Professors, psychologists among other professionals have depended on Vineland Adaptive Behavior Scales as a leading measure of personal and social skills needed for daily living. It offers information for developing treatment and educational plans in addition to aiding in giving a diagnosis. Vineland II is the leading instrument for supporting the diagnosis of developmental and intellectual disabilities, autism spectrum disorder and ADHD. It uses various forms such as survey and expanded interviews, parent/caregiver and teacher ratings. The test is used to assess adaptive behavior from birth to adulthood. It’s updated with improved items, expanded age range and new norms. It offers convenient rating forms and gives semi structured interview …show more content…
The interview has open ended questions targeted at assessing adaptive behavior. • Expanded Interview Form: It provides an in-depth alternative to the survey interview form with more items to help program a more detailed plan for individuals between the age bracket 0-5 • Parent/caregiver Rating: its often used as an alternative when time is limited. It has the same content as survey interview but uses rating scale format. It is used to track progress. • Teacher Rating: This is used to assess adaptive behavior for students in school with interview containing contents that a teacher could observe in a classroom setting. The test is used to asses adaptive behavior in four domains namely, daily living skills (personal, community and domestic), motor skills (Gross and fine), socialization (play and leisure time, coping skills and interpersonal relationships) and communication (receptive, written and expressive). There is also an optional domain: Maladaptive behavior Index (Internalizing and externalizing). 4. Reliability/Validity (10
Kuhn, L. (2009). The 'Standard'. Evaluation of a public school group-based applied behavioral analysis program. for elementary students with autism. Humanities and Social Sciences, 71(1), 84-92.
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
...c Observation Schedule, Vineland Adaptive Behavior Scale, and McArthur Communication Development Inventory to measure the communication and aversive behavior frequency of the participants. After the procedures were complete, results demonstrated that advances were made in both of the dependent measures that utilized ABA with NET and DTT combined (Matson & Konst, 2013, p. 476). Comparable results were also found by Zachor and Ben-Itzchak (2010) who conducted a similar study with more dependent measures including communication, language, comprehension, daily living skills, motor skills, visual perception, and social behaviors (as cited in Matson & Konst, 2013). Thus, this research demonstrates that comprehensive ABA programs can be an ideal method of treatment not only for school-aged children and adults with ASD, but for EI individuals as well (Matson & Konst, 2013).
“The Contribution of Applied Behavior Analysis to the Education of People with Autism” Behav Modif., by Rosenwasser, B., and Axelrod S., published in 2001, summarized Oct 19, 2006
An interview with the mother of the teenage children, often with the father is present in the house. A self-report questionnaire concerning social difficulties. A questionnaire completed by the children's schoolteacher about their relationships with their fellow students and their teachers. The Rutter 'B' scale, which is a type of psychometric test, which identifies psychiatric problems such as depression. At the age of sixteen the vast majority of the adoptive mothers felt that their child was deeply attached to them.
6) Autism and Savant Syndrome, , web paper by Sural Shah. http://serendip.brynmawr.edu/bb/neuro/neuro01/web2/Shah.html#2 7) Considerations of Individuality in the Diagnosis and Treatment of Autism, , web paper by Lacey Tucker. http://serendip.brynmawr.edu/bb/neuro/neuro99/web2/Tucker.html 8) Diagnosis: Autism, , Mothering Magazine, Patricia S. Lemer, 2003.
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Codding, Karen. (n.d.). Test of Kindergarten and First Grade Readiness Skills. [Electronic version]. Retrieved April 20, 2003, from http://www.steoltingco.com/tests/catolog/TKFGRS.htm
Autism is a developmental disorder that appears within the first three years of a child’s life. It affects the brain's normal development of social and communication skills. Autism affects 1 out of 68 children. It is also the fastest growing disability in the United States. There are multiple types of Autism, some children are considered high functioning, and some are low functioning. “High functioning” is when a child with autism can function in life, and completes jobs, and chores with little to no help. “Low functioning” is when a child with autism cannot complete simple daily tasks without help, and (or) constant supervision.
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
Medicine, Louis P. Hagopian & Eric W. Boelter The Kennedy Krieger Institute and Johns Hopkins University School of. (2012). Applied Behavior Analysis and Neurodevelopmental Disorders. Retrieved from Kennedy Krieger Institute: http://www.kennedykrieger.org/patient-care/patient-care-programs/inpatient-programs/neurobehavioral-unit-nbu/applied-behavior-analysis
At times it may be possible to modify the environment of the student by implementing preventive strategies. Some examples of these are teachers stating clear expectations, modifying seating arrangements, adapting the pace of instruction, avoiding exposing the student to long delays, providing a choice of activities, and allowing the student to take breaks. There are three types of alternative skill instruction. Replacement skills or behaviors must serve the exact same function as the problem behavior. More general skills alter the problem situations and help prevent the need for the problem behavior. These skills may include academic instruction if academic deficits are the main reason the student has behavioral issues. Coping and tolerance skills such as anger management are things the student learns to do when he or she is faced with difficult situations. Replacement Behaviors must serve the same function and have meaning for the student. It is important that the behavior be something the student is capable of doing and be socially acceptable in the context. The behavior must be immediately effective and tolerable to the
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
Sattler, Jerome, and Robert Hoge. Assessment of Children: Behaviorial, Social, and Clinical Foundation. La Mesa:Sattler, 2006. Print.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of