Vineland Adaptive Behavior Scales – 2nd Edition

The following is a sample write up of Vineland.

Vineland Adaptive Behavior Scales – 2nd Edition

Evaluator: School Psychologist
Date: 9/1 & 9/6/08
Parent Ratings Teacher Ratings
Score %ile Adaptive Score %ile Adaptive
Level Level
COMMUNICATION 93 32 Adequate 88 21 Adequate
Receptive 13 Adequate 12 Mod. Low
Expressive 13 Adequate 14 Adequate
Written 16 Adequate 13 Adequate
DAILY LIVING SKILLS 79 8 Mod. Low 80 9 Mod. Low
Personal 11 Mod. Low 10 Mod. Low
Domestic 12 Mod. Low -- --
Academic -- -- 15 Adequate
Community 12 Mod. Low -- --
School Community -- -- 11 Mod. Low
SOCIALIZATION 83 13 Mod. Low 92 30 Adequate
Interpersonal 12 Mod. Low 15 Adequate
Relationships
Play & Leisure Time 10 Mod. Low 14 Adequate
Coping Skills 14 Adequate 13 Adequate
MOTOR SKILLS 72 3 Mod. Low 78 7 Mod. Low
Gross 10 Mod. Low 9 Low
Fine 11 Mod. Low 14 Adequate
ADAPTIVE BEHAVIOR
COMPOSITE 78 7 Mod. Low 83 13 Mod. Low
The Vineland-II provides a comprehensive, norm-referenced assessment of the adaptive skills of individuals. Scaled
scores, having a mean of 15 and standard deviation of 3, are provided for the adaptive skill areas. The subtests are
combined to yield domain scores and an Adaptive Behavior Composite standard score, which have a mean of 100
and standard deviation of 15.

To find out more about XXXX’s adaptive skills, his mother and his Kindergarten teacher from
last school year were asked to complete the Vineland Adaptive Behavior Scales-II. Resulting
scores indicate he exhibits moderately low to adequate skills in the areas assessed.

In the area of Communication, parent ratings indicate XXXX’s receptive, expressive and written
language skills are age-appropriate. Teacher ratings also indicate XXXX’s skills are adequate,
with a relative weakness in his receptive language skills. According to both his mother and his
teacher, XXXX does not always correctly follow three-step directions and he may not
understand sayings that are not meant to be taken word for word. He has the skills to express
his thoughts adequately, and he is able to read and write simple words and sentences.

In the area of Daily Living Skills, parent and teacher ratings are in the moderately low range for
XXXX’s age. His able to feed and dress himself adequately, but needs reminders to blow his
nose and to cover his mouth when he coughs or sneezes. He also needs help to button his
clothing and to choose correct clothing based on the weather. He exhibits emerging skills to
help out around the house with simple chores, but generally does not clean up after himself or
put his possessions away. He is learning basic skills to function within the community, but
continues to need reminders to follow rules, look both ways before crossing streets, or to
remember the current day of the week. He also appears to need support to remember and
correctly follow simple instructions or regular rules or routines at school. He is learning to stay
on task at school, but does not consistently work independently for 5 minutes. His application
of academic skills appears age-appropriate, in that he knows the function of money and the
value of coins, tells time to the hour, and knows the days of the week in order.

In the area of Socialization, teacher ratings fall within the average range for XXXX’s age, while
parent ratings are low average. According to his mother, XXXX’s Coping Skills are adequate, but
he exhibits weaknesses in Interpersonal Relationships and Play and Leisure Time. Parent and
teacher ratings indicate that XXXX does not tease or bully others, and he apologizes for
unintended mistakes. He is cooperative, and is learning basic manners such as remembering to
say please/thank you, avoid talking with food in his mouth, or talk without interrupting others.
Parent ratings indicate that XXXX does not always show awareness or concern for the emotions
of others. He is not careful when talking about personal things, and may say embarrassing
things in public. When playing, he does not always share his possessions and he still tends to
need to be supervised. He does not play make-believe, and needs reminders to follow rules
and take turns when playing games.

Ratings of XXXX’s Motor Skills indicate that he exhibits weaknesses in gross motor skill
development. Teacher ratings of his fine motor skills are age-appropriate, while parent ratings
show weaknesses. XXXX is able to walk, jump, and climb. He is also able to run, but lacks the
coordination to run smoothly without falling. He walks up and down stairs, but does not
consistently use alternating feet (he still puts both feet on each step). XXXX cannot yet ride a 2-
wheeled bicycle without training wheels. Ratings of his fine motor skills indicate that XXXX is
able to hold a pencil properly, color simple shapes, and use a scissors. He does not consistently
copy simple shapes with accuracy or cut out complex shapes. He does not yet consistently tie a
secure bow.

Parent ratings of other behavioral concerns are elevated. Ratings indicate that XXXX often cries
too easily, acts overly familiar with strangers, and he appears obsessed with specific topics such
as “Ben 10” and aliens. XXXX’s mother also rated him as exhibiting some eating and sleeping
difficulties, exhibiting poor eye contact, and having difficulty maintaining focused attention. He
sometimes appears sad or sullen, and other times may be aggressive or exhibit temper
tantrums. He can be impulsive, and may behave inappropriately at the urging of others. There
are times when XXXX seems to ignore others around him or to exhibit limited awareness of
what is happening around him.

Teacher comments indicate that XXXX learns easily and appears interested in school. He tries
hard on his work and is kind to classmates and teachers. Consistent with parent comments and
observations during testing, his Kindergarten teacher reported he exhibited “extreme” interest
in “Ben 10.” He often drew pictures of characters in the show. XXXX appeared disorganized
and distracted at school. He often had difficulty getting his possessions unpacked at the
beginning of the day and packed up again at the end of the day. When asked what she would
recommend for XXXX, his teacher commented that it helps if he has a structured classroom,
regular routines, and if he can use a visual schedule.