc a mrrli .orrcsponding to thc
Strength or Weakness. A sulrdorrnirr is consrclerecl ''' '.d '. J. ' .3.
'!' r. ,. I rl '.. grlph linc.
.:Jrlrr Lhrn oI e.rrLal to +2 Srrnjlarl)r a suDdotlditr L Place e mark correstondLng o c:rch crd ol thr
: .Lrn,(iclcrcd a \'eilkness il the dillcrencc hon thc
.onli.lcn.. inrfl\il
rncl drrken rn Lhr :rrc,r oi
r:r:Crin is less th:rn or ecturl lo 2 (e I , :I dillerence rhc lin€ beL$cen thc L\\o cncls ol Ihe con1L.L.nc.
'' '' \ \dor
'ri"'
-,,r-.-:.ltrc.l r sLrcngrh il thc dillircncc lrcm the
:i:.'dr:rn is greaLer Lban or €qual to +10. Sirrilerl)t a Subdomain Score Pro{ile
,lol,tdi,r rs consil:lrred e \leakness iI thc dillcrence lron] l. From rhe Scorc SrLmmaD D^qe, trenslar the
:hJ mcdian is lcss th:rn or equirl Io i0. on lhe Score indirrclual! subclom.nrl r.scalc scorcs and
:-innary pagc. mark an S Lrr Strcnglh or mark I \l' conljdencc inrcrrals lo rhc approprLatr: l re in
:.rr- \\rakncss on the |ppropriatc linc in Lhe colunn Lhc corrict c.tumn or1 tJre Scorc lrohle pagc
'.r; '\' 'l r I 'un I
2 for erch subdon.rn. plice a marli eorri:sponding
!.'r rdomrin js ncither a strcngLll nor a Neakness, lea\€ ro lhc oblainc.l r,-sc^lc score on thc afpropnrtr
: . line blanl(. graph Lne

Sr:r:: l>rn{i!e Fag* 3 Piace an:rrk corrcspondlng to each encL ol the

conhclencc rnrerlal ard dlr[cn the erca ol th. Iinc
:. >.ore Prohlt prge ol the Scorc Repot a11ol's yon berNecn rhe nvo encis r)l lhc confidence inter\.a1.
-r..ohic.rlll rlisplal an inch\idual:.lonxjn stan.l:rr.l

. ,,,l.,rtl ll tthapttr 3 t57

Figure 3.7 Conpleted Domain Score Profile

Domair Score Prolile

e6 ab-e+

: L44Z
I,",
ffi*ee
lGltGr.
rll
a k *1.
,t,ti,Ltl,l,t,it|ll ,t,,1
l ll
I I I

Figule 3.8 Completed Subdomain Score Profile

Subdomain Score Profile

. 9c$

I JL ElA
I
n
:
_,4-&!9
t- Eab

I L ]2:9
: -!L.9:!
xre
w
m -LP:&

m
w
-LE7b
-L 9:E
|L4:t9
16 t7 13 19 m21 72 13 rt

58 | Chabtet 3 Computing Raw Scores and Obtaining Derived Scores Vinelaad II

I
Pairwise Conparisons Page
The Pairwise Comparisons page. the last page ol the
Score Reporr. allo$'s you to make statistjcal analyses o[
lhe score diflerences betrveen pairs ol subdomains and
:.rirs ol domains, including wherher the dil{erenccs
:re sraristically significant and rvhether they occurred
:nlrequently in rhe srandardizalion sample.
?.Linvise comparisons can be conducted three $'ays:
rr comparing domain standard scores (lor example,
:.mparing Communication and Socializ^tion scores);
- . rr1 ;nr g,.lbd. . or. .
', tlrr o
-.,Inain (lor exanple, comparing Personal and Dom€stic
!i.rres \\'ithin the Daily LNing Skills Domain); and by
:.mparing subdomain \, scale scores across domains
:or erample, companng the Expressive score lrom the
:.rmmunicatron Domain wrth the Coping Skllls score
-,jnr rhe Socialization Domain)
Domain Painruise Comparisons
,-.rr individuals wbo \vere assessed on three domains
:nmmunication, Daily Living Skills, and Socializaiion).
::ree domain pair\|'ise comparisons are possib]e For
:. .rrdu"l' r' 'o $F . d- ..q. d o r d 'otrJor.rr ,
.:\ donuin painvise comparisons are possible. Piease
:..r: rhat admininrallon of rhe Votor Skills Domein is
::ir.rnal lor individuals beLween the ages of 7 and 49.
\ inel;rnd II Chapto 3 l,,,t t?tttit
Il the Motor Skills Domain was adminLstered lor en
individual between the ages o[ 7 and 49 and in estimared
standard score was obLained, do riot use rhe N,lotor Skills
Donuin in the compadsons.
Subdomain Pairwise Comparisons
Subdomain pair\rise comparisons compare lhe ! scale
scores ol subdomains wrLhin a domiin. Additionally, Lhe
user may compare the v scale scores ol subclon,ains lron,
dillerent domalns. Listed in rhis section are live across-
domain comparisons that may provide meaninglul
rnformation about related areas ol fincrioning
Additionai space js provided in Ihe across clornain
secLion to lvrite in oiher ircross domain subdomxin
comparisons. es desired
Completing the Pairwise Comparisons Page
The loilowing sections descrlbe ihe steps lor compleiing
pernvise comparisons. The seciions ere organized to
,o rrJc ' tl th o'n l-.-drlrrth. P.rn,.,
Comparisons page Follorv these steps to complete both
dor "r p"r-" .c .^rrl ;n or s and r , r l r rr r>p
'uhdo
comparisons, wh€Iher within domain or across-domains.
/S." Fiture f.9 lor .rs-rmp'c.or p-eredP'.r*r.e
Companson page )
?, Xav': .i.etrt efid {}rta,*$1t; t}rti\'.4 at.*'. | \9
Figure 5.9 Cornpleted Pailsise Compadson pag€ for a child .ted 5 years 4 lnonths

VINETAND_II PAIRWISE COMPARISONS

Domeln com
Daily Living Skilk tb
Daily L'vins Stills

Oaily LivinS 5kills

subdonalD corr

lnte.pe.sonal Relationships

lnielpeBonal Relation5hips

I
l6
i
Selecled Acro$-Dornaln :
subdoDaln i
it
CopingSkilk
iI
I

25

60 | Chaptcr 3 Computing Raw Scores and Obtaining Derived Scores Vinela -II
 Standard Score or r-Scale Scote. :. :-...,..: -r:i: FLrr rl,rntlrn conp:r\sorrs. crtcr lrblc D I arcl loc: e rh.
LLril- t-ritiLr:1s rla.
r'':',
..r,.t..t..,
..i..:,'r:,.,i irrrii l..r.t.11 I
!Qi. Srorr. (lor

- .. : . r.i.rd lh. .rpl)Jo|nerr scorc lor tht dom:rn

'/r"
.. .,iort.ur: Lo iLs left (scc Figure j.9): rhc lourilt
{, r.qurl rI Lhc veluc rn rhc r.rblt Lhcrt rhc
,ijrrritrr thrn
drJlcrcncc rs srrniIcant ]t.ro(l.r rhccli
.:::r:s Lr..d lo r..ord thc,rppioprrrr. rDrrk |r thf
scor.. lor rbr ipt)r.|rirrc bo\ lI rhc.o Lrrrn hbclccl Srnl Srgn
i:ir ni nrb.ln:I:In ro ir5 r.ighl Irronr thc Srorr Lc\i.1.
. ll Lhc rllcr.ent rs rirrr sigrrhcrLnr,l*vr- rhc
:::r.rrr p.r.$ Li]nslcf (h. lrdr\ i.lu:Ll! 1 sc.ric ,,,.i,,,fr,),-'
scorr\ l''.r''
IL, slLbcion rn conrp:irisors.loL,:lle
rr .iolnJir .ornlrr is,.rrj r|.i I
th. |.rn ol Trbl. D l
- -.nnt.tLJt !t)mt):lllsL)its
n:.rlc s.orcs lor Lhe '..

.- :ii ri)nrbol ii)r >(rsgrc.rlcr thin).<(r. l.sjlhrn)irr

= : t(iri.1i tol lo rr(ii.,ric r hcrher rlrr: scorc rrcorclrd ro '.1
.lr {r1 1 tLj .olulrrr rs Lr.llcr thin. l.ss I har. or .qu:rl
) , : l.....
c .rr . hL ,rrJc inr.rsecliof )n rh. shrrlL:cl iuc.r bclo\\ Lhc ch.re ril ol
iiand.rd Score Diffcrence or v-Scalc Score ,.
)iffcrence. ComNLl. thc ciillcrcr:cc b,:Lrrctr rhc

1,,,r,....
- -,rhrnn hbclc.cl Sr.1nda,ci Scor.L.Dillcrcncc 0or
r..1.,..,.:
'::rr romilrin)ns).r r,Sr:rb 5corc Dillrrr.nce ([]f ,, ., .,.,,.,
'..|Ijn rornp:tis(,lls) CorrpL!c tht drJlcrcrcr lor
- : ronrp:rrsor bcri.l midc I requcno ol Dillcrence. , I n
taristical Signilicance. Thc ncrL stcp rs Lo cr:rlurtc .1..,
:- ii.rl rlr.rlsi!ni|cenc. oi rht clillercncc compuLccl ' . Ji. ,.l r'
r : rr fr.rjous it.p lrirsr chooscc|hdrrh.0lie\rl I "/ , ,.1 .D,
': r rlI lcvrl. Thc lcrcl choscn sh,:uklbc rppliccl
For clornirrnsl:ornDrdso!]s, c\.ic\\.lib]c D 2 ar.l locftc
. iilibsequi.nl .o|rplrrj(r s. rorh clorrarn.tncl l":
'....lr.r:f tn tfc.{rlunrn laLelcd SraL Srqn lcrel . .,.^,.t., .: r.r '
- ,u
_ / LJ : l\.1 \
\r . ,.1 .D ... ,,. r
, '''.] ,
.. 1.. .... , i
.
o,i .i .,. t.. ...i ..
',
' Lrl ur; .i..r
.t .. ._r r. i. I (r .J
' '" :
,.. ..
. :
,, r.c lomDirisolrs cln be ma(lc, thc
''i t. , . 't..
plob.rbrlilv ol rn!, n r-r)rLLl [rr!l rtD c]|]r.r
..:.1,..'
: .r1,. .r, .i .ii .1,.. .. l'or subclonains. relre\ txbl. D 4 ard locrLc
. ,.b\....
Lhc

-..Jd lor siirlsLrcil srgrrlicrncc

I.
iL ritc |= tlt ln.l rll
l'l"r',:\
.,., .9
..i rllcr In;lliinlltbcBonlcrortnr corrtjcLrou krr l5 , . , r , ,! ,,. .
::i.r'ison: Srgri|clncr \.rlues wlll.hrng..lcpcrcllng \ailic
J, :,.
o1 rhc,:iillcrcrcc rccorcl.d lor rhrL.ortpafjiln. R.]d
:r:.. rlLLmbcr ol romperisons Thc rurhors rrcornrencl
:-.t Lrbl. D i fur l0 conp:rrisons or mor-ei lor lc\cr
- ill liblc D.l is rccorn cn.le(1.
I r.- i...,'
, . :' ''
| ,.., ri.r .,r
- L !l
t t., I :.,...,r,.,,....,..,.,r
:
''... dr. ln . .,r.u Lu,ll , .,

L.i:,r,rl lI Clttl't, t t
6l
Prorating
Someiimes a subdomain raw score cannot be computed
b, . au.e n^-e \dn luo ilem< rr rl e *ere
'ubdomam
assigned a score ol DK (Doni Know) or were nor scored.
In such a case. the examiner should arrempr ro obrain
the missing inlormation by conracring the respondenr.
ln lhe rare situation where it is impossible to score the
missing items. ifthe unscorable subdomain is pan ol
a domain having three subdomains and the orher rwo
subdomains have valid scores, the domain score may be
estimated through prorating. Prorating is not permitted
if the entire lorm contains more than one unscorable
subdomain. Also, prorating is not permitted for the
Motor Skills Domain, or the other domains at ages
where only two subdomains are administered.
62 | Chafter 3 Compltint Raw sco(es and Obtaining Derived s{or€s
The procedure for proraling is ro compure rhe sum ol
lhe r-scale scores on rhe two valid subdomains ol the
domain, and multiply rhar sum by 1.5 (rounding up)
to obtain the prorated sum o[ v,scale scores lor the
domain. Then proceed in rhe normai lashion io converr
that sum ro ihe various derived scores. and include the
prorated domain score when compuling rhe Adaprive
Behavior Composire.
Mark P on ihe Score Summary page next to lhe
resuhing domain standard score and the Adaprir.e
Behavior Composire standard score to indicare that
they were prorared
Do not use the prorated domain score in any analyses
of strengths and weaknesses or significant differences.
When idenrifying domain srrengths and weaknesses, use
as a reference point rhe median score on rhe domains rhat
are not prorated
Vireland rI
 lnterpreting
Performance
{lter obtaining an individual! prolile olstandard scores
on the Survey lnierliew Form or Parent/Caregi\.er Raling
Forn, the examiner shoulcL sysrematically int€rpreL
rhe scores This chapier oliers a step-by-step approach
to inL€rpr€Iing global aclaptive lunciioning as \vell as
nore specilic adaptiYe lunctioning in the domarns and
subdomains. lt includes:
describing the sundard scores in lerms oftheir
.o oe r.e rr. r.al. -rnd t'a_.. rr g
r. rr ,rto
other metrics (such as percenLiLe ranks) to laciliiate
.'r r.rLni.dlnr\\r''prr.rr.urolher.'eg. r.
idemifying the indi\'idual\ strengths and r,r'eaknesses
bodl wilh respect to others ol tl,e same age and
relaii\'e to the individuals orvn overall level ol
adaptive lunctioning
For a complete descrrption ofdomain and subdomarn
cc'nLent, see Table 2.1 Chapter 5 conlinues the
rntcrpretive process by discussing the score patterns and
profiles consistenr with various disabilities and disorders.
Vineland-ll Derived Scores
Re$ scores on the Vineland-ll subdomains are not
. 11 r'e pr.tab c. Bc.ar'e . nr''l
contarr
rbdo
dillcrenL numbers ofitems, are not equally dillicu1t,
hav€ unlque groMh cllrves, and produce wiclely varying
disiributions o[ scores, ralv scores are not comparable
I
lrom one subdomain to the n€xt. Even within a
I t. ul-'r ,uhoon-:in. rr\\ >Lo-e- do nol \
rvell because the same rarv score may be high or lorv
depending on the indilidual! age.
P'r -.or.< rl_ereore r. Jrobe,^.1\e.ed onotnt t\e
or derived scores with uniform neening lrom age to age
.rnd lrom subdomain to subdomain. For lhe Vine]and ll
Sur\'ey lnlerview Form and Par€nt/Caregiver Rating
Form. six dillereni normative scores ale available:
:tandard scores. v-scale scores, percentile mnks. adapti!'€
le!€ls, age equivalents, and stanines.
\ inelard Il
Stsndard Sceres
The Vrn€land-ll uses slandard scores to describe an
individuals overall funcrioning (i.e.. ihe Adaplile Behavior
Conl^"1., r,\el r,"r,o l. le.e
in each ollhe edapule bebavior domarns A standard
score rells Lhe distar,ce o[ Lhe individual! ra$' score lrorn
the mean ra\i.scori. taking inlo accounl the st,rnclard
de|iation (degree ol|anabrlrty) ol the drstribution o[ ra['
scores Like a percentile rank. a standard scorc relates one
lcr,o ferlo_i .rce orheper .r r,.l.. ol "p.r r.,r
relerence group. ln rhe case of the Vineland-ll, this
relerence group consisls olorher indinduals olthe same
age Unlik€ percentile r^r,ks, horvevel a dilference o1 a
certarn srze betrveen trvo standard scores represents the
saLre amount ol dilference in abilLty regaldless ol\\'here
the score lal1s on thc scale: thus, the distance betu,cen
slandard scores of 75 and 90 has the same meamng as
the distance betrveen scores of 110 :rnd l2i.
On the Vin€land-ll. as on almost all other individually
:ldministered assessment instrumenls. the sLanclerd
score scale has a mean of 100 and a standard devialion
ol 15, and score djstriburions lbr the Adaptive Behavior
Composite and domains have been nonnahzed (put
into the form ol a normal curve) Th€ range olslandard
scores thai is within on€ standard deriation ol ihe mean
in eirher direclion (i e , irom 85 to 115) jncludes about
68 percenl ol the individuals in a gilen age; ihe range
within two slandard deviations below and eboye the
mean (70 to 130) includes 95 percent, and the range
w hin three srrn.lard .leviarions below and abole the
mean (55 to 145) includes 99 percent ofthe population.
The Adaprive Behavior Composite and domains ol
the Vinehnd ll have a maximum range ol20 1() 160,
or fom about 5 slandard deviations below the meen
to 4 standard deviations above the mean. The Score
Profile page ol ihe Score Repo (included in ihe Surley
Inlerliew Fonn and Prrent/Caregiver Rating Fonn record
hooklets) shows a normal curve and indicates where
various standard score values fall on the curve
Chal)to 1 ttLt pt 4"'t1t Ur:/i,:, t'
',. ' l 63
r
V-Scole Scores
The Vrneland-ii uses a type o[ standard-score scale called
the v-scale to describe an individuali relative level of
functionin€! on the subdomains and on the subscales ol
rhe Maladaprive Behal.ror lndex, compared ith others
ol the same age. V-scale scores are related to the scaied
scorrs olmany other tests, which have a mean o[ ]0 and a
standard de!'ration of 3: rhe difference ls that Vineland-I]
v-scale scores have a mean o[ 15 and a standard deviation
ol3. This higher value o[ the mean is impo an! because
adaptiYe behavior measures are olten used with very
low lunctloning individuals, including those with
mental retardation or autjsm, creating the need for finer
diff€rentiation at low levels ol perlormance. Vineland-ll
v-scale scores range from 1 (4% slandard de\'rations
belorv rhe mean) to 24 (3 standard deviarions above
rhe m€an). Like slandard scores. r,-scale scores display
equal units across the full range ofscores; dTus, the
distance between !-scale scores of 10 and lJ has the
same meaning as the distance between scores of J and 6
The normal cun'e shorvn on the Score Prolile page ol lhe
Score Repofl also indicates rvhere various v-scale score
Yalues lall on the curve.
Confidence lntervals
Because all assessments are imprecise to some
degree. examrners need to apply the standard error
ol neasurement (sEM) whenever they interpret and
describe an individuals performance. The SEM may be
LhorLghr ol as rhe average dilference bettveen individuals'
obtained scores and their true scores, that is. lhe scores
rhei \\ould oblain ifthe assessment instrument wete
perlectl,v accurate The routine application ol SEMs to an
indLYidual! obtained sundard scores encourages a less
rigid inlerpretaiion o[ the actual va]ues €arned and helps
thwart misinterpretation and test abuse
Placlng a band olerror around an obtained standard
score or r-scale score creaies a range olscores (called
a conJidence intel.'al) th,.t has a certain likelihood
o[ including the individual! true score. Because a
conlidence inten'al is a function ol lhe reiiability ol the
domain or subdomain. it is usually dilferenl for each age
Conlidence inlen'a] \'alues for three levels of confidence
(85,90. and 95 percent) are presented in Appendix
C. Table C.2 for the Vineland-ll standard scores and
Table C.I for subdomain \, scale scores. The higher the
conlidence level, lhe wider the band oferror. Users may
select any ofthe three confidence levels. but ihe authors
recommend the 90 percenl conlidence le\€l as being
suitable lor most applications.
6a I Chapterl totcrPretrns Periortnanle
Percentile Ronks
Although standard scores have excellent psychometric
properties, ih€y frequendy are not understood by
parents, teachers, and others interest€d in the results
of an evaluaaion Thus, additional ways olreporting
pe- o r,n,e ler el- r_e recessary lo. .on nL lrcJur g
re,ult, Pe-cen.^le r,nk..an ld.ill,ate.\r,.ommunr.atror
because they tend to be readily understood by most
people. Regardless o[ the domain, or the age ol the
ndrr'dua per,e' e Jr.r\on\p) .e.nrener'rrg.
rhe percentage o[ people whom the individua]
ourperformed in his or her age group. For example,
a 15 )'ear old who scores in the 84& percen[le in rhe
Socialization Domain performed better than 84 percent
ol other 15-year-o1ds on ihai domain
For rhe Vineland-ll, percentile ranks are available lor lhe
Adaptive Behavior Composire and the domains. but not
for the subdomains. The reason is that the units o[ ihe
percentile scale exaggerate the precision ofthe v-scale.
The ! scale covers with 24 poinls the same range rha! the
percemile ranks cover with 99 points; thus, each v scale
scorc reprsents a mnge o[ percentile ranks. Furthermore,
lhe size oi that range vanes depending on the location
on !h€ rr-scale For example, a r,-scale score of 15 is
represented by rhe percenrile ranks lrom 43 through 57.
ln contrast. a r scale score o[ 23 and a r,-sca]e score of24
both correspond to a percentile rank o199.
A maior limitalion of perc€nti1e ranks is thet, unlike
slandard score units, percentile rank uniis are nequal.
For example, a l3-year-old child obtains a Daily Lilang
Skills standard score o[ 85 and a Socialization slandard
score o170. with percentile ranks of 16 and 2, respectively
Another l3-year-o1d child obtains standard scores o[ 100
and 94, with percentile rank o[ 50 and 34. respecrively
ln these examples, the dillerences in percentile rank are
.. nilar. bul rhcre ic lirrle .imilanty rr the d kre r.e. r r
standard scores. Even though the di{Ierence in percent e
ranks ls larger in the second example, it corresponds to
a 6-point standard score diference; 1n the first example,
rhe percentile rank di{Ierence corresponds to a 1 5 point
standard score difference. a difference that is more than
twice as large. For this reason, a good rule ol rhumb when
interpreting perlormance scores is to check standard score
dilferences first.
Adaptive Levels
In addition to the various t)?es ol derived scores
reviewed above, descriptive categories provide examiners
wiih another tool for communicating test results to
individuals being assessed, rheir parenls, and teachers.
The descriplive categories used bt ihe Vineland-ll
Vinelard II
ii.scnbe levels ofadaptive perlbrrnance in the domains
:i:ld subdonuins. Broad ranges oI sLandard and ! scale
:.Lrres can be described using ihe adaptive 1eve1s ol High.
\h.leraiely High, Adequate, Moderately Lo\l': and Lo$l
Table 4.1 presenis adaptive level descripiions that
,.rrespond to ranges o[ standald scofts. r]-scale scoris,
,:nd percentile ranLs. Thes€ descriptions express in words
:he approximate dNtance ol the score range lrom the age-
:rr)up mean. Adaprive leyels are delined by the standard
-.:\ rarion, lv h lhe Adequare level corresponding Lo rhe
:...ng€ lrom one stanclard deviation below the mean to
-ire standard de\ution above (i e., ihe middle 68 percent
.i scores). Mocletately Low js deljned as I to 2 srandard
-:.r ialions below the mean. and so lorth.
l-i.rptiye leveLs are best used to summarize an
::rirlidu^l! overall lelel ol luncrioning (e.9., the adaptive
:r.l lo1 the Adaptire Behavior Composite) or io
.r.thlight noleworth)' discrepancies among the domain
'-bJ.rm.rn ' orc- Wher u.rr grhe-ecategone,
..ommunicate an indi\'iduaL's perlormance on the
-:-.reLns and subdornains, it is wis€ to locus mosily on
:::rihcanrly hrgh or lorv scores as a means ol clarilying
::r or her strengths and rveaknesses
Table 4.1 Adaptive Level Descdptions
Age Equivalents
-:: equl'alents comn,unicate readily to many peopl€
:..r are unfamiliar with staristical conceprs. when
::Jrpreted carefulll age equivalents can provide
::rrmation beyond wha! is expressed by standard
:--.fai or percentile ranks. Holvever, they also present
::.:liticant problems of misinterpr etarion and should be
::rd1ed carefully.
:rough age equivalents ar€ norm-relerenced scores,
:-:r diller lrom standard scores and percentiles in ihat
:i:r: purpose is not to indicate where the individual's
:: ., lcore lalls in relaiion to the distribution o[ scores
: i,.lhrr indivlduals olthe same age. lnstead, age
:,:r:\.1lents indicate the age level at which the average
:r:.rn in the population perlorms the same as the
\ inrland II
indi!.rdual who is being assessed. For example, an age
equilalenL o[ 7:10 (7 years l0 months) on lhe Reccpll\'e
Subdomain indicates IhaI the individual! r^w score
corresponds to the average rarv score lor indivrduals aged
7 years l0 months in ihe standardization sample
Age equivalents leave much to be desrrecl because
ihe scale units ale unequal. One tear3 grofih has
a very diilerent meaning al dillerent poinls in lhe age
continuum and lor dillereni areas olaclapLive behayior.
For instance, children acquire conmunication skills
more rapidly between the ages ol2 and 3 rhan between
Ihe ages ol l0 and I l; thus. a 3-year-old who obrains
nn age equivalent ol2 years is lunher behind his or her
age mares than is an I l-year-o1d rvho obrains an age
equivalent o[ 10.
Age equi\'alents ar€ general\' considered subordinate
ro per,clrl.
"n.'ardde.. p.\e.. et.'r..ir
the communication ol LesL results Because ol therr
limilations, age equivalents should be used sparingly
Table C.5 in Appendlx C presents age equilalents
correspondrng to subdomein ra['scores. Age equi\,a]ents
arc'ror p|o rd. J tor re do . r) o .l-e qq,pl !e
B€havior Composile because age equivalenls can be
compuitd on\'for raw scores The rable sho\\'s ho$.the
relalive concentration o[ adaptive behavior ski]ls \\ithin
a subdomain coresponds to chronological age. For
exanple, in the Receplive Subdomain, mosr raw scores
correspond ro age equilalents between 1 month and 3
years L1 monrhs, indicating ihai many o[ d1e adaptive
behaviors are developmentally appropriat€ in the age
range. On the oth€r hand, raw scores in the Wrilien
Subdomain spread more evenly across a broad range,
rellecing the persistent, sleady growth ol wrirten skills
across the school age years.
ln se\,elel subdonains a change olone raw score pornt
corresponds to a largeiump in the age equivalen!. For
e-nple rn rh. ler,oral > rodon a rd -d s.ore r.re,i)e
tor 7l o 72.ore,fo_ds o ar ;ge eqrr'--er t rr .re:.e
ofabout 2 years The erratic relarionship betrveen rarv
score and age equivalenl underscores lhe importance o[
inLerprering age equivalenis with caution.
Stanines
Stanines are whole-number scors that rang€ lrom I to
q. Stanines have a mean of 5 and a standard deyiation
of2. Each stanine score represents a specilic range
ofpercentile ranks. Stanines are typically used when
discussing perlormance levels in broad, rather than
precise, tenns.
Chapt{ I \nter?r*i',}g P*rf!}rffirtr | 65
Levelsof the Maladaptive
Behavior lndex
Similar Io rhe use o[ descriptive calegories in adaPlive
1cve1s. Lhree such categories help describe performance
on InierniLizing, Externalizing, and lhe overall
\hiadapti\'e Beharior Index. These categories convey th€
degree ol maladaptive behavior an indiridual displays
!nr I. \\r' ), lcr.lhe,,rm€ "d. t rh notr"trre
en
sanrple lhe three 1eve1s correspond to the following
ranges ol r scale scores:
Levcl v-Scale Score Range
A\'erage Below 18
Elevated 18-20
Clinic^1ly Signillcant 21 24
The Maladaplive tsehavior lndex is best used as a
screening device to determrne th€ need lor lurlher.
in deprh observations and evaluaiions ofbehavior. lt
is not lntended to be a comprehensive assessment o[
maladaptive behavior
A lev€l olAverege suggests that the individual displays
about the same number ofmaladaplive behauols as most
individuals ,\n Ele|aLed level indicates the individual
exhibirs more maladaptive behaviors than 84 percenl of
rhos€ ihe same age in the standardization sample. When
.. clre -rrhe Ll,\, edrr.g" ,obened. lhele'l rl.'n'
scored 2 or I
should be reviewed to detennine the need
l..r lollo{ up evaluations and obsen'ations. A Clinically
SignLlicanr level indrcates the indi\idual scored jn the
e\lreme 2 perceni olindividuals the same age. and
sddirional observalion and eraluation is waranied.
Interpreting Estimated Motor
Skills Scores for Ages 7-0-0 to
49-t l-50
Standard scores for the Motor Skills Donain and
\ ->Ldle (. oreq lor L re G o.' and f rre >rl,r.lon.rtr, rre
available in Appendix B. Tables B.l and B.2. lor trvo
age ranges: individuals birth ihrough 6 years, and
individuals 50 through 90 years. For the first age range.
motor development as measured by the Vineland-ll
Survey lorms shows the substantial growth expected in
early childhood; lor the second age range, motor skills
begin to show some decline. However, because ofthe
developmental nature ofthe Motor Skills Domain and
subdomains, there is liltle variabiliLy in perlolmance lor
individuals aged 7 Io 50t rhus noims are not provided
lor this age range. lla motor dehcit is suspected in
an individuai between 7 and 50, lhe domain may be
66 | Chnpr,r 4 r'rrc"|'etrr'l rrFr":'.{'"'{.
administered and estimated Gross and Fine Subdomain
v scale scores may be obtained by using lhe procedure
described in Chapter 3. For individuals between 7 and
21, the estimated scores are based on the perlormance ol
the age group 6:10:0 io 6:11:30 in the standardization
sample. For individuals 22 through 49, the esrimaled
scores are based on the perlormance ol the age group
50 through 54. When reporiing estimated scores,
the user should emphasize that they are estimaies ol
performance on\ ll the estimaied scores indrcate deliciLs
in performance. a more comprehensive evaluatjon of
motor development is suggested. such as the Bruininks-
Oseretsky Test-Revised (Bruininks, in press)
lnterpreting Raw Scores Neal
zero or Near the Maximum
Raw scores al or near zero or the maximum should be
inierpreied with ceution. For some subdomains, the
l
relarionshrp between rarv scores and scale scores may be
puzzling. The delelopmental nature o[ these subdomains
produces litlle ranablliiy in perlormance lor some age
groups. For example, in the Domestic Subdomain. few
beheviors are acquired at very young ages, and you
may lind rarv scoi:s at or near zero corresponding to a
\' )(r e -Lo,e ne:rr rl-" ,re.;gc ,lue o[ l5 Trur ( ,rron
ofthe lower halt of the v-scale (\,-scale score < l5)
inhibrts dillerenliation between adeqrate and less
' rd.l-adequ e l. \.t ol ,d-rpr.,e oe\aoo' [u .' rrorirg
Similarl)', for certain older groups, raw scores at or near
the maximum correspond to r,-scale scores of 15 ln
these siluanons truncation ol the upper hallollhe v-scale
inhibits dillerentiaLion betrveen adequate and nore than
adequate levels oladapLive behavior functioning. These
p\enome ra'elo,r tl'c la,t rhat brro.l'gp dSe..rerolc
a lair]y common raw score and. lor older ages, the highest
possible raw score is common.
Age equivalents determrned lvlth raw scores at or near
zero or at the maximum should be interpreted with
.aL or. r. Jer"lopmenral nar e oIcubdomrin
perlormance is also evident jn subdomain age
equil'alents. If a rar. score ol zero results in an age
equivalenr higher than ihe indivjdual! chronological
age, this means rhat the individual is below lhe age at
which the typical indiudual begins lo perlorm behaviors
in that area. Similarly, i[ a subdomain raw score at lhe
maximum corresponds to an age equivalent lower than
the individuals chronological age, he or she is performing
as well as possibte in the behaviors measured by that
subdomain, and is not perlormingbelow age 1evel.
Finalll when reporting domain and subdomain adaptive
levels. be aware that a subdomain raw score ofone or
\inreland lI
 polnts may sometimes result ln an adapti\,e level
:.,t, Lr
--: \loderarely High or High. if a large proportion o[
:.a non, sample obuined a raw score ofzero or one.
i::i:ler\a a subdomain raw score that is one or two
: .lnts below the maxlmum may correspond to an
:-:ptrvc level ofModerately Low or Low, il most oflhe
' : rnpl. Jtl-a dg lurcd near lhernd\lmun
lnterpretive Steps
:rdivrduals level ofadaptile lunctioning can be
:-!:.s.d b)'comparing his or her perlormance to thar
:: -.:rers ol the same age in the nadonal sundardization
.::::rlc In addition, one may invesligale dillerences
:::: rg an lndividualS domain stendard scores, or
::: rg .ubdornain v-scale scores. thus comparing the
-:.r,Jua1\ peribrmance in one area lvith pedormance
.::Iher area These methods and others will be
:.:::lred in the interpretive steps belo\q which are
-: r..rblc to all age groups. Steps I through 3, which
::::re rhe individuals overall performance as well as
: :: her performance rn the domains and subdomains.
': ::>cnrid. Sreps 4 through 6, which profil€ the
- .:url! strengths and rveaknesses, are recommended
: ::: as are provided lor lwo individuals ol differen!
-:-! ,r.sha and Michael.
Slep L Describe generol
adoptive functioning.
. - ::ouires the examiner ro obtain lhe Adaptive
:. _; .:: Composrte standard score and conlidence
: - :. The eraminer nlay also choose to repon the
-, - ::.i percentile rank, adaptile level, and sianine.
' : -1:i measure ol adaptive functioning rhe
--r ' : B:halior Composite slandard score may be
-,: :-.rtunction \\'ith an estimate ol intelleclual
'. :::rg to decide whether an individual should be
-,. .- rh mental retardalion, or qualifies lor Social
: -: ].ebLlity lnsurance or other special program.
-
-' -,:;:::\'e B€havior Composite is based on all ol the
r - , - :..r) domain, and so it is statistically the most
:! . rmrle o ddrp r\e lur rionint
9p 2. Describe performsnce in the
adoptive behovior domains.
: ': Adaptive Behavior Composite, examiners
' -l . donrin sland.ird sLore, rrd thoi_
::': ::tenals. Again, examiners may choose to
t: - _: :iirrcialed percentile ranks, adaptive levels,
@r-
lkroo lI
Step 3. Describe pefiormflnce
in the subdomains.
Repo( the subdomein l,-scale scores, confidence inlerva]s.
adaptive levels and, i[ appropriate, age equiva]enis.
Step 4. lnterryet the pattern of domain
standard scorcs to identify
strengths and weaknesses.
The Adaptive Behavior Composite has the limitation of
any overall summary score, namely thar ir can mask quire
diflerent levels ofadaplive lunclionug in the domains.
Therefor€, it is important ro invesrigate the pattern of
perlormance in the domains on the Sun'ey lntefiiew
Form and the Parent/Caregiver Raiing Form.
Three methods ol evaluating the paltern o[ domain
standard scores are descnbed in this seciion. Th€ lirst.
which js recommended lor routine use, is to identify
domain scores that are substantially higher or lower
than the individual's o$n average domain score. For ease
ol compulation, the average is defined as Lhe nl.didn
domain standard score. that is. the score thai is in ihe
middle il the domain scores are put in order ftom lo$est
to highest (See Chapter 3 for instruciions on ho\\. to
deiermine the median score.)
Another benefit ofusing the median is that rhe median
is less influenced than Lhe mean by unusual scores. Wirh
onh th-eeortou_.,o_e" on nbunng orh",ompu-lcn
umrsual scores can have a substantial elfect or
interpretation. For example, il the v-scale scores lor the
three Socializatron subdomains were 12, 13, and 19, the
median would be 13 and the mean would be 15. Typical
perlormance lor this individual in lhis domain is best
deccrrbed by rhe t"o lo pr <co_e!.q:rf l0_ppre.cnrirg
an unusually high score. In the evaluation of strengths
and weaknesses using the median, the subdomain wirh
the score of 19 would represent a strength and the olher
trvo subdomains rvould neither be characterized as a
strength nor weakness. On the other hand. i[ the mean
were used as a measure o[ typical perlormance. then the
two lower scores wouid be cbaracterized as weaknesses.
That characterization would contradict what appears io
be a typical score for that individual.
When comparing each domain standard score with the
median, a difference o[ 10 poinls or more is considered
to indicate a personal strength or weakness. On the
standard score scale, 10 points equals two-thirds of
a standard deviation, a difference that is generally
consldered moderate (Cohen, 1969).
Chlpt€r I tnletpteling Perrorfianra | 67
ln addition Lo belng computalionally easy and robust to
Lhe elfects ol ouLLiers, comparing each domain standald
score \yilh th€ indilidual! median score is a compact.
.lrr.r.r' ...) o r' t1t-'1r'- elL n_nnl 4l
rndi\idual\ donsin score prolile. Ho\r'ever, 3 second
mdhod oleraluating lhe patt€rn ol domain scores n]ay
also be use[ul, $']Ich is to compar€ parlicular palrs ol
clomain scores (?rai)11isr co, larison0. The dilferences
lletween pairs ol standard scores may be evaluated both
for sralisrical signilicance and lor inirequency in lhe
gencral population norm sample. using Tables D 1
ind D.2 in Appendi\ D.
A rhird nerhod o[ ela]uating the pattern o[ domain
-!nre- \ 't. a r- ro opr. ll.1 ne rl eri_8L o[ don Jl.
standard scores. may be a uselulcheck olhow
accurately th€ Adeptive Behavior Composite rcpresents
lhe itldilidual! olerall leYel ol lunctioning. ll ihe
clifLrence benveen the highest domain slandard score
and the lowest is grealer than 35, the Adaptive Behavior
Composjle shoukl not be considered a meaningful
r€lrcc. r'nro r rhr o\e-rll h .. I o['Jr . ror 'le
Step 4a. Evaluote the pottern of
su b do m o i n v - scale scores
to identify strengths and
wesknesses,
Subdonain perlormance may be anelyzed Ln tNo
\als. analogous to lhose used to er'aluate the paLtern
ol domain scores. First, \,r'lthin each domain, con1pare
.:rch subdornains ! scale score with lhe median v-scale
.c.r. lor thai donain. A dificrence ol2 points or greater,
' ' n..;" rJ rg.c uo hr-d'"r . r.rnd- d der,rttn r,
more, rs considered meaningfu]. Secondl]', the user may
nake pairNise comparisons bet*'een subdomains and
e|aluate the slatistical significance and unusualness ol
these diflerences, using Tables D.3 and D '+ ln Appendix D
Step 5. Generote hypotheses dbout
profile lluduations.
The mosr imporianl inlormetion yielded by the Survey
lnterview Form or the Parent/Caregiver Reting Font is
the empirical resulis. with the appljcation oI clinical
.krl, l'on.cdte, rormd
"r
aLl.ri.ntbe\
the developmenLal spectrum. and simple logic. however,
the usel ol erther lorm can generate hypotheses about
prolLle lluctuation. These hypotheses require additional
srjppori fuom clinical obserlaLions ofbehavior as lvell as
lhe r€su1ts lrom other instrumenls.
68 | C h apt e r 4 l.:lef prtti r g I r tl':.":' :' tt :.t:
H)'potheses can be genemied in two ways:
,' Re|iew subdomain perlormance to generate
hypotheses about the reasons lor signilicanl domain
dilferences. For example, suppos€ the Socializalion
Domain, with a st^ndard score oI85, is lound to be
a weakness compared wLth the individual! average
level of lunciioning. lf the r, scale score lor the
Interpersonal Relationships Subdomain is 18 to 20
(rn ihe Moderately High adapiive lelel range), the
Play and Leisure Tlme ! scale score is 13 to 17 (in
the Adequate adaptiye level range), and the Coping
5ki11s ! scale score is 10 to 12 (in lhe Nloderately
Lo\'!'adaptive level), the user can hypolhesize that
the indiriduals perlormance in Copjng Skills is a
major contributor to his or her rveakness in the
Socialization Domein.
, Review ihe iLems accordrng to their content.
Detennine the content categories (see TabLe 2.1) in
\\,hich rhe individual is or is not performing acli\'illes,
and generate hypotheses about areas in rvhich
the indiyidunl! p€rlormance is superior, averege,
or deficieni. Be carefu] when inLerprering rlem
perlormance; the number of iiems jn each contenl
calegory ls small. which limrts anel)sis olrelallve
importance. Perlormance within a content category
should be inlesligated only to generate hypotheses
about why the individual obtained a particular result.
Alihlpotheses sug3ested by itens oflhe SurYey
lnrerview Form or the Parent/Car€giver Raling Form
must be supporred by administralion ol the ExPanded
lnten'iew Form. additional observations of behavior,
o e.' r- [ron orher te-r) o a<-e 5']re r.)
Step 6. Describe msladaPtive behavior.
It the optional N4aladaplive Behavjor Domain lvas
administered, rport the v-scale scores and confidence
intervals lor the Maiadapli\€ B€havior lnde)i and lhe
Internalizingand Externalizing subscales. Repori
rhe meladaptive levels. i[ appropriat€. If the opliona]
Maladaptive Critical ltems seciion was administered,
n..e rhi nurnber ol ten . <r.rrcd 2 o rl'r 'ele_ty
raling, and review ihe item content.
Vireland lI
 Example I : lnterpretation of Results for lasha
T.shx, a rhird-grade sruclent agecl 8 )eers 4 months, rvrs rclcrrcd lot elaluerion bccause she \.es
h.\ rug clilhculrl gcLtlng rlong $,ilh iler classmares end tcrchers and somerllles c\hibrted d€lixnr
classroom behrvtot ller morher Nas rnrcrlie\\ed lor rhe \,.inelend II Sur\ev lnrervre$ F!,ln.
Fiture4.I Lo,..r .!. .,n5J t...,.1.j,. r.
Figure 4.1 Score Summary for Erample l: Tasha

' ' 4,4

VINILAND.II SCORE SI.JMMARY
STRENCIHS and I
yl4{rylq!!s
SUBDOMAIN/ 99 :i
DOMAIN r.v.l l.rr nin:ff M4ri,. w(cilnos)

ta I
163

tz -l
!7t

-:. rr.l

,"-, z
-2 tJ

Clping5kilh *Y t't I
I'r ,r

Adnplile Echav;orComposite a) tt "*'f 3

score tuo.P rnre^it rett

: 2 j.(l) r. (, i 8 (b t0 l l2 l t.l

,,Jrnd II ctnu|t l
 Step L Descfibe generol ddaptive functioning.
Tasha! Adaplive Behavior Composite sundard score of 83 summedzes her overall level ofadaptive
lunctioning The 90 percent confidence levelshows that the chances are good (90 percent) that
Tashas true Adaprive Behavior Composite is within lhe range ol79 to 87. Her Adaptive Behavior
Composite classilies her general adapove lunctioning as Moderate]y Lo$'; she scores higher than
13 percenr of orher 8-year-o1ds.

Step 2. Describe per{ormonce in the odoptive hehdvior domains.

Tasha! standard scores in the adaptive behavior domains. along wrth the bands olerror at the
90 percent level ofconfidence, are as follows: Communication, I00 r 7 (93-107); Daily Living
Skills, 83 r 7 (76-90); and Socialization, 7l ! 6 (65-77). Her score in ihe Communicatron
Domain conesponds to a percenlile rank ol 50 and is at lhe Adequate adaptive level. H€r
Daily Living Skills and Socialization scores, which correspond to percentile ranks of l3 and 3,
respectiveln are classified as Moderately Low when compared $'ith other children lhe same age.

Step 3. Describe pertomonce in the subdomains.

Tasha! v-scale scores in lhe subdomains, along with the bands oferror at the 90 percent level
o[ conlidence, are as lollows: Receptive. l6 t 2 (14-18): Expressive, l5 t 2 (13 l7); WnLren,
14 * 2 (12 l6)i Personal, 13 1 2 (ll-15); Domeslic, ]1 a 2 (9 l3); Communitt 13 r 2
(l I-15)t lnterpersonal Relationships, B : 2 (6-10); Play and Leisure Time. t0 t 2 (8-12); and
Coping Skills. 11 r 2 (9-13). Her subdomain v-scale scores in the Communicaiion DomaLn
are at the Adequate adaptive level. with age equivalents ol9:6. 8:4. and 8:0. Her subdomarn
r,-scale scores in the Daily Living Skills Domain are at the Adequate (Personal), Moderately Low
(Domestic). and Adequate (Community) adaptive levels, with age equivalents o[ 6:6. 3:ll, and
7:6. Her subdomain v-scale scores in the Socializaiion Domain are at the Lo\L' (lnterpersonal
Reiationships) and Moderately Low (Play and Leisure Time and Coping Ski1ls) adaptive levels,
with age equivalents ol 1:7, 3:l l, and 3:5.

Step 4. lnterpret the pattern of domoin standard scores

to identify strengths ond weoknesses.
Tasha's adaptive funcrioning rn the area of Communication (standard score of 100) represents a
personal strength because it is more than 10 poinls higher than her median standard score of83.
ln contrast, her adapti\.e lunctioning in the area o[ Socja]jzarion (standard score ol71) represents
a personal weakness because it is more than l0 points lorver than her median domain standard.
(See Fiture 4.1") Tashas domain score in Daily Living Skills is the median score. so it is neither a
relalive strength nor a weakness.

when evalr.rating pairwise compansons, the 29-point diflerence betwe€n Tashas Communicatlon
standard score of 100 and her Socialization standard score of 71 is both slalistically signilicant at
the .01 level and unusual; the dilference lalls in rhe extreme 5 percent lor her age group in lhe
national norm sample. The l7-point diference betrveen her Communication standard score and her
Daily Living Skills siandard score of 83 is both statistically significant at the 0 I ievel and unusual;
the difference [a1]s in the extreme I0 percent lor her age group in the national norm sample. (See
FiSure 4.2.)

70 | Chal)to 1 ,nterpreting pertoruan{E Vineland II

i.
 Figule 4.2 Pnirwise Comparisons lor Exanple l: T.sha

VINETAND-II PAIRWIS[ COMPARISONS

6 mudrdoi t66 > 17 1O

>7t ,
11, r"l:" ,.8,, 1. ,

rlz

lnrc?erorn R. al on+ ps {] < lO Pl.])' dlcilrrcI .

''"r111!!l11:11..16, --i r1 c:{!sl{

''"".

S€le€lcd AcGi-Dohain

Yhreland II Cha[ter I lnleryteting pettot,ranae | 7l

 _[asha!
Note IhaI in case, Lhe hrsl method olelaluaiing domain slandard scores. which identilied
her signrlicant weakness in Socialization, proyided the most concis€ inlormation about her
domain lluctuaiions. The second meihod, evaluatrng pairiuse comparisons, indicared rhar such
a high Conmunicarion scor€ compar€d to both the Soculiza0on and Daily Liling Skrlls scores
occurs in the norm sample some\r'ha! infrequenrly (5 percem and 10 percenr, respectively). The
lhird method, derermining rhe range, suppLied no nelv inlormation. The range ol29 lalls $,iLhin
the 3t point range suggesred lor regardrng the AdaptiYe Behavior Composite as a meaninglul
de.crrpr,rrro[ | cl-.]"o\.rall"J p, \. t, ,rr.r g

When evaluating the pattern ofdomajn standard scores, do nor llood a case reporr with
descnptrons olresults from muhiple methods unless lhe eddirional meihods provide ne$,
inlormaiion or Ihere is e special need lor rhe resuhs.

Step 4o. Evoluate the pattern of subdomain v-scdle scores to

identify strengths ond wesknesses.
When looking at the subdomains wlthin the Socialization Domain, rhe domain thar is a personal
\\'eakness lbr Tasha, one sees rhat her perlormance in the lnterpersonal R€lationships Subdomain
(v scaLe score ol8) represens a personal rveakness becalrse it is 2 points lorver than her medjan
v-scah score ol 10. Her r-scale scores in the Play and Leisure Time and Coping Skills Subdomains
are classihed as Moderately Low 0-scale scores ol 10 and 11. respeclively) l,hen compared rvrth
other children the same age Tasha also obtained an adaptive levei ol Moderately Lorv 0, scalr
score ol L I, age equivalem ol3:l 1) in the Ilomeslic Subdomain. Tasha's perfomrance in all ol the
Communicalion subdomains is in the Adequaie range.

When evaluating commonlt made conpadsons between subdomains belonging to dillerent

domains (e 9., the ExpressiYe Subdomain liom lhe Communicalion Domain and lnterpersonal
Relaiionships lrom rhe Socialization Donlain), the 7-point differcnce betrveen her Expressrre
v-scale score o[ l5 and Interpersonal Re]ationships l, scale score ol8 is statistically signilican! at
the 0l level and rs unusual. The dillerence fatls rvithin the extreme I percent lor her age group
in rhe narional norn sample The'l-poin! diflerence betrveen her Expressive ! scale score end her
Coping Skills v scale score ot I 1 is not statistically signihcant at rhe .01 lelel.

Step 5. Generote hypotheses about profile fluctuations.

A clinician could generate seYeral hypotheses about lisha! perlormance on the Suryey hrtLnLL$
Form. First, her per{onnance in the lnierpersonal Relationships Subdomain appears to be the
major contributor to her rveakness Ln the Socralization Domarn, ahhough she also has a Moderarely
Low level ol perlormance in both lhe Plal and Leisure Time Subdomain and the Coping Skills
Subdomarn. The next logicel step rvould be to cxamine Tasha\ perlormance on the items ol
lnrerpersonal Relationships, as r'.11 lls on those in PLay and Leisurc Time and Coping S1dl1s. A1l
hypotheses generated by her perlbmrance on items in ihe Socialuation Domain must be supported
by addition:Il observarions o[behavror, or results lrorn other tests or assessments

72 | ChxPtut 4 ttitetr/?t).1{, Ui:tt t .: Vineland II

'r' ',,,.
 Step 6. Describe malodoptive behavior.
?\ revie\r'ol the r scale scores in the \,laladapli!'e Behavior Domain conlirms a patLern olbehavior
that corroborates Tashas relerral lor dlllicuLty getting along with her classmates and teacher. Her
r-scale scores ol 19, 20. and 20 lbr lnternalizing, Ext€rnalizing. and the Maladapiive Behavior
lndex all lall rvrthin the Elelated level. Test itens in Lhis domain scored 2 or I should be reviewed
to delermine the need for lol]ow-up evaluations and obsen'ations

Conclusions
While Tasha! overall adapiive lunctioninli is in the Moderately Low rnnge. Lhe Survey Inler\ rew
Form resuhs show a weakness in Socialization in compadson rvith her orvn average level ol
luncrioning. Nlore inlonnalron about her weakness in Socia]ization is needed. paniculerL)
inlormation about her ebiliry to brm peer relationships and get along rvrth others. Such
inlormation will provide support lor the hypothesis LhaL her perlormance in the lnterperson:Il
Relarionships Subdomain is a major contnbutor to her Socializalion weakness. In additlon,
lurther evaluation is suggested in Lhe area of Daily Living Skills Finall)l ilTashas maladrltr\e
beha\ior continues aL lhe same level or increases into lhe CLinically Signilicant 1evel,
considerarion shoukl be grven for relerral to a clnical psychologist or a child psycliatrisi.

\ in.lind It ChaPIer 1 trt."t?"tt t,..a |'.I:."'. .:'..' | 73

 Example 2: Interpretation of Results for Michael
\{ichiel. a srxrh grade student aged 1l ,vears 4 months, was relerred lor evaluation lTecause ol lorv
icaderric per-forrnence rnd deliam classroom behavior 1lls morher compleLed rhe \iinehnd-ll
Parcnrcaregilcr Raling Form. Fi8!re 4.3 shoNs the Score Sumn,ary lor \,licluel\ perlormance.
Figure 4.3 Score Summary for Example 2: Michael

t^i'J-4el- r.r \!: Ir4

VINELAND-II SCORE SUMMARY

$nINGIHS and
wr4!!tr!!!s
Medr,n' wleakms)
6

L
I

tL
I
t

*Td:l.d"ilLrl =@
Adapti!e Eehavior Comp(t!ile b7 ,u21 I L*Zt

s.ore s.or hre0rl level

74 | Chtpto 1 :,.1. .t)t.:ttr...; :/t't' :,':.',.':..,. Vnrclanrl II

I Step I . geNrilse general rdapthtt {unctianing.
\'llchaels Adeptive Behnvior Composite standard score ol67 sumn,arizes his overall lelel ol
ad^ptive lunciioning The 90 percent conlidence Level shorvs that tl,e chances are good (90 pcrceno
that Michael! liue Adaptive Behanor Composite is withrn the range ol61 Lo 73. His Ada|f\,
Behavior Composit€ classifies his genera] adaptile lunclioning as Lo\r', he scores higher than
I percent ol olher i1-year-olds.

St*p 2. fresrribe pe$arn,sfiee in the adaptive behavior d*mains'

N4ichael! standard scores in the beha\,ior domains, along wrth the bands ol error al lhe
,0fc-.enr ..cut ..n.td. (e J, Jilo.!\. 'on_r rr ,tro.l.oo B'o-// Dd \LNit t
^daptiye
Skills. 68 1 8 (60 76); and Soclalization, 68 + 8 (60-76) Hrs scores tn lhe Communicetion, Dajly
Lrvrng Skills, an.] Socializalion Domains each colrespond io a percenLile rank ol2. and arc erch
classllied in the Low adapLrve level rvhen compered lvith other childrcn tl,e same age

Step 3. Eescribe perfarnance in the subdamains.

Mrchael! r scale scores in ihe subdomalns, eLong wilh lhe bends olerror at the 90 percent level
olconlidence. are as lollowsr Receptive,I t 2 (7-11);ENpressive,9 r 2 (7-l l);Wrilten, lo +,
(8-12):Personal, l l 1 3 (B-l'l), Dom€stic, 10 t 2 (8-12); Communi!)r7r2(5-9);lnlerpersonal
R€lationships. S r 2 (6 10);Playand Leisure hme, l0 + 3 (7-13):and Coprng Ski11s, 9 t 2
(7-11). His subdomain v scnle scores in lhe Communication Donain ere al the Lo\\ (RetePti\e
and lxprcssive) and Moclerately L ow (wrliten) adaplive levels, \\rLh age equilalenis ol2:l l, 4:4,
rnd 8r1 llis s bdomain rr-scale scores in ihe Daily Li!'ing Sliills Donain ere al the Moderai.l) Lolv
(PeFonal and Domestic) and Lorv (Communit)) a.lapti\'e levels, $rth age equivalenls oI7:5 7:0,
and 5:.1. His subdomain r scale scores in lhe Socialuation Domain are at the Low (lnlerpersonal
'llme) adaptile levels, wilh
Relarionships end Coping 5hi11s) and \toder tel) Low (Pla) and Leisure
age equivalents ol3:7, 6:7, and l:L 1.

Step 4. lnterprct the pattern a{ danain slanddrd scorcs to itlenti{y

stre gths 6fld uueekness#.
Ivlichaels donuin standard scores do not suggesl a personal sLrenglh or weakness in any area
because all clonarn scores are rithin 10 points oleach oiher (Communication, slan.larcl scole ol
69: Daily Liring Skills, standard score ol68; and SociaLizalion, standard score ol68) Ilis adapti|e
luncnoning in each domain is classified es Lo$r l_he evaluation olpainvise comparisons provides
no new inlormation. All domain pairwise compalisons are nonsignilicant.

Step ita. Evsluate the p$ttefi of subdamain v-scsle scor€s fo

identify strengths and uieaknesses.
when looking ai the subdornains *iihin the Daily Li\4ng Skills Domain, one sees thar lvhcheels
perlormance in Lhe Communil)' Subdomain (l_scale score o[ 7) represents a personal weakness
because it rs 3 points Lolver than his medien v scale score o[ 10 This score is c]assilied as Los'.
lvher.is his v-scale scores in the Personal and DomesLic Subdomains are classilied as Moderale]v Lo$r

\ ineland lI Chal't,r J r' I

 .fEure {.4 PaiMise Comparisonr lor Erarnple 2: Michael

VINELAND-II PAIRWISE COMPARISONS

s'Sdoreh

s.le.H Acrorr-Donalt

76 | Chaptcr 4 lntelPreting Performance Vineland-II

 \'1ichecl! !
scalc scores in thc Comnumcarion Domitn nre clxssiii€d as L o$, or lvlfilcrarelf Lo\\
in thc Pla) and Leisure Time Subdomarn Hon'er'er. his r,-scale score of
as ls his r-s.rLc scorc
Iir lntce€rsonal Relationships is classjlicd as Lo$l although the sco|: docs nor r€presenr a
pcrsonal Ncakncss because it is not 2 or more pornts lo\\'er rhan iT is mcdian r'-scnle score ol9.
Nher1 elaluanng comperisons beL\!e€n subdomeins b€long|lg ro rhc samc domain, lhe 4 point
dillerencc bel\'een N{icheeLs Person.rl r-s.al€ score of 11 ancl his Communirv ! scale score ol7 is
llor starislicallf sjgnillcrnr. (Scr Figure 4.4.)

Step 5. Generate hypotheses about profile fluctuotions.

A clinicirll could grnclate several hlpoLheses lrcm l,{ichaels norher! raLings ol his pcrformance
on the Pnt[r-lcaregL|er Rating Fom \lichxeL! prolllc o[scor]s sholv signilicrnt generalized
clchcrts rn multple areas oladaptile behe\toi This pettcrn ol adaprive lunctioning, i.c , genera]izcd
clchcrts, or a llat prollle. is conststent \liLh the t]?ical proil€ for a group rvirh nenral retarclarion
Ll rddrtion. his Aclapri\e Behilior Composirc end his domain standerd scores are all rr leasL l\vcr
srandard delialions ftom the rncxn ol thc norm population. alld mor€ fian meet rhe requLremenrs
lirr a diagnosis ol m€ntal rchrdatLon. An e arninrtion ol \lichrel! iiem scores rn the Cotnrrumt)
Subclomain coulcl plovrde addrnonal inlornrtion rbout his personal leakness in this subdornain.

Step 6. Describe moladaptive behovior.

,\ rc\1e\r'ol lllichael! v scale scores in the Nh1^dxPlir'c Beha\'ior Domair'r conlLrlns a prtLcrn ol
bchaliL) that corroborares Nlicluel! relerrel lor ciefiant classroom beherior. His r'-scale scores of
18. 19, ind I8. lor lnLernalLzing. E\L€rnalizrng, and th€ Maladipri\ e Behryjor lnde)i all lall wirhin
the El€\aLed Level, \rith hrs ExternalLzing score the highesl Test iLems in this subscale scored 2 or
L shoLrkl br: relierved ro dcterminc rhe need lor loLlo\\' up ev^]uarions and obser-\'alions

Conclusions
Whrle N,lichaels overall adaprile hLnctionrng is classilied as Lorl and hrs profilc ol scotes sho*'
siglilicenr generaljzed delicits in muliple ar€as. th€ Paren/Caregiler Raring Forn rcsuhs sholv
Personrl \lcikress rn the Comnur,itl' Subdomain This linding is noi surprising gi\'en rhat
^
jnclili.lual! r,1th inental retardation ofien hale trouble l'rth behavjors and sLilis such as ielling
time. counting nonel and monng about the commu.ii)' indepcndentl). The rrems in rhrs
subdomain can be useclto Iarg€r supports Lo impro\e Nlichaels lunctronrng in this ire^. 1l \'lichaells
malidiplive beluvior conrinlLes aL the same le\'el or increascs inlo rhe Clinicail), Signilicani le|el,
cortlderatron should bc gir,en lor referral to a clrnrcal psychologist or a ch]ld psychiarrLs

\ includ II 177
Using the Survey Interview Form
or Parent/Caregiver Rating Form
with the Vineland-ll Teacher
Rating Form
Thc us€ ol thc SrLrr,i) lntcrlie\r Form or the Parent/
Caregi\.r Ratin8 Forl11 \\'rth the Vineland-ll Teacher
Ratng Irorrn proudes inlormation about an individual\
adapri\'e beharior in l\r'o dillerent settings (home
and school), ftom tl,e poinl olvierv ol t\r'o dlllerent
responclents. Because thc standardizatron sample lor
the S r\ e)' inie ie$' Form and Pareni/Caregi!'er Rating
Form o|erlaps the standardizarion sample for lhe-]tacher
Rating Form, direcl comparisols can be made bet$'ecn
{.rswpletinq the fteqart ta pc"trents
T\\,o lorLns, the Repon to ParenLs and the Report to
Caregilers. arc a\'ailable to help communrcate results
, a delinitior, oladaptile behavior end the reason lor
adminisLering an assessment of adaplive beha\,ror
'' a nontechnical c\planation olpercenrile ranks and
aclapliYe lev€ls (ft is imponant to note thar tl,e rerms
Above Av€rage, Average. and Belo$'Alerag€. Nhich ar.
comnonlv understood by parcnLs and others, ar€ used
in the reports in place ol the nore clinical terminologl'
Moderately High, Adequate. and trfoderarely Lo$r)
- maladapiive resuls
. a general summary olresults and rcconmendations
Figure 4.5 shows the summal' ol adaptjve behaljor
domain performance and subdomain perlormar,ce
lroLn the Rcport to Parenls. Scores lor Tesha. discuss€d
eerLjer (Figure 4.1), are summarized in Figure 4.5. Thc
Lrser records the percentiJe rank lor each ol the adaptrvc
behevior domains and plac€s e chech narli indicarrng
the adapiive le!'eL ol each subdomain.
Lo

'., .or. l.. .g\., 1, .f.r.., rdrr.

Fi$rre 4.5 Piofile chart trom the Report to Parents completed for Tasha, ated I years 4 months. (See also
Figure 4.1.)

5ummarv of Vineland-ll Results

Aka$ Ah@A!€Eg€ High
(131h33d'li,ilc) (3a6-97I! g"il€) {$rh 9'dile)

,6 1/
t/

l\rg nrla.(osnu i It
Soci.l Skille and rehiid.lli9e

u "s !"'s: fl,',l '

lS I ChapXrf ,.,..)t,.:,'t,.'.: .:: ,. , ;. t

'
,.. ; . ,'. :, Vinelaud II
Subdomain and .,tplN:nlir
Domain Norms

rl I \'Scali: Scores Corresponding to Subdomain

Ra1l Scorcs.
l8l
+0 .+ I
l0
rti t2 +l I
-,Iltr ts+ lr +i
.lrr
l(tl
-l0l
,'ii) ;s +:l .t0l
tsl 'I r0 I ti .l(ll
)rj i I ttt l
)rl tl 20.i
1S7

L' la l0 rss
t0i
,jI i0 rss l:lf ill
2l)(l
2trar
I irl.r S9 b:0 ii 2
r0 .lll;
i89
.t lt) t90
- I lt I ltl 20s
lail
l!) l / rr 7l
r ILl l9r 7)7i
.ta l9l 7 ar ;:S I t(r
ta l9l ; q-7 lt .|0
-ln t9l
lLj t9i
lLl ltr tr+
.|t
tL2
2ll
- nr t9r
- I lLr t9l t};97 lll
' ln I9a)
.]ll
la tga ILla lLl I
-l L+
zrl
. l!17 l0.l l0:7
l(l lri
197 rrrs t0.t l lti
lc)8 u0 ul I6
tqs l:+-l l:/
I
,!6
199 I lS Llrll . 2)1
199 l2tl t2l )t7
2Ll0 12 + it7 )tA
200 l2:8 l2 ll 2ls

1!lo it B : l8l
I r-Scale Scores Correspondint
to Subdomain Raw Scores

i :.rine Erp.e$ive lvritren Pesonal DoDenic Contru

lnlerp.^onal L.nurr coDins
Elilt"n'hip' ri." sii ,'
r N.l
i l0 j t-t ----;i
I I rl
rll
ia tl
ll]
t0
ll:l
I l!
-' ] j - t8
I l -r
0
li
la
1i
I
tl
i tl
tl
it

_8

-l
t
)

Daily tiviDg SIitlj

Sociatization
plavand
Inl€rps\onalL.i\he
ryEonir pomstic community nrrironlh'Pl Tim. CopinR
Stilt\ qo$ rine v_scte
i N.l

l
tr
)2
ll
ll j l0

liri t8
j II-ll ;
l li
.1 , l 1.1

,] :i
l l 1)
l lt
t0
I l
I . I
9

l
)
l

Apll (rir B
SUBDOMAIN v-Scale Scores

Daily tivinB Sldlh sodalization

PlaYand
lnlerpeBonal Leisure Coping
v-Scale ; Rcceptnr Expr€$ive Wtillen P€Nnd Domenic CodmunitY Relationlhip! Tim€ tlills

t0 {t2 14
21
Bt5
2l
),)
ll
''l' ,
6! 810 l:l
22
21

20 tl 207 55 20
l0 I ll- l.t 6 t9
]B
- 175 -1 18
li.t6
Ii 1.1 .1 t5
laJ
l; l2 I t:
.r l0 14

I l 0
56 t2
tl .1
I
ll
l r

t0 ) l- 0- t0
2
I I - 8
I
0
5
_
:l
2
1

Diilr tivinS Stilk Socializalion rrloior skilrs

lnlerperona! L€hurc CoPinS

PeKonal Doncsric Conmunil R€lationships lime skilh

21 l0 02 2a 1-6 l0 62 l7 80 11.72
li l6 249 ll
21
22
2l l,t l] r0 22

2l 2l , ll 21

20 l 5 2A/ 20

l9
5 18
t0
.l
ll
li l ) t6
'l(.
t5 5 l .
)
1,1
r2 ll
l
It
t:l 9 r0 2 3 1l
ii 12
l1
tl ) 0 ll
l l t0
t0
9
8 2 3
I
l 1) 0 )- I
l- = '
5
5
1
:l
2
2
1
l
- 2

.onrrirLr.rl o, ral f.(.

181 | Afpmd;xB .. \ irehnd ll

 SUADOMAIN v-Scale Scor€s

lnlerp.reonal Leisure coping

i-eptne txpresiv€ Writen P.Bonal Domenic Commun Relation'hio! Time tlills

r tt 108 0 lt2 r0 a2 1,1

ia tl
. :i .tl t.l t5 2)
ll ll 1.2 l] l0 21
l1 ) )l ).) :21)

.- l l8
:0 , ,1

I l5 lii j
.9
ll ll 1 5
l2 rl
) 1 tl
E l 12
!r6 ll
a ; I l
+a l
tl u

l
t: I . t
.0
l l
:
l

Dailt Livin8 slills SD.ializalion

.{.Dtne ErDre$ile Wriiien Pe^onal Domeslic Comdun

l9 02 )2 i2 21
27 19 t5 22 l7 t1
l0 l2 l8 l() 22
I tl
: I li lt ri t0
D li B
')) , ll r.l
IL -tO.I i t3
3
t0 t6
li t6 5 l5
ll :l t1 I ) j
]E r2 tl ll
t4 ll l 12
l l
It a l0
l )
l 8
: I 0 I,
) )
l I
j
; 0
I I
: 2
I

.rr,rr. l,rrr \rf rt

APPndis B lr85
SUBDOMAIN v-Scal€ Scores

Conmunicalion Daily living skilh socializalion

Plal nnd
lnlerpetronal teisure copin8
v-s.ah Receplile Expr€rsive Wrilten Pc6onal Dome{c Communily R€lalionships Tine skilh Cro$ Finc k;J.
s.o. I '
tl ! ,t {l:l -t t lJo tt :l
.)) ll i2 t6 iJ t9.i0 20 tl 20 Ii
.)) lt tll
]l Nti tt.ti
:(l lt tl l; 0 I ii tl
l9 it ti
I tl ti !ll ti t.l
tl )l , ; ll ll
ll
l5 t0 lN l! i ll
1.1 l
j j
tl il
ll ) DI tl
l

l l) li 0
5 I
I

)
I
90"; I I
Conf. lnl. coni. tnl

Communicnlion Daily LivinS Skilk 5o(ializalion

lnlerpeFonal Lenure CopinE

r-s.,te . Rcccpriv€ Expressile lvritlen Pcnonnl Domesli. Comnunily Relalionships lim€ Slills
s.o'"E I s.n'"
l.l )J i)
lr tl
Ir t.l
..., tl
?l ti t2 .16 :l(i !11 I
20 t.t 6 ll 15 Li tl ;
l9 t.l .ltr l.l ll
l8 .ti t0 | lii I li l;
lt l] r:i lJ lt tl
7 tl 227 Ll t.l I

t5 li lt,t.l ti
l4 r9 5
tl 7l0
12 I 15 t6 I :l
i3 j li-].1 j ; II
t0 ) t2 i
t0 | .2 )-)
8 j ) I 8
J1 l
:l 15 6
5 tl tl j
I 0t
l
2 .)
l I
q0%
) annf lnr

,l,rt n,
'trttru

t86 | Al ltutt B Yinthril ll

 SUBDOMAIN v.Scale Scores

Daily living skillr Sociali/ation

pl.yand
lnterpersonal teisur. Coping
Pebonil Domesri. Communil RelalionshiDs linre skilk Cro$ Fine r-S(at.

21
2i
-ta ti l:l
.]l
5 i l0
li :t:
ll
ti 0l |i]l ll i
ll
r:i a, ll li
.1

) ) ti
T ltl t.l
lr
lt)
t0 lt l
l :
.ti
))
l
)

Dni! tivins slilk Sociali/ation

playand
lnterpebonal teisur. CopinB
i - \P frnr.$iv. Wrilren tebonal Dome(i( Codmuni R€lnlionsiiDs Time skilh

l.t llt )i:l )1

.1:ill ).). .\ 2l
I]]))
t9 l0 a)i ll
lt, t.l li it 2t)
t.t .) r i ll l0 i-t 7 rt
t6:t! 6 lrl
.ll it ti ti ti ; l,_
|lL H 16
li IiJ..t0 | li
ii ; 21 .t? I ti 17 | t]
) rr ;t tJ
I ll ll ili I r)
0 !r It
l li 1.1 l lJ ili r0
) 6- la 9
olt I

I )J I i
0
1

t
) J
l
l

B 187
'11fu:ndi
 SUBDOMAIN v.S.ale S.ores

? conmuni.ation Dnily Living Skilh Sociali/alion

lnlerpe^onil Lenurc Coping

v,s.ate Rcccplive Expre$ile writlen PeEonil Domenic Communilr Relalionships nm€ 5lilk

;t lfi t; it tl
tl l(r it .21
tl .lr ':li .l.l ll .ll
tt t{r -| tr
t() t0 .I ii r0 ll l0
tl ij ir) 7 lrl
Il ili lt r!
ll tn i i: l{, 'r
,l r) ri
t0 I l; I ll t.i t; i t{l
.)
)))tll
I li20 i 1l
I l) 7 I tl
l i l) t) li ll) I ll
l I t0 tl
ttl ,r rl
ir ri q

0l l , :6 6
:6 .t i I
'.
II 1r I 6
) lt l
Il
t,l l
l 1
I

comouni.alion Drily Li!in8 skills so.ializition

Plaland
lnlcrpeEonal Leisurt Coping
u-\.ite R.ccptivc Exprc$iv€ writlen P€Eonal Doneni( Codnuni R.hlionlhio! Tifre tlill! 610$ fine y-S.ate

l1 Jt 6,t
tl ti ii
tl 2.1
ll )l )) ]ltl rt l3 !tl tl

:t ll )t L tl l.l :
.t l,l t0 ll ll
t5 t0 I l 21 0 2i.lr ll t5
l.l )t )l ).1 tl
ll H t5 !) )) lll .10 ll rl
l2 li ll ll
ll I j ll
t0 ll t0
2l
3 l0 l-) l IJ

) rti 0 t:l
I t.l I
_l t) 2
I l

Lt tt), J tt|r \t I 1l

188 l All)(ndir B Vi,rthrrrl II

 SUADOMATN y.Scate Scores

Diih tnrni ttitj\

:: ri r\I'c$iv. $rrilrpn P€ronal Doneni. Conmuni

lnrcrp.bondt rcErrc Coxinr
Reririnn\hita r,mc a.;tk"

I i t.t D tl 2.1
ll l
:]l ti l2
tl
,l ti lL)
j
)
!
),
ll
N

')
tt -tl
l tl l.l
i
]] il
IJ
ll
i
tl
l

Lirmmunication
Daily tilinE 5kilh
Molor slith

, : . E\prcsiv. Wriftn Pe nl hl€'l'ebonJl tei\urc coninq

Domesti. Comnunity xebton.h,p< Tjhe sti .^ C@ Fin. e-S.,h

t,1
li ii Il. t0| )t
tl 22
tt:11 ;l i.l
.t r-tti t:t t; 2t

ll j.l
, llr
l] ]l
27 t1 t5
t0 | l
tt .tl l.l
I il t0 -tl tl
l I lt -10
.J

l
ll l.l l0
l

] I 1)

tl ll
l l.l
l

,4[!o]t;\ B
. 189
SUBDOMAIN v-S.ale Scores

Dait riving skilk Socializalion

Play and
tnterpeBonal Lehure CopinR
P.6onal Dor€stic Communily Rdalionships line skilh

24 5:l32 ti.t3 l7 B8 53 76 38 6t 27 rio 24

2) 4t 52 tj-t.t l.l la 1?, 52 l1 37 21 26 2l
22 I J-.12 I I t2 t2-tj 4t-.1t 29 ll 21 21 62 68 28 :ll 22
2l )a 12 9l0 t0-' 15-.10 1i 2B 1B 20 ji 61 2i 27 ll
l0 21 78 8-9 ll l.t 21 26 t5 17 j j.1 21 l0
21-25 lt 1,1 tr 2l 6 7 ll 12 22)) 21.1 .17 50 2l 2l t9
t3 2|r) )7 30 l8 20 5 6 l0 20 lt 0tl
t/. t9 )t )6 t6 17 + i u9 I lJ-19 79 1l
l3 l5 I r 27 )8 16-17 6
t5 ll tr .20 2l :16 tr 15 5 :t2,ji ti t6 l5
t0 ll 18 19 10 lt I 3 21 1a t: ll 17 lt t.l
1J t:l 9 J )J 26 rl ]J
ll )1 12 t2 12
tl 7 l]-tl tlio 6 l t7 20 tl ll
t0 lt t2 li-t6 t0 l0
9 l.tt6 ll 0 9
3 ]] l3 l ll
t8 9r0 0l (7 l5
78 13 rl 6
5 .1 6 13 0 5
l5 l-.1 0
j 0.1 t-l l
2 2J 0 2
l 0l l

Daily Liviig slilh

play and
lnr€rp€mnal Leisure Coping
y-Scab in€.€plive Expre$ive wrilten P.Aonal Dom€srtu Conmu

24 l:l 40 il B2 171?, 17 uu 53-76 24

2] ll :12 60 6t ,11 5r2 tj,t6 l.l,t6 18 52 2l
2) l0 5.r t9 lr 12 12-rl lt-Jl lt t:l 12
21 29 .ll t:l 29,)7 910 t0tl 18 ",ll 58 61 )6)9 :!1
20 18,12 25-2{J t8 89 15 l7 26 15 li 55 57 25 20
t9 24 27 34 37 21,)1 6 7 21 25 l] l,l 31 54 )2 21 t9
18 2l :3 l0 3l t1J-20 5 6 21 )3 r0 ll '17 50 19 2l 18
17 l8 20 27 29 t6-13 1 5 29 l0
l6 2) 2t 15 3 4 28 16 18 6 J0 -11 17
l5 ll r5 2t 22 lJ 1,1 2 l4 t5
t4 12 lr t2 l 24-25 l2 | 5 )2 1a 1,1 t4
l3 l0 tl t0 0 I 2:i t:l
12 15. t7 89 ) 21 2) 2) )6 12 12
tl t:l-l,l l9 20 6l t8 2l ll tl
1!l l] t2 l7 t8 5l t0
9 l0 1.1 l6 3.1 0
I I l- 1l t3 2 8
8 ?- 9 r0 0l 67 3 5
l .l 5 12
6 0

0,1
2-:l
- 0l

.onl/nrr1i on nc{l p4gr

l9l:l I Apfen(lix B ')'..t:t.,,tt.'"tat\ i|,.t i:t;tr'jt'.1 4...,,.,' lnrclard II

 SUBDOMATN v-Scate
Scores o
Daity LirjnS skilts

i-:. tnc E\pr€sir€ lvrilt€n hlerpebnnJl Lci\rre .n"i""

ltra,iubhiPs rin. aiiii:'
.t il 5 ra i;-t:o .:;,-t 21

ll il
.1.1 il )1
.tl !2
Iit ll ti t6
2)
tr I r-:tj lt l0
1.1 6 I.l ,) jt tl -r;
j jt j.t l tj
l 19 .]ll l0 iI
ltlr)
ll) ll I I tl :lri lri I.i ij I
)
2a l-t L j
I
lr l.l
I
1, it t:
l! tl ll t(r l ll

tl I
: 1

0 rj tl
j
tl -
-
2
l

Dailr Lnrnt S(ith

{- -' ,. E\pi.$i!e Wriften Inhrpc^onat teiure

gg!3lqohesric an,nno
conhuniiy
I:l4"n,hip, rim" srili."

l{l 5.1
)6 j7 27-19
24

iiJ-.1.1 lt 12
.10 il 2l
:jl -ll )t 1l
22
21
.It-1,)
2.i-t8 .lri-ltr la tj 5ll 6l )6 )7
2A

rll I )1 )i tl
I ) 1.1
tl l;
3l lu
:t ;., .lt tl
.) t5
I I tl 16 ta .l tj 5
1
]1-t5 -l tj .l
t.1
t0 B il
.12 li ll
it], l )2
l tl
t2-t6 l0
rt l1 o I 7-t l
li 2
!l

l I
15
.
Ll
t)
0

Alltulit B
i ror
SUBDOMAIN v-Scale Scores

Daily Li!ing Skills Socialization

Playand
lnlcrpeBonal Leisuie coPing
P€^.n,I Don€sti( C RelationshiDs Tine Slill!

5l 82 17.18 :18 62 l0 60 21
.18 52 15 16 27 )9 21

,13 17 ll 14 n8 i2 l5 21'26 6t /') Jl ll ??

2r,lr ll ll
1.1
31 :lJ 21-)i 65 6B l0 ll 21
5J 5t 20
ta-il l0 ll
29-t2 7 3 3B -10 15 t7 i8 6t 26 1/ t9

3 i 16 17 llt ,t2 J1 )7 it t; t2 l1 1i ,i 21 ?5 t8
2t 21 i 2t-2J t0 1l 5t 5J 21 ))
rb I 2l lr i0 ll l 20 4 ll-12
t5
77 )9
I6 l8 6

r:l lt ) 21i 18 r,1 l5

1l
lt l2 21 )1 l2 1l
ll : lrli 2l 2) I
)2 15 tl t2
r) I oll l8 l9 t0 0 1 )2 21
.17 lr
l5 17 l l9 2l 11

0 l7 lll 22 26 l0 t0
I.t t6 :l-l 9
Lt tl ) I
.1-j I l-11
t0 r0 ii
J 0l 6
) {5 12
_ 5
1
l
ln 1
2
0
l

Daily Li!ing skilh socializttion

Playand
lnterpesonal Leisure coPin8
Pe6onal Donesti. Communi Rolatio.shios Time Skilh

BJ ]08 17 -18 20 88 )3 76 l€ 62 l0 60 24
36 17 27)9 2l
ll i4 8i t0 i4
,18 52 3J li 21 26 22
ll .l2 ll l2 l2 l:l 14.17 ll ll 21 2l 67 69 32 rl 2l
l0 ,11 29 l0 lil l0 rt0
li l9 'l-10 l0 I I '11
29
l3 40 26-28 15 l7 59 62 211-29 t9
:l I l.l
2B
l5 l7 2;25 12 l{ 55 58 16-]7 t8
)6 2i 2lr3 10 ll 5l 54 21-21
21 25 13.12 2i 26 56 3l 1,1 17

l0 ,1 i ll:12 19 20 79 17,54 21 2J t6
21 2\ :lt l7 22
rGlS 4.1-,16 19 20 t5
ll l'l 29 rO 6
l8 20 27
)6)a 11 15 .10 ,:ll 17 lB t4
23 26 2- 5
l:l
t:l 21-25 12 l:l '1
tt-]5 20 22
22)t 9ll i l2 l5 12 ll 12

l92l 7n 2 27 )t ll 1l
rTlB 5-6 l 22 16 l0 lo
1,1 16 1-4 0 9
11 lU 2 tl t6 6-8 I
5 L0
910 01 610 1-5
.1 89 ,1-5 I 6
78 2
56 r.l 0 5

1:4 0-
l
l
0-- 2
l

.onlinrdldn nrrt |.rg.

..:.,...a. ;.. . j.a.,..:..1 ..,.... :..,, t :.t,. I t. Vnrelard II

1s2 | AfPen(|ix B "
 SUBDOMAIN v-S(ale 5corcs
!?

Daily Li!inB skilk So.iali,ilinn

lnlerpe6onal Leisure
pla),and i;
Coping
r- a.re trpre$ire writlen Pe(onal Domestic Community

61 82 17 ,1u 21 3{l :
5l-61 t5 t6 :0 t2 57 59
,18 52 ln t7 l9 i3 56
2l
2)
rl
.li 17 t2 ll 1t6 l8 5l 69./) 3l ll 2l
il i:i :t ti l1
Jt j7
,10
1ll0 t0 tl .]] .11
l9
2rt 78 B9 .tB i0 26 lll ti- l/ i8 61 26 )7 t8
25 23 6 li l7 2l l5 l.t I.l a3 57 )! )i
?l ll.1
I
5 l:l ll 202t l0| i1 i1 21 23 16
:il ll 17 50 l9 20 t5
16 l7 I ,l
1.1
Ii ti ) ) 40 1:t t5 t6 I
ll t2 I 2 l-2 t.l l0-t 2 l t)
l0 0 l 19 21 li ir ll ll
8' 0 l7 l8 56 I t0 I
I t6 l.r 0 17 21 ,t l0
t6 I I tl 0
l ol l

l
0l 1

t1 I

0 2
l I

Daily tivin8 Slills Socialization

play and
I
rnlery€Eoml teisrc CopmS
.. 11! E\ore$i\e Wrillen P€tsonal Doneslic Communirv

ll0 i2-72 24
i3 67 16 :10:16 t7 5t .2:l
li 16 12
ll:ll 11
)1.21 65 63 l0 ll t0
t3-20 61 6.1 ?B 2t t9
l5.ll l8
l5-J7 ll l4 !5 57 11 23
r0 ll i1 a1 22 23 t6
ilt l2 79 t9 2l t5
: trl 29 l0 a
ti-.16 26 28 l5 t6 1J
21 25 l6-J9 ll l4 12
22 2) )-) 12 J5 l2 ll
'I
l9 2t I 2,1 ll 1l 1q
t.l 19 2J t0 9
39 a
Gl0
13 t2
tl 5
j
I .l
3
2
l

(r1li,rr.d.r n.\r jrdrtd

A\fendix B '.: t.l ...1:.. i lej

 SUBDOMAIN v.Scate
Scores

communication Daily tivinSSkills So.ializalion

Play nnd

y,s.ib Receptiv€ trprc$ive Writlcn Petronal Domenic Communit) Skills Cross rine r-Sete
S-t"'I Es.o.n
N0 it ;.1 .t{
1 5li 6l
) ll 50 5l la it 5/ t)
l :lt ll ll ll lt il ir ji .tt 16 2l
l:l 2r:r

t0 I

)t il :! 25 tl il t:
II 25 lti ll I 2i lr 11 il ):1)
I 2l )| 2! lt ll '
Llt .10
t.l
ll li l Iili ) tl
) t0 tl t.t ll l t) :11 -li tl
l I )).t)
ti ii t.t il ll
tl ll
I l; )
la l)
)
I

l l
2i 0

2 I

Daily Living Skilk 5ocializnlion

Playand
lnlcr?eGonnl Leisurc coping

r-SGle Re.eplivc trpre$ive Wrifio Relalionthips Time skills

ll {t0 ;l 7l l1
l.l
)2 iu t9 ;i.i7
2l l] ]1 l] l7 nl ll 1l
20 ll B tl
lll l:l ll ll
l ll l7 t0 .{r .tl t6 .Ii la lll I8
t't ll ll -21 ll ll
1l !) J(l li l, )8 :; lt ll l0 l.l ji;7 ,tt li
t5 )1 )1 j lt.t.i 1t
4 I {i :10 2r:10
1

t.l tt li ]l 2; l] .tli I 2i tl t; l:t ti l t2

tl It rl lrll0 lt l.l I 2t tl 12 It li ll
t0
l0 li r0 i] l7 t0
7 ll lJ 1 9

I 16 l0 lL ll li ') ll t 81r 8

i3
3i ) t5 t2
5 0l li 0
t; ll
l . 12 I
2 2l )
l
l 0l

..nrin rll o,r n,rr t)ds.

194 ) 11hl)( dix B

\ irrr.hnd ll
 SUBDOMAIN T-Scate Scores

Daily Livinij skills Socializarion _!

plaf and
lnl.rt).bonal L.nure CopinS
': ,: E\prerlilc lvrillcn Psonil Dom€sti( Comhunily
gq: Finc v-s(atc

ll
))
t:
l
li .t tl iti
llJ

j
I tl 6
t0 .t.l 2l
t|.tl ll tl
j
tl
lt I
tl
l) i
) r0
I

,]
a

Dnily tiving slil15 Soci.lilarion

ttay and
j ' ": - E\prcsirc Written Personal Donciti. Communii!
lnlerp.^o.nl tenurr Coping
RelilionrhiDs lim. st;tk

)l i.).
tl
.l.l ; :l
;j i8 ti ili r) tl
;t t1 ti 17 i0 ;l :0
I tl rj j
lll ll i.l
6
ti J r
I.i 2t ]] t5
| 2.t l0 tl l5
5l.il t.l ti
l| tl I
tt ti tl
:l lr ti -)
t!:tl ll
I )1 ), l.l tl l
ll tl tt t:l ]]jj
I

a]l t9 2l 1.1 ii
li
ri
)3 5
1
tl
)
I

1l l)ntt;]l B 195
SUBDOMAIN v-Scale Scores

Daily Li!ingSkilk sodalization

Plar and
lnlcrf.donal Lcisurc Coping
r,s.at. R.ceptir€ lxprrssive Wrilltn Pchonal Domeni( Community Rclalionships Timc Skills Cro$ Fine r S.rte

t.l ll
tl
)) tl
j tl

til f it )2 Ji
I-
l5
1 ll
I

l .t(r t.l l; l:- i 6 12

I ) D I.l l I
I r', ]lti I

u ll
l
|)
] i
il
) )

l tl 0

Dailr tivinS tkills So.ializalion

Playand
lnlcee6onal L.iurc copirg
,.r.rte R€c€plive F\t.$i\'. wiitlen Pc^onal Domcilic Conmunily Relalionships limc slills Cnxs rine v.Scat.

1.1 t.1
It
t,l 2l
:| ri .10 .t.l .10 ji l2 il 2l
20 ';a lll
lt tJ li;i 50 il
lt tJ ll it ji )! !1 t{l
! t0 | tl
t5 lt.ti ll t
tl .20 I 0:2 It
li ) ).) 19.1r lt it ll l:i
12 .10 tl Ili ltl t.l
I] I tl 1-) )7
l0 .1 li -|.1l I tt t.l t0
9 ll ll
lt 0 tl l; l0 ll
: I

0
5 It
rt J]
l.l
.l .t) )
I I

nrrlrrl,nlon n.!r fij!

t96 .tll,rnnit B
 Drir\in:ililL! io.ializali0n
PIJ\ and
lnlerpeEonal tei!ure CopinB
" i :_-... \l'ill.n Pebonal Domenic Cohmunih Rel.ljonships ljme Skilh Cros Fine r-s.ate

tt) i) tl
i') i-t irr tl
7i ili rli ii 2l
I) l0 ll il li l0
i)it .10 ll t!
l] i rl It
iat) i) r li

li l, ll ti tl 6t .li t9 rl
l0 22 t0 rl 5j ilt ta.ti
:i it tl it il tit; l
lr rt i0 tl .tl
: l-l ll la :) n 1l ti
.l:t I l; ril
lri ll:r, ii

t 0 67
ti lt i
0 tl
)
1
l

Daily liviig skills So.ializalion

lnlerpesonal Leirur€ Copirg

.F !:. , :,::6:nc Wrillen Personal Dodeiti. Comnun Rclaliunrhiu! lim€ slilh

l lr
)1
)1
lli ; t0
t! lli l') i I ti(,
i0 al :10 il llni )5);
II l:l )) )1
.r.2 li rl tl .ll l0 l9.tl
rr)'ll 15
)l ):1 D.rr
29 ll 1n 22 t0 ll ]j iii t6 2ii ti
)l i1 l1.lr t2
20 tr t7 l0 It i0 l,r ll ll
I I .t2

20 tzl
I
t-- I tlJ ti i
i8
JL t7 t; t
) 2i 0t :tl
tl
2
I

Lortrrrrl ru r.rt 1,,.1r

APlttnlit B , t97
 SUBDOMAIN v'5cale Sco.es
*
: Daily Lilin8ski t
di Playand
lnlerpetronal teisure CopinS

r0!r08 19 50 )1 62 ic0 i2 24
tot 0.t
t t6 l8 2532 13 .12 i0-51 ,11 50 63 71 23
99 100 1.1 t5 )2-21 19 32 l9-.12 22
11 6167 IJ-21 26 2B 2l
20 60,61 17 21 25 42 .{:l 77 52 55 20
19 l,r-r6 39 -11 29 ll t9
t8 8,1-88 t 5.1-56 12-11 lS t9 26 28 t8
l1-)) 11 36
.16-l1t 9 t0 t:l-15 lr 3l t9 2l 69 70 Jt-]9 r6
l5 )7 )A 68 7l 4 42.]5 8 r r-r 2 28 l0 l6 t8 65 68 :15 16 t5
)5 26 6t 6j j :18'll 61 9 t0 1t 2i ll t5 62 6.r :l:l ln
tl 21 j,] 60 31 J7 i i8 22 2.t 412 \7 61 29 Jl
12 22 23 ,ra il 2 29 ll ,1 56 I8-2 r 5:l i6 26 12€

tl 20 2l 25 2U :l .t 1i l7 ,13-i2 2.1 25
t0 lB l9 l1 l3 0 2au t:t 2l t3 ll 12-47 22 2l
2:l l0 r0 l2 ll ,1i )0-21 9
I ri t6 22 l2 l.l 59 )1 32 5-r9 r 3
B 12 l2 t; 21 t8 2l t-rl r
B ll 0l i:l t7 9-r0
17 5 t2 iI 5
I ) 0l 74 4
0 0l 3
2-:l 2
0t - 1

Daily Li!ing skilh So.ializalion

Play and
lnterperenal Lehure CopinS
Receptive Expr€ssive Wrilt€n P€Bonal Domesli. Communirv Relationships lime skilh

21
- lot 108 22 50 74 A2 ll -,18 ;ll €8 7) 7a 54 62 5l 60 72
12:J l0l 10.1 l6 21 72 73 29 )2 JA12 63 70 5l 53 .r7 50 69 71
.. 22 ... 40 99 102 l4 t5 99:1 . ??:?9 10 17 .,!,:!1 19:rr 3e 46 80 61 68
21 :18 39 9G9A t2 tl 66 68 t1)21 27 29 6:l-65 47 48 37 38 79 56 60
20 :17 93 95 t0 tl 61 65 t7]t 2326 60-62 41 .16 35 36 77 7B 52 i5
t9 :15-36 89 92 8 9 \9 62 t5 t6 20 22 : , 18:i1
18 l4 at33 7 55 i3 t4 ta t9 l8
17 t2 3l 79 3l r; 50 i.t t2-t:l 16 17 J4 36 25 27 17
31 74 7A 46,19 l0-l l l:l- 15 lt,:l:l 22-24 16 .-
15 29 10 687J 5 .12 -15 ! ll-12 29-:10 t5
2724 61 67 4 l8 -11 7-8 26-23
. l3 25 26 5.1 60 3 59 62 29 lt 13
'12 23 24 ,16 5l 2 55 58 26 28
ll 21 22 ls -45 l 51 54 24 25
t0 1e 20 llla o II 31 47 50 22 23
9 16 t8 26 l1 0 12 4216 20 21
I l4 ti 2t 2a 1,116 0 3211 t7 t9
rr:rl L!:?! l0 ll ta:11 t4-16
6 910 l2 t4 a9
5 47 5
23
ol

.onrnrdd on ncrl i'ds.

tqs l AppPnd;\B'i.: (', .r. 1 ' Vinelard II

 SUBDOMAIN v_Scale Sco.es

Daily LilinE Skilh sociali/arion

PlaY and

.i- -: .. E\preli\c \lrill€n PcEonal Dom$lic CommunitY Cross Fine v,Scale

i.l ll
l'l l
a'l-il :l i
|i) a5-{)li ll
;9 6L ()L :1
li i() r,0
/-7. it) l0
0l1
il ii lq
rl ai 7{) lll i lll
I tl lll (l ;t il 7) t3 li ]i 1i
it it rl ll 6

t! li 611 70 lli l0
l t:t Ii ilt ll l 1 !.1 ()-, 6iJ l) l; l1
)1 ); lr i r)t aj llil li
l]i; t.t ll l0 i2 j/- t,t t(l ]l tl
l
il i() Il, lli
I
ti lli i 1l ll rl l-1 ri ltr
i0:ll 0l ]] ri ll l.i rl
jj rl l(l I Il
tl ti l2 t; l!
- 0l ti ii ll l1
9 il i r.l I(i ll a

1l; :() 1

.1 6 i
0l 2

Daily tivinij Skilh Socinlization

Plal and
lntcrpesonal teisuie CoPinB

F{ : E\Pre$i\e lvrillen Pcr.nal Domenic Conmu.ily R.talionshiDs lime 5lilk

lt i0 7l ill ll lll liliti

:tl
lr) ]l ,)i,, 29 ir i6 1l
6!r tI li lN ll li !! rL ri lll 2)
ll ti {)() alt -l:l l 1 ./9 l:l
lr
L!.ll l0
) l) 6i 6) 16 lri
I l,l a:l li llJ ll l.) it lt ll i.l
5l it l1 il, ll ll j'i:7
51 56 Ll l:l 161') 5l tJ
rO ji l0 ll 16 li 1.1 16 )! )1
ll l!ll t5
.16 l! 'l ll li lJ 17
{ ll-1r tli ll ll
lB it 6 910 llt .10 ))17 ll lr
l 1.1 it a ltl )) 11 l0 ll tl
.l ;6 ll
l .t9 ll
2t-28 II j.l t0
0
0 ]t t7 l.l .ll
tO,tl 12 21 26
ll 1l l0.21 I
L5 l9 ll
t0 lJ
- 2.1
ll 9 ll Ll
,l 2 t tl l0 ll )
4
)i l
0t )1
2
l

,,nrirr.,l ,,,r ii\r t,i Sr

i 199
tlPortit B
 SUBDOMAIN v-Scale S.o.es

T Conmuni..tion Daily Living skills Sodalizalion

PIay and
lnrcrpcnonal tcisur. Coping
Re.eplne tipre$ive Wrillen P.6onal Doneslic Communily R€litiorshiDs rimc skilk

2i
t0i t|6 20 2l 5l rl l{l n)
ll 5t i-t t5 .1;
l
)o )2 tJ il
l9
t)) ta 0 t: t6 tt ri li it ti;
ll ti t0 .tl i.l i6
rl 56 i0 il 7l 7) li ti
li nli r1l iJ .11 16 I ri
tl
j
l ilt ri tl-t; It
I ).) )) ll li
ltI
2I 1l IItu t.t t; Ii
.)6 I l)
D tli ll _ti li r! )6 ]| l.] ri rLl
l ll rl [ ]i rr lr
I r.l il) rl
j
l
,) 0l
I

Daily Living skilh Socializalion

Play nnd
lnterp€Eonal Leisure CopinS
Pebonal Domcsli. Conmunily n€btionships Time skills

2J 55 6.t lt a0 i) .tl
tl it 5; .;lJ i0
t2 ti 2li lc -ll 5t tt Ji .1t
tl tl
20 .21 .29 ll
lu r, t6 2fl
t8 li 16 17 ll ti lll
ri 15 )a 2).
ll iJ 56 L 18 l! 50 rl
ti i0 5l t5
l4
ll
11 Iti li 5 9 L0 21 27 1 I2
tl )1)t l2 ll .20 t.l tJ l0 ll
l0 )o) .1i t2 0 29 lr t0
21 2ii 0L i.1 I ti ) 5 1) li )1 2-)

8 16 ll lr lJ t2 Jl ll .)c 2?
t:l ti ri .tl t0 1,1 Li l9
I I tl tl l.l 1l 1.1 0l ]] ]7 ll Li
! 611 i l2 l0 l-t
)l
01 -t5 j
2 0:l 2i )
I l
 5UBDOMAI\ r-Sele Sco.es

Daih tninn Skillr So.ializntion

PJat and
l
lntorp€Eonal teisurc Coping
+ i:..rli\. E\Drelii\e Writl.i PeEonal Domesli. Conimuniry Relariunrhip\ Time \lills Cros fine r_s.,te

iJ 21
tl i.l 5i ir ;l i) )l
6rl i| t?
1l1l 6i i ul
t)1 t.tl /9 6i at t0
r ti ,r 60 6t t9
ii i6 i! ll]
:0 l /r) ;l ,i t-
rl i$ l-l .l tr ti i )l t) 1i .t{i ; 16
it 5'l /i .:i 1i t;
.1!r , i ll t(t I t)7t l] l.t t.l
l ]i r0 li
l I -t.l 1i)t L ti li tt; lj itr l.)
l l.t ti r0 il ,-Q l0J.t ll
I
.,1 6 ti t(r t0
0 .rt ii li it .tl t6
(Jl )1 26 ti ]lt tt ti 3
;) 20 lr llt:| |
lr I l!) 16 li 6
9| ;I |i a
ll 0t 0 2 ,l
69 u
0

Conmunicalion Daily LirinE Skilh Sociali/ation

Platand
hterpebonal tci\ure Copin8
i-.:rinc E\pre$ive writlon P€rtonal Donesli. Comdunity {.lationships Tine skills

tllt 1"r 50
21
:jj it i.l )i
aj j.t ]li i0 .t)
)5 )/ lti .tl lt ll 15 .li I
:10
l0 tt )t i2

tJ tr 1) il
tl lt t l9 i0 !.1 li
t.l
il :lJ t/ :10
2
tl
l.t )7 Jt i5
rti 0 I
' 0 I.l 2Ii Ii
lt t:l ll l7 tt
0 6
i ti lj j 5
;l .2J 0J t0tl
?5
tl 2
0l I

tllo it B i2ol
 SUADOMAIN v-S.al€ Scores

J Communi.alion Dait Living skills So(ializalion

; ptayand

,.-S.rh R..eli\c Erprc*ile lvriltcn Pebonnl Don€stic Comnru Cro$ Fin. y-s.at.

tt 5 ;l i )a
tl l]() 70 tl
j l,/ 6ll .l
liO l,i {)() l(l
iti ;rr 1, i ().1 t'l
61 6l lll
t- il i.l i, 1/ )t tl
I t t))) 6
t; I[ 1] 2 n) 1-t itit t(J ir l5
,t t; I tl
li li ili) I ll Il
l all tr jt l(r tl
l I t0 I f tl tl 6, itt6 |
tt tl ti n) i0 lt tll
li 5l 0 ri n, .t; )t
lrlr ta ta 2) .)t) t
t.r tl rlr t: [j .].) i
., ) I t; ltlr a i i
lt t0 i ]] ]i Ii l
;j 0l 0I l
l
l .)) tt )
I 0t

Dri! Livinij Slilk sorializalion

Playand
lnl.rpcBonal Leirure Copin8
i\c Fucsnc wriltcn Peronil Dotoeni. Communily Rclalionships linc Slilh

ll
li i 1l
2l
]I a a) 1t li t'
t0 iri til

llJ

59 6t l.l ti 11 )J l0 .1:t ]lt-10

li 56 iil 1) 1t) nl i2
it l! Jl.:16 )1 ))
ll
ll ti t8:10 1.1 ra tl
ll )1 16 5 t0 | )1 2i 1l
l0 )t )l 5i5'l l t02i lt 0
9 20 2t 15 i) 0 ) i7 :19 l
I lt ]li 1) -) :1 5
:
.1 .ll :) li l 7 02 .10.J1 lll tl
l] t2 tr .| t0 ti
5 0i i ll lt rl
I i li ll
0l :
:!
I

202 : tufuti\ B
 SUBDOMAIN v'Scale scores

Daily Livin8 5kill5 Socialization

i
Play and
lnrcrpeBonal L€islre Copin8
R€lalionshios lim. Skilh

ll 50
2l :ll i2 72

22 2t']) 55 50 5l
2t l0i 71 it .2i -18 .li l(l
t0 l0l r01 ;]-il .tl .ll
t9 100 r02 t7 l8 .tl 2l i5 l.l .1U 10 J9 .12

t8 t.l2l il l,l
tl ti t6 lll zll l0 17 )t
[ ]l ln l5 )J)7 Jt nl tt ll ii a()
i) i) ll ll rJ rr-2j 50 il l8n0 \17
B-t 35 I r0 l0 lli l0 i5J7 r 2l
tl ;.1 r5 tt l1 t7 20
tl )i t! Jl
2.1 )6 .1 It .18 i ll L2 16:18
l0 2) )l ;i 62 :ll l,t li t.t ti 1l l0 ai 6)
t0 ll lt lr .ti ll
i6 t5 tr ll 0,t a/ t.t t7 J \
D 16 tr 2l 17 )1 t0 l.l
l2 21,.15 lJ t9
5 I2.!0 ; !l
i It 2l t0 :2

0l )J )a
l 0l
i 9o'rt

annduni.alion Daily LivinS Skilk socializalion

PIay and 1

Inl€rpe6onal Lekur€ Coping

' Rec€plile Expre$ile Wrillcn PeKonal Domedic Communily Relalionships Tim€ Slilh

10rJ ll 50 -1u
l.t 58 0ll i1
l2 i:l ,1 57 72 i6 5:l ia 2l
.- 2! lt :0 il 5i 50 52 )2
t05 :l 2l /t 7i il in .16 -+9 ll
l0l tol 20 21'26 l0 J.l 61 67 1t i2 ll li !0
iiJ 22 2i la l9 l8 50 l9 J2 - t9
l8
t6 t8 23 l0 tt J5 l:l l5
6) H-li 11 27 ,ll lt ]lJ ll
t) jj i9 6l ll ./l 2l 50 il lfl l0 )1-27 t5
- l0 ll 32a5 910 i6 58 l0 l3 20 l! l7 2r 2l 71 71 19 52 t4
i2 55 ll 1,1 17 20 7t 7! ,15 18 IJ
27 J9 J2 12
.1.1 Jll : ll l2 26.2ii ll ll lt
2) )3 ii 62 ).3 l -1 l0 l2 3i ,25 I r0 l0
l0 2l ,16!1 0I ) 29 3l t82l 6t 9
16.1i 24-li 0l 57 12 2a 1) l7 tj 35 16 L)6 8

ll L6 16 35 1.1- 2l 11 21 711 0:2 20 11 1r3 2) I

I I t2 21 25 l0 ll
12 20 5 t:l ll li 5

5 tl 23 0,,1 l0 12

0l )t :l
2i 0l 25 2
01 0l l
.l )

rt,rr rr.J I nr\r fr!i

I] Altlttndix B 20
 SUBDOMAIN rscale S.ores
t:
J Daily tivir8 slilk
Play and
lnlerpenonal L€isure Coping
Pesonal Dom6li. Commun R.liiinn(hinr nnc s&ilh

18
1.r 60 8B /3 76 i3-62 58 60
2:l ll 57 59 72 t6 57 5J 57 23

?? I .lr2 50 -56 71 aa 51 52 22
21 JO 69 7A 5l 5.1 .18 i0 21
39 to.t 0i 2t-21 67 68 5t 52 4i .17 2l)
19 lot 101 )o 65 66 49 50 4r -r.l t9
la 20 22 l2-J5 61 64 47 1A l8 r0 t8
:16 i t9 2tt- Jt 6A 62 .15 J6 33 37
:li 16-17 21-)7 57 a9 4l l.l ll :1.1

15 l.l ll 1Jt tl 14
t*t 6A 61 r J-r5 )3 5l 56 40,!2 2{t l0 a6 t9
.l: u,a7 tl ll 57 59 ll 12 '19 .2r 50 i2 l7 :19 21 27 i2 55
ll 79-8i 9 I0 5l 56 .r l0 16 l8 .t6-,19 i,l 16 )t 2l t:l
12 .19 52 78 1.1 lJ .t2-,1j i]-li 17)a 1)
tl ,15-13 i6 l2 l3 18,11 2ii-:10 Il 16 :17 -11 tl
10 11 )a l,l lr 21 )7 | ll t0
9 2l-)l 5l l9 l 1a,40 2 B9 l0 ll 20.11 I r0 l0 l2 9
8 t7 )o 16 i2 0 rr-17 262t t6 19 57 2/ 29 I
tl t6 ll l5 t92i I lt 0.1 lu-16
I t2 t6 l0 16 l8 8 t0 6
5 t6 21 r1 l5 17 t:1. I5 5
7?, 611 ri l0 uJ t0 I2
l J5 25 3

2 01 23 2
0l - 0l I

Daily ti!inE skilh

coping
R€c.plrre E\pr6live !ryrilten Pesonal Donesri. Community slith

103 15.50 79 82 :1,1 ,18 60 88 24

t07 li-:1,1 /-7 78 ll 58 59 /) 21
)a i2 75 7a ll l2 3.1 57 22.

loal )6 27 7J 71 29 l0 50 5l ',: 2t
roi )1-25 71 72 )7 2A 15 ,19 20
Iot r0,1 -2:l
.2 r 69 70 21 26 ,10 4,1
-68 19
100 102 r9,20 67 68 )) 2i l5 39 79 66 67
ars 6a r9 ll 3l 1,1 78 6:1 65
t5 16 9,196 t5-16 61 6r lGtS 28 l0 60 62 16....
ll 9t 9:l 1:l 1,4 62 14 l5 21 27 15
:13
l2 86 90 r1 12 59 6l ll13 2l 2:l 75 76 53 56 l4
:lt
l0 112 35 9 l0 i6-53 9l0 I B-20 72 74 49 52 l3
17 2A 29 76-81 7 A 52,5i 74 l5-l7 69 7t ,li-..18 12
tl 26 )7 7A-7i 6 ,19-51 5 6 ll..1.1 ll
10.. 24 2a 6r-69 4 5 ,r4 48 :l-,1 I l-12 10
9 21 2J 5562 2:l l8 -11 ) 10 s5-60 32 16 9
8 1G\1 0I ll l7 I 89 i9 il 27 J1 I
7-, ]] 16 :ll 15 20 30 0 57
6 12 2630 t6 l9 34 2A 23 1G17
5 8 t9 tl t5
zLq
0-t
0 z 10.r
6-9
2

0l 2,1 2i
- 0l

.0rrinrdd on ndrr fd:r

2oa | ,4ppendix B t,:ttd.:ti1|1, I r rj l,r:n":lr r:r:r':: virrlard II

 SUBDOMAIN v.S.al€ S.ores

Daily Li!ing Skilh Socialization J

Play and
lnlerpedonal Leblrc Copin8
Per\dnal Domcstic Commu RelatiDnships lime Skilh

il i0 2l

it ll ;l ii ir) il jj :)
l,r l0 ;0 a.l ji 5l .I
20
I.l ta 1t tl '| 5l .lt t:
t.t lt 16 l0
tl ll i:l l;
5,r ta ll
1 t:l I1..! 50 il lt t0 )1 )i l4
:.; |tl l;-i7 .2t ti 5r i: l.l
i.t.j.: t/ lrl t7 I

iu.ll .12 l6 ]l
i J tl t6t8 lr rl
l0 i0 ll rr t: it 0
l0tl ai I
.10.ti
l) 9 lr 2 It l5 ll c ri :
t8 ,,_
.2:
2a 2
l

Daily LivinS Skilh So.ialization

Playand
lnl€rp€.onal Lcisure Coping
L .r: E\p($ire Wrilten Pc6onal Domenic Commu R€lation5hiD! Tinc slilh

t4
i:l l1 ll ill 1l tl
II :r2 i1 al 56 jj jj )2
5i 511 5.1 )1
20
21 ), 5t 52 tl .li
22 2l 16-10 l8
rq 2t i2 15 li
t6 ]lt liJit 6.1 ari
tJ 5 21 )i 1t
i0 iJ 16 .10 )1 )7
L|2 52 5; tl
ll :6 ta lalT 6! il 12

n! 52 29 I ,l1ri ll
l.t ll :l 26 2ll ]t lJ l0
)3 2 l0 ))2i 810 5i 60 9
26 29 l3 :21 5 i 19 i.l 8
20 l0 l'l 2a
il lt t0 2A ).-) 6
9 15 til I I t5 B rl 5
2-ll 0l t0 tl
0l l
0l I

.orlrlrLlc.i oD nr\r lrrsr

Tfprndit B | 2o5
 SUBDOMAIN v-5cale Scores

CommuniGlion Daily LivinF skilk Socializalion

;
lnlerpersonal Leisurc Coping
Ro.eplnr Expr.$ive lvritlen PcronJ Domenic Commu. Relalionshios ]im. skill! Cro$ rine y.s.jte

2.1 oil il lll t,r lt.t l(l lli ai lili

2i i, ll t- i3 ll l') 60 6l :l
',)l 1ll:jj] ,a ,-6 II 5ll i(J 7) l2
]l i: ti t2 )J i7 l
l0 0) r0r, lii l0 il t1i-t0 i0 il j.1 ll ri ltl
jlt lt i l0l la l; 11 7) )) )- l: 1')
ll iit ilt l0r ll l; a{r i0 t.)) lt Jl tli
tt 1r,r i1i0 ll ll al ti], tl).| i6 10
ll, ji lt) !r, r)it t() t0 lt It
jr !.) 9i li _llj rJl6 rNl i1 )t- lt ti lj il
! | irli ! l) l() 6t t.l ll 2l l:
j r(r jt lit ti tll: 59 () t) I :ll li tl
l llr .)r tij! llll j.1 ill i ii li--20 1) l) il ):; l
I .1..t: i0;6 ! 0 .t!i; 56 1116 ial l
.1.1 li ()l rilr i 1l .r.r 13 .1 I I ll t0
l]tt ji il 16 i|:l ) ) l0 ))24 ]t 0 ji 6i Lt 1l
l7 l0 i{);1 0l lr Ji I lilr l, il 1t :)
.i 11, | 1) .10 10 0 a7 t,r 2l 1i7 0l
lt t6 jtr t6 lr) Jl tlt t5 16 t;
5 I l0 t()ll I li ? r li
, tJ 6 il tlt 0
l 0l
l Ii .li )
I 0 l

Codmunicnlion So.ializalion
Playard
lnlerpesonal Lcisure coping
r-c.alc Receptilc txpr€$ive wtill€n Relalionshios Time skilh

)) it N) .10 li l: ltli t.l

)t it 7t], ln l9 a0 61
)) i)t6 ll alti9 i2 ii ji a6 tl
tt 7l .ll l.l il 57 ]I
l0 7l llJ l0 ;0 il .t0
l0l I01 11 7) 2i 17 .1) It rl il .ll 16
t0r 10:2 :t.l --ti a9 70 )) 11 .11 11 i0 5l .11 ll l6
l7 t). L) a;61t Ir 2l i6-10 ti
20 lr 65 6(r l7 3 l'l
i:2
t5 6t.61 l.l 16 lli ll 5t 5l l5
6t t:t I i ).t )7 ll 5l t1
ll ri l; i9 6l !| ll ll ll
tl t1 L2 i1 ;li 78 17 )A li J6 l7 l0 t) il 51 t5 tl
lt ltll i6 ll a) tl
l0 .tt 2! .l.l .|t ,l II 1l .t628 ll ll l0
.I 2J )) tJl :18 II .r .J l0 2l li ll-10 5i 6t i:tI
ti l0 0.i ll .lt I lJ ,l t62l a/ lo il 27- ll
8
tl r6 ll lr 20 l0 a a; 26 l0 lll .16
ll ll 16 lq i.1 t0 t5 t6 l/
l6 li !; 12 |-15
tu 0 o7 l0 l2
:l ,t, 0t )i
) 0l 0l l
l 0t l

206 \ lff. d;r B

 SUBDOMAIN v-5cale Scores

i :. mmuni.riinn Daily Lilin8 Skilh Socializarion _!

Playand
lnlcrpebonal teisure Copin8
b- {r' Erp,e$nc Written Penonal Donenic Connunity Rcl.lion\hip\ Time tlills
.tl 50
tl
2i
22
it.]] jj iu 21
r0.rl 2rl i0 ij j.1
,17 ]t llr 5l t9
I.r .26 15 li i t-it .lt li
:! 2i 2) )i lt rl
l0 tl ai 3t l5
t]li tt lo 5.1 ii 1i I talt
I tl tt tl ll
I ti tl
I ll lt
1ll ;l 5.6 ll rJ
l.r .t lt 8
il J Mtu 2i i1 0
-2 -t il l].t6
17 )t l0 t-t
ll lt It t02l ti i
tl i11
2
l

Daily living Skilh Socializalion

playand
lnlcr?e6o.al Lcisure Copin8
r." T.: :\Dre$ne wrillpn Pereonal Don€stic Conmunity RelJlionrhipr fine Slilh

lt 50 21
, lt ll tl
t2
ti l7 i7 5i 56 2l
7) t0
.18J0 5l il 19
), 27 .1! i.t t8
12 11 ,15 .13 io ;t lt .11
6B 6t
22-)l 1i
31 ii | .r5 2B 32
l] D ti lt) ir il l0 .t: )1 17 ll
{l .ll )1 21 t,l
,r l]li 51 atJ tl
. 6 t: 29 l? t.t t5
I lt12
,12 lt6 tl ll 0,.1
t7 2) ]ll 20 t0 -tl
:l-.1 1) t7 t0tl B l; 5
t8 t 11 0:l
.2i
0l

(orrml.J dn n.rr trl.qr

,4ll? dia B I zoz

SUBDOMAIN v-S(nle Scores

Socializalion
Plnyand
lntcrpeFonal Leisure Coping
livc ErDr€$ive wiitlcn Relarionships Time tkilh

tl 2r
tl I I .t.l
2l )2
lr 17 all rr i6 :ll
t0 t.l
IJ
It
li
t )1 .r3 lll
t,l | 1l l.l
t5
it il t(i ?l ,: -)i
ll ; 5i
ll t1
l -li
It j j
.1 tl ll ?.1 .tu li ll
ltit
t,t rl
l ti.l t l0 - t-l
. tr i1 i
.l
ls i) Ill
t
l
) 0i :ti 2
I
l

Communic.lion Daily Li!ing Skilh SocialiTation

PIay nnd
ht.rtcbonal Leisure Coping
Pcisonal Domedic Communi Relalionships lime skilh

2j . ti tl t! llt l5 rll i0 llll 21

:il 12 J.1 63 69 2l
2.1
)) t6 li !..lt a: 6i t2
l ir i() i8 12 6l iJ rt) 55-i6 tl
in ji li )ll 6l 20
7l l'r ll 5) ;7
3 7! )6 2U :2 5l t8
lt11 2rl:, 19;l 5l t? lt.11
68 r,!) 20 l.l li .13

It 66 L7 17 l! ll J1 ll
61 6i ll 16 i6 Ja rl 5i
a2 6l l-l i ll Ji .rr rJ \t t; J:J

tl n) it lJi lli :! 61 9 ll l0 t2
ll i.t 5iJ i ll .21 1l tl
li-ti llt il ;6 lt :10 ,10 3t t2 tl
lt tl ,12..17 I ll 16 212lt 811 9

t8 ll ll ill l.l 9ll 2l-)l 102.1 1i l2 Jt 8

: 22 Jl 0-l 7l
li:l l0 t2 2))'
,l ll] i.l l7 t0ll li lr j
0i i0 ll
:l or 0
0l 2
2
1
l

I drrj,r!d on nrrl |.r.q.

\'iIJJNd II
208 t A\f?tuli.l B
 SUBDOMAIN v.Scale Scores

Daily li!ing Skilk Socialilalion J

plal and
lnl€rp€Eonal t€isurc Coping
l.- -llre trDr€$iv€ Wri cn Pc6onal Domeslic Conmunity Relationships Ime Skilh

{10 ll2 6l
,t J .15

73 21
i8.10 )t
57 r.t 55
ll Jt il 55 51J i5 5a i0 5i
rlir r06 32 ll ll
i2 )i )7 i9 i.l i:l 5l l.l--16
0l i02 1t t2 I.j .r5 .18 t{) i J0,tl
19 lt Jl ,ll t5
5iJ 6l
ll]6 i3J' 51 57 .ll .li 27 i1
:l :13 l? i0 ii ,r0.t:t :t.t 2a tl
tl
.: ill ll t5 t0
r,.i7l l2 li l!) I
ir 6t 8i0 ). I ll l.l )1 )7 5 t0
t.; i0 27 )j i2 )1 )n t.) 11 Il
.t; li 0l l3 22
217 i t0
i]l 20 l.l
0
2
I

so.ialization
play and
lnterpcBonal reisurc CopinB
+ri E\pre$ile Wrilten Relalionlhips Timc slills

16 i0 21
2l
It2 t2 r.r 68 69 2!
19.10 l9 J] 6367 :lt
l7 l8 :16 l8 62 61 i7 l0
l5 16 :ll l5 58 6l il 56 tll
1.1 l8
26 28 52 5.1 17
l0 ll 2l 2i .r9 5l 61 66 ir 52 16
2A 12 .lr .18 6: 6.1 ,r9 50 l5
i€ 6l
25 26 .1 r! :$ 12 j.t 57 tl
2l )4 ll B 11 .37 i0 5l tl
20 22 9 t0 2812
5 t-56 6a )327 t0
l] l5 ,tl 5t) ,ri 1721
ii l2 :11 .12 2J 12 16 8
0r 711
0l l8 22

'l.l

.rlrhr1llrll on rr\1 frllr

Altfuntth B l2o9
 SUBDOMAIN v.Scale Scores

! Daily LivinF Skilh So.iali/ation

Play and
lnrerpcbonnl Leisure CopinB
PeEonnl Domedi. Codnunily Relalionships Ime Skills

21 :tt
tl
),) 0u lI i2 i-) ll
tl
ai il ti 20
15 a6 il ii
), )) )) )t :1 llt 50
tol 0; ll ll t6 It il:ii
i: ) )) l0 li
ti 5

l.l
tl
') i I i.l I i lj ii )2
tit lti t0 -11 ll
t0 .10 ll
:t lt it ll t.l
llt ll i 6i 6 tl .| ul I i tl ri l)i r lll 3
I i It tt.ll ti. ]l l.l
lt r! i lt zrl ll1 I
j i t0 r
7li -1 {l )
l .l)
l li 0l l
l

communielion Drily Lirin,j Skill, Soci.lizalion

lnleryereonal Leilure Coping

,.scat. i Re.eptive Exprc$iv€ Wtillcn Pcrronal Domeslic Conmun'ry Relalionships Time skills Cro$ fine v-Scate
s.o,"- E s.n'"
1.1 lto lJ2 ,14 ill 7:2 0u a)
|a 7t l: 7l
.)) 7/- 11 1t 6q i0 7l
tl | .12 16 .10 I 67 63
20 li li l9 65 (rtr
.10 lj j.l 16 6t 61 ;6 it.5j
tj il :ll 5li 60
il 17 :10 r5 57
t6 tol l0l lt il /0 7l 2.1.16 it i1 it i.t ,l(l r.i
t5 ()ti 69 20 2l n! :0
1.1 a6 G' t7 t! n'i Jli
ll 6t 6i t.r t6 l0 Il jt 3i
l? ll ll l.l t(l
ll ,li l0 3t tii 2.2 I r
.) l0 2tJti
l0 7.1 lit lli 11 )) )i
tt.15 l1 ).) 2lt.it ll il
a I-Lrl il 6i 612 t:t tL, l)i 110
lt 17 1.1 r0 27 )) l) 0 22 zlt t;I I I
II 1.2 27 lj 0 tl 2l l :I ll t.t 0
r l0
7lJ 6 r:i :,i 1)
l ]; OL
l 2l

) 2 l ami l(

210 i tl)f(,:!.lir B
 SUBDOMAIN v-Scale Scores

Communi.aiion l)aily tiving Skilh Socialization 1

Playand
lnlcrpebonal reisure Copins
>ste Re@ptive Erpre$ive wrilten Pcrsonal Dom. i. aonm Relationships Tine Skill!

,tr t) lL.rt
iti i,r !') 72 t), :2J
1.1 li 7i 11 /t) tl
76 lt .t I 6tt 6(l 11
.10 l 7) )r)l 6i6i 5lt i6 i7 l0
il i6 ili 61 6.1 5i )1 .)5

/l ji tj ill 6t 55 i6 it 5l
19 ll i) 5i
0l 0) tJ i) )6 )B il il
02 0j i2 jj 7l) ll ll .lr .ltr ll :it 5.2 lt ll l5
100 0i i0 it {)ll 6(l l0 ll 16 lli
l1 I) 66 6i li l, 1l ta ll
! ]t 6J a5 I la iti .tl rl
60 6.2 0 t2 tj i7 tl
/i 85 10 rl at t9 lt lt .17. )! t0
tt li ii .tl
ir ll iJ

2l| t2 ll tJ li l9 lt -li r .l
tri 0 it
rtli I.r t.t [i
6 i: .tt ll
0t 0 l
tl 1
l
90%
' annr- lnl

Communicilion Dailt Living Skilk so.ializrli0n

Playand
lnterpe*onal Leisule Coping
Re.eplile Expressive Witlen P.Konal Domestic Cddmu RelaliunlhiD lide slilh Co$ Fine v-s(at€

Itl 50 lJo ul l1
lll
1t ;7 22
lolt .11 !5 j') 53
.12 jj 20
loi ,10 .J t .,7 A .,)
jr) lll i9 56 ;l 5l
1r 106 t7 jj .13 50
r,i 0; lt 16 72 27 i0 ;i 57 la)
tot 0l t.l 21 2a ;t 5l 1r il n0 rl l5
r, 100 02 ll ll
: i; t)t t9 :10 ll IJ
ir {lt !16 l0 29 :l 5: il
, il iJ6 9l )a 17 .l! 5l l0 -11 20 2.1 ll
t,r 77 85 )1 )1
t) G1 in tlJ 2l '1i-rl l0 1.1 | t5 9
tt il 63 ll 17 l9
t.r 5-r0 I
rJ l7 50 tl2 2.1 ll II lt tl rr2l .2r
-r i .10 ta .l tr t9lJ t1t ll
i, la,t! 0i l2 lt
6 t5 2B i ll
.": .
)i
0l

lpfo iB I 2ll
 SUADOMAIN v-Scal€ S.ores

1 Drily tiving Skill! So.iali/alion

Playand
lnl.rpcsonal L.nure copinS
!-\rate Re.eplive ErPre$iv€ wriilen Pcnonal Doncslic Com,n Rclntionshins Time Skills

tl
tl lrl
tl
l
lt -tl

il a:t l0 ti

ll il;i
l

IJ l,l rl
.2 ti
I ii ,r .l.l
llr r

7lt
!l
0
l ti 0l
I

Dnilr Liing Skilh Socializalion

lnlcipelsonal Lcisurc Coping

u-r.ate Receptivr trpressive Wrillcn Pe6onal Domenic Codnunity Relaiionshirs Timc Skill!

ilo ti.r JN
.1i 7i lill I.t
ll i, .li 16 i) i1 tl
t.l lll .1.1 i 2.1

1l toli ll l5 77 .r2 l:l 6'l i0 59 lli 2l

i6 .10 11 6i 6ll ilt 16 i: )0
73 )7 iq 6i 66
rt6 6i6l t8
ll ji 6 6l r) lli n)
7) )7 1A i8 60
70 7l l.l la ji 5i t5
t.l l(]2 l0l ir 6U 69 l0 ll il 51 ia 31 t5 l9
tl 6l /- )1) .lil :n lit 6l ll
l2 6i L6 i 16 117 t2
tl 6061 ll li l;l ll
ri!'t ') t0 )7 a)
! Ii ti lj il I li 20 lll l0 l! r rr
t'l -tl nl r1 la Li lll
2,1 | I,l it it )) tt) ttlt -tl
tli l,) Ii
'l 3 lJ i12
tlJ 12
l .1 ; 0t ll J

l 0i )
l
l

nnrin r.l,D rr!\r f.1rrl

212 t Afp.ndir B \ inelarrtl lI

 SUBDOMAIN v"Scale Scores

Daily Livin8 Slills Socializalion

+
play and
lnterpebonal rcislre Coping
Pe6onal Domerli. a.mmuni R€lationshios Tim. slilk
r() il lll
l8
17
.15 16
I0il .{.1

;2 1l 75 i8 ji i6
i0 toi 1t
]llt0 ii i6 i0 i2
l9 106 Il 72
{t toi 16 i; il r1 tl ta,
l0l io.l t.1.1; il rJ .10 l.l
'
li-i6 00 to,t ]l jj
jii1 q79, l0 it 56 611
it it2 92 96 til t9 1i 3i
til l0 li-t 9t 1i 27 0 1.2 l.t i9 17 i,l
li ti 6u Nl )t 2.1
.| tl .)t 6, : l,l J2 l')
lrr ll .10 i0 ! I.I t7 ilt 2.+ ll )t).) Ii
illt ]2.t.) 6I 2t 26 1 ) i.ti l0 ll lll t0 0l
tlllr t.lt 05 |20 tt Irl t) i
ll il 6tl 2 t0 tl
. t0 It u-. 0
16 t:i
|I 0l

Communicalion Daily ti!ingSkilh Socialiralion

play and
lnlerpenonal Lcisur€ Coping
Re.€plive Expresile writlen Pesonal Domeslic Comnunir! Relalionships line S&ilk

ii2 .21
.13 l1i6
ltt
ti 5i 56
12 i) 'li
5; 5:l 5l
56 l0 il ltt
72 l0 lr ,16
105 i )7 )t : rs
7A 2i 26 i5. at rJ J0 l.l : 11
l0t r 0l a8 69 20 2) 5l i.l 50 52 15 t9 .- : rl
98 l0l lt Jl 18 t2 5tt 6l :1)
:'ll
B2 9l 23 27 :15 1l
20 2,1 i0 i7 I -10
t5 l.) llt ?5
.t0 i0 ti l8 i.6 2.1 rl 2)25 3i
21 26 1,1 5tJ 2A 2l tij 20 0l
,: ll 20 t 2 219 1) 17
2 l0 0 ll
.li 0t l)
0-
0l

..rrlrnrdl.n nr\r fd'rr

Appendir B - I 213
SUADOMAIN v-Scale Scor€s

Communicalion Daily Li!inB skilh Socializ.tion

Plnyand
lnlctpe*onal Leisurc Coping
Receptive Expre$ivc Wrill€n PeEonal Dom.slic Communily Rclalionships lid€ Skills

1.1
l,l
ll lll
l 1t
103 1r '16
t.l
t1l r0 toi li i7 ;t 5l ll
.11
jr) l0l, .rl
i8 tol llr .lr) l5
t.l t, tor ii lrJ | 2i tii iri tl
tj ir, ili.l lr)i li 16 lr
ji lj 1,| L0 | t.l 12
ll I it 'rt r)l tN ll ll
,)t ni lit 'l: ),17 t0
)a )i (i lJ: -20 21 !10 ti jj
.21 ti ) Gi lt 1l / ll l{t -26 IJ
q) t0 n) qtl li]l )l .l'' ) )
l7 ili !jl] ait ]i t6 it i iJ l0.ti
j lltn lj ii 0; llt0 tl i.1
I il 6 ,
l i 0 .1 i
2 i6 2l l
l l

Daily Living Skills So(ialization

Platand
lnl€rp€EoDal teisure Coping
!,s.ah . Re.eptik txpr€slive Writl€n Pc6onal Dome(ic Conmunity Relationships Time skills

24 l1
tl :i
t2 tl
tl 6r it 21
t0
ll t-J
lll i! i5 ia' l3
ll
.11

t5 ii 15 ttJ
Jir roa it il J 11 l!
l:t 16 l7 l0i I0l
1) 1.1 ll r0 t? :t i.l l, 5t i2 li l2
II l
io It t0 ll .ri 2l 16 10
il 60 I t5 1t .17 t) 9
8 [r .]l .ti 5.1 IJ

ll tl li ;5 li.16 ilt 5.ti l0

2.t 69
)421 .li
5 0i j
tl ii 619 t6 tl tl t2 2lJ ltl
l I l
) l
l l

214 | Al)l tdirB

 SUBDOMAIN v-Scale scores

Dnily rivint s(ittr So.i.lization

Plny and
hlcrpebonal lehure Coping
tive [xDr€$iv. wrilicn Pc6onal Domenic Community Rrl.lion\hip! Timc tlills
l.l |)
t.l NI
.19
21
2
21
2rl

l .11
t{l

t5 ji $ .lii li
tl 2t j it.60 I.l
jj ll
t2 Ji 100 0rl lo lr i6 l'r il t.t tl tl
ll ll
t0 Jt .lt )i 26 t0
.ti-;2 )7 I t0tl
.tl -t6 i6 7 ) ii tl li
: .t tl ,]] jj 0lr
6 9 20 lti l.l lOtt jj
! 0l
lt li 6 19 1.1 ) I :ll
9 t.t ,1 i 6 li J
l :
l l

Daily ti!ing skills Socialization

play and
lnlerpesonal lcisurc Coping
R€.eplive Expre$iv. W.itlen Peronal Doneslic Conmun Relalionships linc Slilk

,tt ii2 I.l

50
22
2)
2l ll
'llr .t1 ti it 11 l0
19
t3 l0li .15 .]lr ilt i5 ili
10 .j.l ii 5l it
t0/ .tl i6 .l':l i2
)a lq 106 .11 r2 ll l.t 6l a? i! .15 l8 It
t.l lrJ t05 :19 ,10 5i .t .11 It
i6 l7 toj 10.1 t7 l8 2a 17 i7-5lJ ar 6u
t2 ra loo llr:r 15 16 L21 5l i6 .19 il lt :li 12
tl :ll 1.1 {ll 99 i2 l1 l8 2t 19 ll ll
t0 l0 i2 89 g,t llJ ll t.t .15 2l t6 l0
9 27 2t 76 gB )i 27 tJ rr 1a 1i l3 .1r 20a) 9
8 21 )6 t6 7i 18 22 rt 5i 3l- i7 t0 l.) 8
)1.)) lj i: I0 t/
t{l t0 l;.12 611 i 6 10 tl 27 l0 20ti J5
j i6 l8 20 lt 0'l I.l lt l l lrl l9 26 r.t l9 a1 j
1.1 li 6 t! 2 t,) lt l8
2
l
9l2
5a
Ji
l l
6li
0i .l', I I tl 3
2
l

.onrt ..l r,n !.\r tr.,l.

lplt)1li\ B t, 215
 SUaDOMAIN v-S.al€ Scores
\
I Daily living skills Socializalion
Plnyand
l.l.rperson Lenure Coping
,.s.ab Rc.epln'. Ekpre$ile wrillcn P.4onal Domeslic Conn{n Rclilionrhi!! lim€ slilk

l!
I
2t
20

l3

1l ii il l1
ia ii trl t5

i1
l2
l] tl t2 t.t it i1 ll
il ]lt .ti lit ! ;;;:
t7 t: -2li II it il l2 ri tt li
tt t6 ),2i B:i lill l55
:t tl llt 5i t; tl
)).)), 6
5
i lli ]lt6
Lt0
i.t ]l jj tll
0t
90,ti,
Conl lnl.

Daily Livin8skill! so(inlization

Play:nd
lnlerpe4onal Lcisurc Corrins
Receptirc fxprc$ive Wriltcn Pc6onnl Don.ni. Comdunity Rehtion'hiDs Iime slill!

t1
li-t
l2 li 12
') 2l

:lj
tl
t0 l0ll 16
i7 ,-. a:
i9 t0; 1l i() .lil ; ti
iit iOi tor, .1 rl l.l
17 :tl l0l l! l0 5l a.l .10 ll
') t; lt) itll l0l li lll iL i:t t; i(l 12

ll tj 1.1 tt; ,)!) tj j6 2l )1 ).1 il l

il ii,) 9t i2 il lt| .ltr t0
ti ir 3J liiJ lli it 5.1 il .12 i5 !) )t
.t5 l() il i)l )i .l/ .1;5 Il;t l8li
t.: i6 ii tt l2 I it ll ir
t) .! lt i0i5 !t2
5 tlr .)l jll ]l I ij 5
a2
ll La t.lti lt 20 t5
'| (t I rti r Li 1l l
I 0ll l

drrlrrirl!,l.rr r,rt |d,r.

216 . tpfmdi' B \'irclrrrrri ll

 So(iati2ation

;i!€ :Ssglve Erpre$ivc wrirten

ph, ,nd J
SlglJ ponenic comDuni

ltl
ll 0ll
21
;
75
t't oi 22
21
6;l u0
/l t9
;! jj n,

t;
5 i-ir .10-l.l
a2 )j jt jl
tl
lj ii jjtl .tt 5.1 .lt .li :l
i6 75 lt li tit
-ti
-tl
u

-t ll t8 0 j
5
/ )) ,]

2
l

Dairy riviDs slitj;

ilplire rxpre$ive Wrilrcn

g1__g9l9ri. cu,.uniry lt["fiil1 flj" :tilr
t;.1 113

; _
It:-N
No_llt
l
21
iit _ ))
lta t_,
1ti t5-i7
22

1L ti ia.71
ll
au ;i
i1 i8 i5 56
jt 5?_j.l
105 ,l _.1^l
71
t.l
)5 )7 j.l.56 ll
6t 6J 1)
1)
ljt lt8 ut It
I Jl t,t.2)
t.t-16 .J/
1)
10

/8 j3-10 t1 t9
2t 27

2a-) 27 I 6
-li t0 j

l-L l
0-6 0l 2
i

..nlrlr,r,1rr rl, !r f,r,j..

Al f(n(ti\ B
SUBDOMAIN v-5cale Scores

conmunkailon Dairyrilin8skirh so.ialization

Platand
! t lnlerpcEonal tcislrc Coping
P.6.nal Dom€rli. RelationshiDs Time
:i:rx
2,!
iiiiiiiiiiii Communih Skilh

2l
u2 lJl 2l
{10 -lJt 22
tl ul 62 2l
t0 ; 2A
72 i1 61 59
l{l .1lJ t5 iJ 458 llj
)t 5i
'10 a2 71 iu i! 5a
ti l8 l9 11 ii tt 51 I5
6?
1l lt -,ll t::+ IJ
t2 1t,10 23 ll 57 .it iJ 5.1 19 .11 t2
tl )547 ir 5l l.r l8 1l
t0 .t.t t.1 i0 il l0
29 ll tt-| :l 5ar

B t7 13 .18 52 -lr ,]] 20 2J

r.1 l:. il i9 t8 16 11 .10 Ll 19
)) )t 61 71 l0 tl ')1 )t
! tll ]l iJ 6l li 28 6 5
25 l0 20 21 0
1 0 l
2 ,r t2 lr ]ll 22-:ll J] ?
l 0lt I
9O"/o t ) l 2
90%
a.nf l.r I

communicarion Dai\ tiving Skills Socializalion

Playand
lnterpetsonal Lehlte copin8
R€.eplive Expre$irc Written Pe6onal Domdlic Comnunily l€la{onships Time Sk'lh

24 31 88 21
23
22 22
_21 t0 B] 2l
20 80
t9 79 75
t8 3
17 tOu .l8
1A 47 12 ,lJ 67 6B 72 55 56
l5 roi 46 71 5l 5'r 15
rq 106 .li i7 l9 61 6.1 ,t1 52
ll rr 105 11,1) 72 t6
il.] 61 62 i5 i6 15 ]u tl
12 :17 lo2 101 .ll -12 u0 ll 5{t 60 6,1 66 5l 5.r 12

ll :lt.16 99 l0l l3 -10 7A )a 29 51-il 61 6l 5t 52 ]l

1! ll-1,1 95 9B 31 lt 68 69 48 50
:J0 l:2 90 9J 29 lJ 5J t6 24 28 9
8 )7 29 B2 B'r )t)8 I l-16 ii 4J JB 52 )a )j 8
21 26 12 t\] 14-2) i.t !9 1aJ7 I I l9
22 23 ar 7r r0 ll ,18 t2 7-11 22 2i l0-12 7 l0 6
5 l9 21 56-6t2 3 9 25 2t t6 5
l7 lt .t25i 02 :la-.12 ll 711 t25:10
3 ll t6 :lt .11 t2-37 l8 2l I'r l9 :l
2 9r2 1730 24:ll 5 rl : 2
1 03 0 t6 08 l
2 2 ) 2 l

m,rrnr.d on n(\l t)dsi

2r8 | Al,lt.nti.t B \rirtbrrl II

 SUBDOMAIN v-Scale Sco.es

Socializarion
ptiyand

t\pre$nr Wri
lnierp*sonal teislre Copin8
lit RcleprAe cn P€ronal Donesli( Community C.o$ Fine v_s.ite

I lJli
ll
0t {li
ul

ii
i1
ia 5N 5.t i.l
ij i6 .1; .lli
ll il trt II
)2 2t i0 tl
l7)t ,ll It 1-) It :lllJ
lI 0() .21 .18
I :11 lll 2l
i)11 t1l 9-l-t -t lt 16
6aiI l0 ll ;0 )l
t) :2t I tr
tj i0
!.$
I .ti
0 t5
I 'll'
i it .t.1

Diilt tniiB5lLilk So.i.liuation

play and
l.l$peEonJl Lci\ur€ Copins
Pcceplnc E\prc$nc wriften Pe6onal Doncsti( Comnrniiv Reliliunship( fine Shtk

2.1
tit 85

22
21
50
l0
7i
ta
l0{i ii
i2
r06 75
ti
I,l
i6 ,li .lli 3
i.: .1t ll 72 ", ,
12
262' i5 58 5t 5t il l3 t
L 13 50 i.l llt-io 29 l.l lL)
5l i6 9
! :l lll lI il 1

8
71 81 11 )) 9rr :8 i6
I 5o i.l l1 l ito 6
16 t5tl 5
t t 0 l.l t5 2i
t .ll 18 l.t l!
l0 2)
tr 20
0

21 ]1 27 a)3
7
l

rrntin rJ rn nr-v t)d,{.

t1 Al !( dix B
| 2te
 SUBDOMAIN v_Scale S(ores

So.ializnlion
+ rlaY rnd
lnlopcbonal tcisure coPing
R.talionshiDs lim€ Slilh
u-s.:te Rc.ePtiv€ ErPre$ivc Wrillen

2t
ti tl
')) ll
2t

ti
rl
ll i)
tl :oi] il ii

ii
jl tr lj ll
a
.1
:lr :- l) li l0
t
1
m -ll liJ.ti
)
l I

Daily tiviig 5!ill! Sodaliznlion

Playand
lnlerpcsonal Leilurc CoPing
PerDnal Domcslic CommunilY Rehii.nshior nne slills Cross rine , v,scnle
y.scate Rcceptiv. Eruessilc Wtillen

2,)
tl ).1
): tl
21
t9
tt
ti
lr
ti Il 1.1

17 i8 ,1') il
t2
tl n
ll i! a2 ;0 5:t ,37 t0
)) ), i0 i.l il llt
I .21 .J2
t6 l2 12 l'l
)1 )7 78 0a ti 1l
i2 lr ll l1
))- ))
ji 5il
; i2 7l
ll il
5 l0 tall
4
t9ll 2
t

2
1, l2 r0 1

\ in.l"nd ll
220 a :1!)Poul;r B
 Dajh tniietLill! 5o.iJlizalion
Pl.yand
lnlerpeAonal Leisurc Copin8
ive Frpre$ne t\rillen Pe6onnl Dofreslic Commlnily Relalionshipr l'ime Skills

{t.t ljj

tr 52 ;r

)) 1L i1 ,rir
j.1 i'i ro,]: l.r li
ll )) r0 il it ;3
ll ll I'l l!
tt tl :t I il.lr ii II
'rl it 5i
0l .lli 5t
i li
i; lli it tii

Communicalion Daily LirinB Skill! Socinlization

Playand
lnl€rpe*o.al Leisure Coping
,-i.:te Receptiv. Erprcssive Wrilt€n Pe6onal Domenic Conmunity Relationships Time Skilh
i.o"E
r]a 07 ))
2l
20
lll -
6t
17

.10 t5
72 t.l
t:l
lll 7i 12
tl
i1 l5 59 6l i0 12 31 17 l0
,26 ll0 )6 5.1 i8 9
:2 iJ ]I
,)! !) i6 58 ln 11 i; lil 1l
t, )1 42,i5 l0 ll 2) n) l{lt2 l7
lt l0 26 it )J 2; 0
r0 59 l,l t5 lli -21
0:2 I| )
l
90,,

Irrril rd r),r rr.rr f.(r

,.hud lt APltcnii B I 22r

 SUBDOMAIN v-S.ale Scores

_! communi.alion Daily ti!ins skill! Sociali/ation

pl.yand
lnl€ipeKonnl L€ilur€ Coping
u-s.ab Rcccptie0 E\pre$iv€ Writlen P€rsonal Domeslic Community Relalionships Time skill!

tl 14
2J
tl l2
I l
:t0
a.,
lll lI tlt

t5
l.l

l 1
l tl
)t 2tt 5; ia
2.1 25 .tq:i
:
I It 6
l
it i
l
) ,)
I

D.i!y Living skills 5ocializtlion

Playnnd
lnterpeEonal teisure CopinS
Pehonal Doncsli. Communily Relalionships lime skilh

2.1 ))
)) t2
ti :l
iit ijj :0

0iJ
t5 m .ltl t5
t.l - l1t 6r ii ia
'19 r0: 17 ll
tl :ilt 106 .16 12

tl 17 r)l iol Jt .1i i3 56 ,i 1.1 ,tt ll

i6 tol loj J0 -12 7i il l0
j.l-il ri 00 1.1 ill
i:t il ,0 r)l 15 ll , )6 .tt i6 a
zll.ii iJi ti9 16 2.1 ilt li ti l1l
)6 )t i9 lt1 II li t6l8 i1 ic
5 2) )t 7) 7t\ i l0 12l] l: l1 l0 ll 17 5

21 )1 6ti) 02 ;t )ll 2l i) 25:! 0

17 1a ;6 6() .{9 i.i l
l | 6 .1.1 ',i5 t5 I 2
I 0 t-t l

222 t '1fflut;t B !ilrhnrl II

 SUBDOMAIN v.Scale Scores

communi(alion Daily LirinE skills Socializarion

lnl.tpeBonal Leisure coping

' Rcccplive Expie$ile wriften Pe^onal Domeslic Communily Relalionshios lime skills Cros tine
tl
Z Es-.,
v-S.ate

24
ll
.tl
l
l(l 20

ltl
ll

t1)
IJ
i)
ll tN 12
I l

.ti l l]li
)
I!
1i )t)
:
0:l
r)0. 90q;
l
a.ni.lnl. Conf. tnl.

Communication l)aily Li!ingSkilh Socializalion

?lar and
lnlcrpcronal Lrisur€ CopinS
,.scak . Receplile Expre$ive willcn Pc6on.l Dodeni( Conmunit) Rclalionshifi Tine Skilh

21
ll
!2
titJ ll
:20
-
Il l6

':7 ,) t5
6r a5 ic
72 t:l
ilJ 12
101 l0) .| .1; ll
6J 61
'14 r2 r0 li
IJ

ll:li t.t15 i0 li
I :t.l 8ll tr 2q 2ll li
li:10 17 22 2i .|-!;
a1 l]I t6 20
0 r5
90'" l

..lrtrfl r.rl dr r.!1 flrS"

Altu nti\ B 223

)
 SUBDOMdIN v-S.aleS.or€r

: Dai! LivinF Skills So.ializalnrn

Playand
lnlerpebonil Lchur. Coping
Pe6onal Don{sti. Commu Relalionships nn. Skills

t.1 24
ll )t
)J )2
2l ]
:0 t0
lt t9
t8 lu t8

t1
1i 5t
ll i2 a0 6L ,2 il D
tl tl
L] II
{0 .1.1

ti ti ltJ il B

ll 15 .1t ll lt l7 1r rl
5 Il li tt it 5
.l 6| 26.i1
,, ;l l.t t7 2l t; l
2 jj il r: ]l :5:20 2
a) li l

Daily Living Slilh So.ializalion

Play and
lnterp€Eonal raisure CopinS
v-s.ah i Rerepl'rc trpreslive rryriten Pebonal Dom€dc Commu n€litionshiDs Tine sLilk

21
2) 2l
2) '.

)t ll
t0 d8 l0
t9 19
lll t 82 lli 8i 86 7a '
6l
l0B al +r 0t,t: 75
t5 ili t5
1a i9 3\ \7
tl 7tJ .52ii tl
ll 1l
lt tl
l0 I ll li 6t 66 it jj lu-.tl l0
)7 11 t7 tri '18 i.l l0 l7
B .18 i5 20 t9
2li lt l9 2r t0 l8 li tl
.11 .11 i[ 17 I ll
5 )) l) ?lr ll l7 5
4
t )1 2) :7 tiJ It-tI 2't t2
ri .10 5i ;6 )) 26
2 0.l 16l5 t6 lt
l l) 12 0 ti 0 r5

.drrtrri in n.\r r.' .

I
+
224 | Altt di R \-irclarrl ll
t
 SUBDOMAIN v'Scale S.ores

Comnun'.ali.n Dril,v Li!ingSkills Sociali/alion

Playand

\.it.
, Re.eDlive Expre$ive lvritlen Personal Dodeni( Comnunil! Slills Cro$ Finc
s.","n Es.o.
v-scate

2t
',))
tl

lfi
lil
ltl lit
.lll

l
I

ltt') ;;61
Ill t0 tt ti lr lil );
Itn i) li
8:i it tj
titil I
t- )) )
q0.
.)

Comnnrni.ali0) Di;ly tivinS Skills So.ialilalion

lnterpeEonil tcisurc Coping

..i(at. Re.eplive Exp,e$ivc Witl.n Pcaonal Domenic Communily Relnlionships lnnc slilk Gro$ Finc v S.ate
Is.-"
)i
tl
lr
l{r

t:
t;
t1 tOi 1!l
106 .17 rN t-l
ilt li ra li
ii t01 05 { 12 l0
r() 't7 toi li t!
ji !, (r)
]] I lt) , :t.t t-t I 1l 2.i.rN
]l 16 ult 2 i -1ll
.fr t0 1Ji li5 l7.t) 5

tt t| /6 liO B i6 l; Il
t)t6 iat, 0ll I
ti.ti 61 6't :'l ril tt l
(r .)t 0a 06 I

')
' 90"n
.)
Conl lni,

. ,/rrr I' r ,tr, i, rl

rlil
 SUBDOMAIN v'Scale Scores

I Dairy tivins skills Socializalion

Playnnd

r,Scat. Receplivc E\Pr.$ivc writlen Pe$onal Domcslic Communill Cro$ Fine e-S.rl€

t1

))
:0

.)

I
.1'l

ll
I loa ti a, tll i9 llJ )l
lt 1| toi .r0 l)
i? 'tit lli ri llr
in ,]'i lri la ln
L t) lrt rL l.l ll
)i il
I it li: li; ILl6 itii l t)
.l iLr iit lli ii l0 q ! tt;) ll ti
) li t't ,r:'r ll n
l ta t; i,ii:l .l.l
06i |8 0 it 0i
I t))

Comnunicalion Dril.v LirinS skill! Socinlizalion

lnllrpe^onal Lcisur. Coping

, s.rk R€rcpln. E\pre$irr Wrilrcn Pebonal Dom.slic Conmuniry Rclationships Tine 5kilh Cro$ fine , v.sc.te
s.","- E s.n'"
t.l

tl
lr

t6

t5
I
l9
t2 jtl 107 .17 lll
IL t(r6 ri l(,
lll L0{ l0r l0 ll
17 ')l l0l 17 i!]
{l t6 (rr !7 l5 16
I i li () lll i.l 11 Jt ,11 li.t6
.| till l0 n) il
i ti r lil )t ), 1i );
t0 i0 i| t1 16 ]].| 52ii | 5r
.tt I'J a ttl l0 )l .15 :t
'l ,]] l:i
I !6 )i 61t ii 16 l!
ll ,li 0 ()t 0 li
90.; l
90.
2 aoni lol

226 : ,lltntl* B
 SUBDOMAIN v.Scale Scorer

Comfrunic.tion Daily LivingSkills Socialization

pl.yand

Rec.plive Erpre$ile lvriltcn

lnlcrpeEonal teislre Copint
Pebonal Dom.rtic Conmuni

.)) ?l
2t
,r0
:

It t|i .tl
i1 )
ll ]ll 06 i7 lll l
l lOi 1i ra
t0 ]ll t.) tOl 1r i:l
li lri 0l )) it)
i6 r. ,r5 ltl
i:i
il ll rr) 1l] ir i ii i.;
l ll it lia) ri,r l.t ri
I ll itiijj ir) l
lN t9 trr ril lr .r!
)a.)/ it lt )t, )7
i 04 Oii |tl

Daily Li!inB Skills So(ialization

playand
lnt€rposonal L.isurc Copin8
ile Erpressirc lvrilt.n Penonal Don€sli. Conmunilv R€l,rionships Time Skills

t1
Ir _t.t
J)
t:
1)
:r
ll
20

1t
t5
tl l1
107 .rt) lit .i/ 117
tl
2 j'r l0t, .lt tN lto .16 iji tr, ll
t0t iN t9 lt.15 llt ltl
)t -)a
l
l€ 02 i0| l0 ll t6 i; t0 [ :() t0 ,].] rr
ti (I) 0i /1;t lli l! i.) /)
t0
rll 9l lt it 1t
16 t6 /l .16 lr 69 l
t; !t 9l i5 t) l, 6t 6u
li ! 110 1l
i.l it |.i1 6; ri6
6
li ll ii6 tr j.r ii t9 7a ,2 n) Ll
i0 |J tjj i(l ll 611 l0 II ;(r 6
lti .t1t ir) ii.) .lt trr .]lj tl 5i ;ll i r );
l 1a )- /-1 71t tl :ti 6t
ri.t 2t Ji jt ;l it jj t9 t.l r0 l 5l ir i7. ill l
0ti 07i 06i 0tti 0:o I

rl frr,!r.r r,l nr\r l)rttf

\;r,ri:,,,{l Il lllrntit Is
 SUBDr'M IN e-Sole Srores

r Daily LivinS skilh Socializalion

Play and
lnt€rp€nonal Leisure Coping
P€rsnal Done\li. commrn'lv Relationships lime Skilh

.)l 23
)2 ?2
ll 21
i?0
t9 t9
t8 1ll

t6 50
It l5

tl It] t7 87 71 73 I3
t2 {J0 .16 35 36 12
ti r0i 7ta 19 .11-,1i u l-3.1 71 72 ,r8 5l ll
l0 t8 lot I0.1 ,r0 4l 76 77 1A Q /6-30 6i 6a 6!l i0
9 J7 lt) 74 73 :18 J9 /)-7i 9
8 36 73 36 J7 67 i1 .tl 61 66 67 8
ji t2 ,J l3 35 68 72 2l l5 ,18 66 6t-61 .17 60 6.1 65 7
ll:ll !0 ll l2 66 67 )8 13 17 6
5 ll l2 86 89 61 65 27 39 12 58-59 31 12 61 62 5
l0 8l 8i 30 ll 61 62 26 3,1 38 56 57 :14-15 lr .16 59 60
l 28 29 i7 6A 2i 3l :tl 5.15i u)a i7 58
,] 21 17 5r 56 21 26 i0 5l 5l l0:ll 15 2l 55 56
i 021 052 02:l 025

Daily Li!inB Skills

Play and
lnlerpeBo.al Leisure Coping
i!€ txpr€$i!€ Wrirlen Pe*olal Domeslic Comhunily Relalionships nm€ slilh

21
2l 2l
?? 27
21 21

t9 l9
ta t8

t!
t5 t5
l4 t-t
13 107 l8 -,19 t:l
12 .19 106 1447 ll0 .1i-16 32 8i 72-7i 58,s9 12
11 7n-7t ,12-.1,1 76 8l ti
t0 l7 lB l0l l0l :la -,12 t4-77 l8 ,1r 72 7a t0
9 la 91 100 t6,t/ 7:l 16 :17 67 71 9
8 35 92 9l ll-lt 68-72 2! :15 l8 66 62 64 11 43 I
10 11 32 91 21,12 58 67 t0 28 I7.47 60 6t l0 ,10
!
6 15 )6 5557 89 l316 59 26 29 6
5 26 21 12-/l 22-21
2ta5 66 7t 19 21 !a:19 6 12
2t 23 58 65 l5 r€ l7 -,1:l 5 5-6 6-)f 2t-:)) l
1t 2A 18 47 | r,1 0-5 r9-i0 2
0 t6 0 -47 0-10 l

tunxn dd d, rr\i r. -

225 | A 14) oul i x B'.,., i t,a :,'.t'. t.1 ;'.1': {.} t :,.. ?t,, l: : t, ?:':' Viueland II
 Daih ri\in8 Stjtls
Sociatizatio!
elay and
lolor 5lili! ,l
lntc.pssoml teisure Coping
+6onal poTcstic conmuniry
Cro$ finc rs.,te

tl
tl
2l
t0

l
..-]
. 17 t6N' ti
Nt t5 -lrr tt N:j
/t u0 .ll t.r 7{) l|
A 7i Jti-ll 71 i5 t:
;.1 t6 G7 l
It) i.) .t9 tt' .{t 6l l0
jN 6i l0 lj
)t ), ti 1; l0r0 j
i.2 ji lt 816
iN
1AtI I 5; ia
i:7 0
,- )1 !6 tt 2j .! tit j/ j1l
l.r- 10
a
j
it i.l l| tl l0 tl i
i0 tl
lj .]] .l 4
1;11 0l .12 r; o.l
0 tl I i.! ?

it I1l) tt)) .lit

1

I l.t I I |) I llr I rl 9O\'!

Dai\ Living srrith

hlerpcbonal Lc^ure Cooin!

Rrladon\hip! rime srih'

?.r
tl 2i
tl
tl
19
lll t9 00 .

irl Ii
:j .1€ .19
t.l
15 .t7 82 Bj t5
12 11 61 8l
il Ji t9 tot ob
ti ati /.1 ll
.17 5? 6l a3
0
:
5) 5i ii-at 3
11 2\ jj-i6
27 29 t6-ro
j .r0 ]l 03 t8 2t
2 t 12.] 6{ 6lJ 17 19 ll 10
2A ))
5
l0 5l
2i lil 5-ll D t5
l IJ I] 15-21 l
0 1,1 2
I

. .1,,lrl tl
 Correrponding lo sums oI subdomain v-Scale scores and sums ot Domain Standard scor€s

I (omn,uii- Drilv
trinda.d I tving So.lJ
sliLl!

i,Ltr,.l.trn!r r.rtln(L -(,:-

2so ', Affu)kli1 B

.::, (,1 ,L.L,i. | 'r,r{i., ,1 n,) .i

lll()ttr]t B
 Commlni- tiling Sodnl. Molor Conmun| rivin'g so.iil. Moloi
calion skilk izriion skill! carion slilG izalion Skill!

li 23

:?a:1! ''.1

150

142

Bi
l3l

124

t2t
t25
t.l4

1?1 .

Il
: I rll

r0tr06 - 5r

25
-.;

12
21

'Sun ol domarn sn.da,d s.ot.s

.dn.in dd on n.\l fd.q.

*2 | Al)!) d;x B Subd*l'lain en{i lJatti}ii l"tront!5 \';nr$nl II

 Dr:lr
sundid commutri' tiring so.ial
cilion S(ilh iuation

4b

t'

9.1

ir r.l{ltN.trn ilind.L scoirs rr,iil f rl(i L)n rr\r |,r!.

\ irrl.rn,l ll Allnnit B 1 233

 S{and d Communi Diiytiving so.J Sta.drd uing
Com'nuni. Daily So. l
sklll\ izrrion s.ore .arion skillr ,iuon

'sLiN.l Ll.mri, n.fina n.i.!

%a | /!Pt li\ R
 Sland d . Commsni Da rtiving so.iJ.

..;

Sim !l(1i.,., n -,.nl.rJ n! .'

AIltnt;x B I i5
strndd (ohnrDi Diilf rnii$ \o.iil.
S.me sklL izirion

i,tr,,.l a.nrrt.1.r( N(r -.:r d, iur.rlr! ,.\r fdg,

236 1\fu tll]r l:j \ incfu,rd II

.r::,.rr {rlld norrs
r(),rl , !nlr{ nr'!r frr.!.
5lrndrd (ommuni Di,ttning so(lJ sr,.dad con,muni' Drilv uvin€ So(iil-
sklll\ i/ilioi tlilh iz ion

.:

\rn, . ,lonlr si.tr .r.lr..r.'

238 ) Afrlklir B
rtndad Communi Drilr riring solial
slrh

,,nrniNlflnl..;
4,, !l ff rf! !

j.r1i ll tltlrndit B 239

 aommoni. DailvlivinA So.ial'
aomnuni. DiilyLivins So.ial' slilk itario.
skills ization

29t.164
. -!! -

155

!sr

2l3jrr0 :
t!t

)6 ).i
1li

17!176 i !3
Ill:l

t3
19 19

ql

r,r ll ll
3 !0

sun\ oldom nnand d scor.s

vintlard tI
240 | Al,1)oklix B xtlbaj'1'17tt"ii) l-rt:ta"':* t::':"t'
 t'an{hrd tu mu Drlr ti"! \( it. Communi, Dilll tivin8
5r.ru '. si r.
5lills
so.irt.

33:

6ii)l
65:

\rm f l(loDii. i:hlhid so.:

,.nrnru..l., rrr' f.l.L]r

\ irrrLrrl II ,1funni.r D I 2-11

 Communi. Dailyliving soci.l.
.alion Skilh izrtion

153

,- t!
r53

r5l

?t61!

lrq
B5

61
:rl

123

rt-]37 ..: 36

t2t 321

'sxn, ol domarn sta.dad scor.!

.ontiur., d,l ,1.r4 PdS,j

242 | APpe d.ix. B 9*b*t:t;,a|n ijtl{ t}\1tt..,1 lt,','^ ' \ inelantl II

 Conmuni Daily tivin8 s(ial- Livinx
Commoni- Daily S{cial
.,tinn llirh calion Skill5 ization

261,.265

ll5

62

-,ql .-

53

56

r55 r5t

t17 1r3

-l-11!

;; ;" l9

4l 1l

'sum oldomain ndrda.d scoies

.orlirrrJ dr rrr\i fi:ll

Yirrctand tI Appendix B luhdc*xni* itld tlqm:ii ta;,,t:', | 243

 Daily
aommun L' ne 5o(iil. Moror Connun-tivins so.iil. Molor
srili ralion Skilla iz.liod skill5
'zarion sr'll,

96

32
3l

,lr:ll!

7L

]]3
q!
i35

tl2
!1

l2.l
122

.1!

ii 6l

46

I .-ag9l -. .l
23

20
5ud ol domr n{rndaril *o(s conlinu.d o,l nr.tr td3.

lI
'ir-tlt4:**t* ird lJrn:i:l a1i::''
\ii,rcland
214 I APPendh B
Ll,ii ,i ,rr L!, |!\r /r r.

)
 Communi- riving social- Molor
skilh

39

s!
35
1]6!169 . r9

250-252 r0

?tt 4r

l?9:24 1

?!!r0q . I

62
!! ryLr!!

56
r6
26-
53 20_
25
!! r5',]5,t''.

1i3

1t!. !q .rl!!11l ..1

lrl l:l:r 3r
r29 l]1
rlr

-4S - l !!-
lt5-lr7
l!?:!93,--

'sum ofd.mrir elnd.rd s.or€s

2as I Apfendix B 9l;ldlruin aad Oenr.,r l'*urt 1t Vireland-II

 .: :!

.2
i ri
::::,.'_ _

3
E.
.3;

-t

::!

_z

.g:s

.2,
\-il-i^,"tti.r'i-
:

3:

..r.',,,i ll Allttndit B : 217