Vineland-ii scoring manual

Appendix A: Vineland-ll Contributors and Participants Appendix C: Derived Norms. Appendix D: Difference Values Appendix E: Scoring Criteria Chapter 1: Table 1. Chapter 2: Table 2. Chapter 3: Table 3. Chapter 4: Table 4. Chapter 6: Table 6. Ethnicity and Mother's Education Level. Chapter 7: Table 7. Chapter 8: Table 8. Ethnicity, Adjusted for Sex and Education Level. Appendix B: Table B. Table C. Corresponding to Domain Standard Scores.

Appendix D: Table D. Figure l. Chapter 2: Figure 2. A basal and. The examiner dropped back to score items before the starting point to establish a basal. The examiner established two basals; the higher basal is used Two ceilings were established; the lower ceiling is used Chapter 3: Figure 3. No basal was established, so Item 1 becomes the basal item No ceiling was established, so the last item in the subdomain bec1 1rnes the ceiling item Chapter 4: Figure 4.

Chapter 6: Figure 6. Chapter 8: Figure 8. Vineland-II Table of Co! Figure 8. The Vineland Adaptive Behavior Scales, Second Edition items and tl te inclusion of new items reflecting cultural Vineland-ll , is an individually administered measure of changes and new research knowledge of developmental adaptive behavior for ages birth through The scales disabilities 1nake the Vineland-II even more.

The updating of current most rapid and dramatic developmental changes, thus. Examiners may choose to administer a individuals with significant limitations in adaptive single domain or any combination of domail"",j to assess functioning, such as those with mental retardation or an individuals adaptive functioning in onr.

The domains, Survey forms can be used to identify strengths and and subdomains that comprise them, are described weaknesses and age-related dE! Items are listed in development. This organization helps examiners formulate general questions related to a given content area, and then locate and score all relevam items.

Examiners who wish to assess problem behaviors should administer all clinical diagnoses. Strudure and Organization of the Maladaptive Behavior Critical Items do not contribute to a subscale or composite, but provide brief indicators Vineland..

Within each the Maladaptive Behavior Critical Items make up the dor:nain, the subdomains yield v-scale score:. As shown in. It is designed Receptive How the individuailistens and pays altention, and to facilitate the semistructured interview, linking related what he or she understands content with a symbol to help examiners structure Expressive What the individual says, how he or she uses the interview and locate and score related items.

The terms domain and subdomain, which are not familiar to many parents and caregivers, h;we been replaced with more descriptive, readily understandable terms. Table 2. The other caregivers. The program also provides a number of r Forms Components options for generating score reports.

Even though the items are translated into r criteria for both forms. Users should become the Spanish version is not intended to be administered as a rating scale. I I '-'. This estimate is based and maintain personal relationships, making these on actual administration times during' the national. In and complete the interpretive steps. This estimiue is based on actual classification of mild mental retardation. Table 1. Vineland ABS Vineland Most of the new items have been added to improve measurement for very young children or for adults.

Other item additions or modifications are designed to improve the thoroughness or accuracy of assessment throughout the age range. The following is a summary of the major substantive changes made in the Interpersonal lnterpersona I subdomain content.

The Personal, Domestic, and Community Subdomains of the Daily Living Skills Domain now include more items to assess independent living skills, making them Behavior Part 1 more useful fer determining whether an ind1vidual with 11 Internalizing defidts in adaptive functioning can live independently 10 Externalizing and for planning supports to allow such individuals to 15 Other live in the least restrictive environment possible.

Maladaptive 9 14 Behavior Behavior Part 2. This legislation made the assessment of adaptive of an individuals daily functioning is required. The behavior an essential part of evaluations for children birth scales are used in a variety of clinical, educational, and through 5. It also mandated the involvement of caregivers research settings.

Diagnostic Evaluations Progress. Monitoring Since , legislation e. Like the Vineland ABS, the Vineland Survey forms are well suited for Program Planning evaluation and diagnosis of mental retardation because In recent years, increased emphasis has been placed of their comprehensive content and careful development on the development and implementation of individual and standardization.

The norm-referenced data provide educational. Strengths and weaknesses in specific as well as goals and objectives that are relevant to areas may be determined. The Vineland Survey forms The Vineland- II Survey forms are not limited to use provide comprehensive, yet targeted, content that yields with mental retardation, however.

They are designed to. The Vineland- II Survey forms also assess the skills genetic disorders, developmental delays, emotional necessary for personal and social sufficiency-skills and behavioral disturbances, and a wide range of other emphasized in many treatment programs.

Extensive Information obtained from the Vineland-ll Survey forms research and clinical practice using the Vineland ABS can be used to select the most suitable type of program have demonstrated that adaptive behavior should often for the individual and to pinpoint activities most needed. Because received continued attention throughout the s with the Vineland-ll can be used with individHals from legal reforms for individuals with disabilities and a greater birth through adulthood, information gathered from effort to understand the relationship between individuals the Vineland- II can be used throughout the duration with mental retardation and others in the community.

The introduction of measures of cognitive functioning The Construd of in the early s e. The reliance on IQ as the means of classifying Vineland-ll relied heavily upon the following definition, those with mental retardation continued for many years, as well as historical trends in the conceptualization and despite increasing concern over the use of a single measurement of adaptive behavior.

The authors define adaptive behavior as the performance of daily activities required for personal and social Although it was several years before the role of adaptive sufficiency. First, adaptive behavior mental retardation was widely recognized, in the is age related. Second, adaptive behavior is defined by the of mental retardation Heber, , The MMR expectations or standards of other people.

The adequacy manual listed two major facets of adaptive behavior: of an individual:S adaptive behavior is judged by those who live, work, and interact with the individual. Third, 1. Finally, adaptive behavior is defined hy typical performance, not ability. For example, if a person has the of mental retardation AAMR, , ; Grossman, ability to perform according to basic rules of safety and , , The most recent inadequate in that area.

Presem concepts The importance of adaptive behavior in the diagnosis of can be traced to early attempts to describe th1 se with mental retardation is also recognized in the American mental retardation; for example, during the Renaissance Psychiatric Association:S Diagnostic and Statistical Manual and Reformation, language and law defined mental of Mental Disorders, Fourth Edition, Text Revision , retardation in terms of adaptive behavior Shl'erenberger, and in the International Classification of Functioning, In disabilities.

Public Law and its reauthorizations other words. The socialization; locomotion; and occupation. Although definition of mental retardation in IDEA is similar to there is some difference of opinion as to whether Doll's the current AAMR definition, and the law requires that categorizatit m is the best, the perception of adaptive T deficits in adaptive behavior be substantiated before behavior as multidimensional has survived from one a child is classified with mental retardation.

Further, generation 10 the next. This "third party" method of administration produces a valid measurement of the day-to-day The Vineland MS is a revision of the Vineland Social activities that cannot be adequately measured through Maturity Scale Vineland SMS , which was developed direct admiHistration of tasks. This method also allows by Edgar A. Doll , for use in the evaluation assessment ,1[ individuals who will not or cannot perform of individuals with mental retardation.

In his six criteria of mental deficiency, Doll retardation. Not until the s and s were Doll's listed social incompetence as first and most important. The first section expectation-. They are able to demonstrate issues related to defining and measuring adaptive sustained at rention for only short intervals and even behavior, and provides a framework for selecting the these brief periods may be affected by fatigue or hunger" method of administration best suited to a particular p.

In such situations, determining whether evaluation. Subsequent sections of the chapter describe the childs lack of response is the result of the testing the procedures for administering each form.

A detaileq situation or is a reflection of ability can be difficult. Even if the individual performs command during such a testing session, the and Rating Formats examiner cannot be sure if this performance represents Developing an adaptive behavior assessment presents typical perfnnnance. However, unless a addition, because adaptive behavior is defined by typical standardized set of skills is assessed, such results cannot performance, the instrument must be able to distinguish be confidently compared with a nonnative sample to I.

Using this approach an individu:ll's usual behavior, the Vineland-ll Survey to measure adaptive behavior may result in a somewhat Interview Form, like its predecessors the Vineland inaccurate description of an indiViduals behavior, Adaptive Behavior Scales Vineland ABS; Sparrow, Balla, particularly that of a young child. Often a individual whose adaptive behavior is being assessed, child is reluctant, shy, or frightened and simply will not but only requires a respondent who is familiar with the respond to the test stimuli.

Another behavior. As Goldstein, Smith, Waldrep, and a checklist of the individual:S skills. Also, response performance. Evans and Bradley-Johnson bias is reduced, in part because information ;tbout observed that "sometimes informants rate all skills based the individual's abilities is gathered througl normal on their overall feelings about a student.

For example, conversation with a respondent who does n0t know if an informant likes a student, all skills might be rated the item content or scoring method. Or informants may bias ratings to fit their Particular benefits of the semistructured interview include: own interests or intents" p.

For rather than answering "yes," "no," or "sometimes" to this reason, the Vineland- ll offers a choice between the very specific questions. To ensure the accuracy of information obtained asking each question word-for-word. However, When considering whether to use the Survey Interview the standardization respondents had no investment in Form or the Parenu'Caregiver Rating Form, the clinician the outcomr because the results could not lead to any should consider the intended use of the results and future outcome, such as enrollment in a special program the characteristics, motivations, and emotional state or eligibility for benefits.

Thus, it is important that the of the respondent. Similarly, the General Procedures response elaboration characteristic of the semistructured , for Administration interview often provides additional clinical information This section discusses issues that apply to administration useful in making a differential diagnosis. The subsequent sections give Often the supplementary detail elicited with the separate, delailed instructions for administering each of 1 interview method is ndt needed for program planning the two fonns.

In addition, because multiple sources of information are always recommended in The record hooklet covers of the Survey Interview determining diagnoses, the Parenu'Caregiver Rating Form and P;1renu'Caregiver Rating Form contain sections Form provides a convenient way to get a second view of for computing the chronological age of the individual the individuals functioning. Three sample age r computatious are shown in Figure 2.

The first requires Before choosing to use the Parenu'Caregiver Rating no borrowing. In the third sample, method of administration is appropriate for a given first one month 30 days is borrowed so the days can respondent.

First, the clinician must decide whether the be subtracted changing the months from 6 to 5 ; then r respondent has sufficient reading ability to understand one year is borrowed so the. When the form, as well as an adequate command of English if borrowing one month, always add 30 days to the number he or she is not a native English speaker.

The clinician in the day cdumn. It is important. For the standardization sample, Birth date 11 No normative data are based on multiple 11 z z respondents. Establishing a relationship that encourages the respondent to provide accurate, unbiased information about the Selecting the Respondent individuals typical level of functioning is one of the most Careful selection of a qualified respondent is critical important preconditions for obtaining valid results on the for obtaining valid results with either Survey form.

Rating Form to the respondent, take time to. Begin by briefly describing the purpose of the with the individual preferably every day over an assessment.

You are an important person to environmental demands. In some cases, however, another necessary for individuals to get along with others and take adult family member for example, a grandparent care of themselves. These activities change as a person assuming major caregiving responsibilities could be a grows older and becomes less dependent on the help more suitable choice.

If the child does not live with his of others. But at every age, certain skills are required at or her family but lives in a residential facility. Such a caregiver might be a house parent,. Then briefly describe each scale, or domain. The first deals with communication, or how [the individuals name] For an adult, respondents may include a spouse or speaks and understands others [and, if appropriate, reads other adult family member, a professional caregiver in and writes].

The second area deals with daily living skills a residential or nonresidential facility. The third area involves the skills that [individuals name] uses to get along with On occasion, the individual whose behavior IS being others, called socialization shills, as well as his or her play assessed is the only available source of information about activities and use of leisure time.

The last area deals with his or her own behaviors. In such cases, the individual important physical skills, called motor skills. The semistructured interview If you are.

As you respondent to ignore them. Fonn record booklet; and a pencil. Not all individuals infonnation about the individual, the respondent, and perfonn the same activities at the same age.

Starting Domain for Ages 7 and Older points by age are indicated to the left of the items. Boxes Based on the perfonnance of the standardization sample, for recording item scores are placed to the right of the the items of the Motor Skills Domain are appropriate items.

Page 26 provides space for recording observations for individuals without disabilities throl.! An and other infonnation about the interview, and pages 27 examiner may choose, however, to administer the through 30 comprise the detachable Vineland-II Score Motor Skills Dor:q. For example, administration would be appropriate for an The Testing Environment and Rapport individual without disabilities for whom a motor deficit Conduct the interview in a quiet room with adequate is suspected; an older individual for whom a decline 1 space, a comfortable temperature, pleasant atmosphere, in motor functioning is suspected; an individual with a r and comfonable chairs.

In most situations, only you disability that affects motor functioning, such as a visual and the respondent should be in the room during the impainnent; or an individual with a disability who has a interview; the individual being assessed should not be generally low level of function in all areas.

On occasion, however, it may be necessary r Nonns for the Motor Skills Domain and subdomains are to have both parents present. This is most likely to r available for adults aged 50 through 90 as well as children occur when the interview is part of a comprehensive.. However, because the Motor Skills evaluation and both parents are requested to be present. Domain is optional above age 6, the Adaptive Behavior In such casrs, ask which parent is most familiar with the r individuals behavior and indicate that that parent should Composite at ages 7 through 90 does not include this r domain.

When the Motor Skills Domain is administered respond to vour questions, although comments and I for an individual 7 or older, estimated derived scores discussion Irom the other parent are welcome.

Because the items on the Survey Interview set a conversational tone. This allows you to develop an Form are. The sections below In addition to the general recommendations presented describe the organization of the items, and are followed earlier, the following specific tips may help build rapport by a step-by-step guide to designing questions and with a respondent: probes.

Asample interview with scoring also is included. Use the respondent's Organization by Subdomain name, and refer by name to the individual who is and Content Category being assessed. Introduce yourself, using your first Each of the 11 Vineland-Il subdomains covers name if you are comfortable doing so. Each of these content categories contains enthusiastic, supportive, and nonjudgmental. For example, a general question about respondent describes key developmental milestones or following instructions might elicit enough information adaptive behaviors that represent the individual's usual to score Items 10, 12, and However, as this example functioning.

The interviewer does not read the test items illustrates, items within a content category are not to the respondent and does not permit the respondent grouped together on the record form; items are ordered to read the items; rather, the interviewer asks general from easiest to most difficult by subdomain, not by questions about the individuals activities followed content category.

To help. Best results are obtained when the the left of the item number see Figure 2. The symbol interviewer has a thorough understanding of i he test items is also repeated next to each items score box. Responds to his 3 tums toward re. Points to objects i a book or magazine as they are named 8 for etc. I r l rollows tnree-part instructions for example, -Brush your teeth, dressed, and make bed"; etc.

Turns eyes and head toward sound. Responds to his or her name spoken for example, turns toward speaker, smiles, etc. Demonstrates understanding of the meaning of no, or word or gesture with the same meaning for example, stops current activity briefly. Points to at least five minor body pillts when asked for example, fingers, elbows, teeth, toes, etc.

Understands sayings that are not ml'ant to be taken word for word for example, "Button your lip"; "Hit the road"; etc. Listens to instructions. Listens to a story for at least 15 minutes.

Follows instructions or directions hl'ard 5 minutes before. Listens to an informational talk for at least 15 minutes. Follows instructions with one action and one object for example, "Bring me the book"; "Close the door"; etc. Follows instructions with two actions or an action and two objects for example, "Bring me the crayons and the paper"; "Sit down and eat your lunch"; etc.

Follows instructions In "If-then.. Follows three-part instructions for example, "Brush your teeth, get dressed, and make your bed"; etc. Cries or fusses when hungry or wet. Smiles when you smile at him or her. Makes sounds of pleasure for example, coos, laughs, etc. Makes nonword baby sounds that i,, babbles : 5. Makes sounds or gestures for example, waves arms to get parent's or caregiver's attention.

Makes sounds or gestures for example, shakes head if he or she wants an activity to stop or keep going. Points to object he or she wants that is out of reach. Repeats or tries to repeat common words immediately upon hearing them fo. Answers or tries to answer with words when asked a question. Names at least 10 objects. Says at least 50 recognizable words.

Uses first names or nicknames of brothers, sisters, or friends, or says their names when asked. States own first name or nickname for example, Latesha, Little Sister, etc. Asks questions by changing inflection of words or simple phrases "Mine? Asks questions beginning with what or where for example, "What's thatr' "Where doggie gol"; etc. Says correct age when asked. Says fi rst and last name when asked.

Asks questions beginning with who or why for example, "Who's thaW; "Why do I have to gol"; etc. Asks questions beginning with when for example, "When is dinner? Says month and day of birthday when asked. Says own telephone number when asked. Easily moves from one topic to another In conversation. Stays on topic in conversations; does not go off on tangents. Uses simple words to describe things for example, dirty, pretty, big, loud, etc.

Uses in, on, or under in phrases or sentences for example, "Ball go under chair"; "Put It on the table"; etc. Uses present tense verbs ending in ing for example, "Is singing"; "Is playing"; etc. Uses pronouns in phrases or sentences; must use correct gender and form of the pronoun, but sentences need not be grammatically correct for example, "He done it"; "They went"; etc. Uses regular past tense verbs for example, walked, baked, etc. Uses behind or in front of in phrases or sentences for example, "I walked in front of her"; "Terrell is behind you"; etc.

Modulates tone of voice, volume, and rhYthm appropriately for example, does not consistently speak too loudly, too softly, or in a monotone, etc. Uses irregular plurals correctly for example, children, geese, mice, women, etc. Tells about experiences in detail for example, tells who was involved, wh..

Gives simple directions for example, on how to play a game or how to m. Explains ideas in more than one way for example, "This was a good book. Describes a short-tenm goal and what he or she needs to do to reach it for example, says, "I want to get an A on my test so I'm going to study hard"; etc. Gives complex directions to others for example, to a distant location, for tecipe with many ingredients or steps, etc.

I'll and run errands to earn it"; etc. Identifies one or more alphabet letters as letters and distinguishes them from numbers. Recognizes own name in printed fo11n. Identifies at least 10 printed letters ol the alphabet. Identifies all printed letters of the alphabet, upper- and lowercase. Reads at least 10 words aloud. Rea dmg.. Reads and understands material of a1least second-grade level. Puts lists of words in alphabetical order.

Reads and understands material of at least fourth-grade level. Reads and understands material of al least sixth-grade level. Reads and understands material of a l least ninth-grade level.

Prints or writes using correct orientation for example, in English from left to right; in some languages from right to left or top to bottom. Copies own first name. Prints at least three simple words from example for example, cat, see, bee, etc.

Prints or writes own first and last name from memory. Prints at least 10 simple words from memory for example, hat, ball, the, etc. Prints more than 20 words from memory; may make small spelling errors. Writes simple correspondence at least three sentences long.

Writes complete mailing and return. Edits or corrects own written work bdore handing it in for example, checks punctuation, spelling, grammar, etc.

Writes advanced correspondence at least 10 sentences long; may use computer. Writes business letters for example, requests information, makes complaint, places order, etc. Eats solid foods for example, cooked vegetables, chopped meats, etc. Drinks from a cup or glass; may spill. Feeds self with spoon; may spill. Sucks frqm straw.

Feeds self with fork; may spill. Drinks from a cup or glass without spilling. Feeds self with spoon without spilling. Holds spoon, fork, and knife correctly. Lets someone know when he or she has wet or soiled diaper or pants for example, points, vocalizes, pulls at diaper, etc. Urinates in toilet or potty chair. Asks to use toilet. Defecates in toilet or potty chair. Is toilet-trained during the day. Is toilet-trained during the night. Takes off clothing that opens In the front for example, a coat or sweater ; does not have to unbutton or unzip the clothing.

Pulls up clothing with elastic waistbands for example, underwear or sweatpants. Puts on clothing that opens in the front for example, a coat or sweater ; ci. JeS not have to zip or button the clothing. Zips zippers that are fastened at the bottom for example, in pants, on backpacks, etc. Puts shoes on correct feet; does not need to tle laces. Fastens snaps. Buttons large buttons In front, In correct buttonholes. Buttons small buttons in front, in correct buttonholes.

Wears appropriate clothing during wet or cold weather for example, raim oat, boots, sweater, etc. Washes and dries face using soap and water. Turns faucets on and adjusts temperature by adding hot or cold water. Bathes or showers and dries self. Brushes teeth. Washes and dries hair with towel or hair. Wipes or blows nose using tissue or handkerchief.

Covers mouth and nose when coughing and sneezing. Cares for minor cuts for example, cleans wound, puts on a bandage, etc. Takes medicine as directed that is, follows directions on label. Uses thermometer to take own or another's temperature.

Seeks medical help In an emergency for example, 'recognizes symptoms uf serious illness or injury, such as shortness of breath, chest pain, uncontrolled bleeding, etc. Follows directions for health care procedures, special diet, or medical trentments. Makes appointments for regular medical and dental checkups. Is careful around hot objects for example, the stove or oven, an open fire.

Helps with simple household chores for example, dusts, picks up clothes or toys, feeds pet, etc. Clears unbreakable items from own place at table. Clears breakable items from own place at table. Helps prepare foods that require mixing and cooking for example, cake or cookie mixes, macaroni and cheese, etc.

Uses simple appliances for example, a toaster, can opener, bottle opener, etc. Uses microwave oven for heating, baking, or cooking that is, sets time and power setting, etc. Washes dishes by hand, or loads and uses dishwasher. Prepares basic foods that do not need mixing but require cooking for example, rice, soup, vegetables, etc. Uses sharp knife to prepare food. Uses stove or oven for heating, baking, or cooking that is, turns burners on and off, sets oven temperature, etc.

Prepares food from ingredients that require measuring, mixing, and cooki11g. Puts away personal possessions for example, toys, books, magazines, etc. Puts clean clothes away in proper place for example, in drawers or closet, on hooks, etc. Sweeps, maps, or vacuums floors thnroughly.

Uses household products correctly tfor example, laundry detergent, furniture polish, glass cleaner, etc. Cleans one or more rooms other than own bedroom. Washes clothing as needed. Performs maintenance tasks as needed for example, replaces light bulbs, changes vacuum cleaner bag, etc. Demonstrates understanding of function of telephone for example, pretends to talk on phone, etc.

Is aware of and demonstrates appropriate behavior while riding in car for example, keeps seat belt on, refrains from distracting driver, etc. Uses sidewalk where available or shoulder of road when walking or using wheeled equipment skates, scooter, tricycle, etc.

Follows household rules for example, no running in the ho. Looks both ways when crossing streds or roads. Demonstrates understanding of righl to personal privacy for self and others for example, while using res'troom or changing clothes; etc. Demonstrates knowledge of what phone number to call In an emergency when asked. Obeys traffic lights and Walk and Dnn't Walk signs.

Obeys curfew parent or caregiver sets. Demonstrates understanding of right to rnrnn''"'" "'''.! N; etc. Says current day of the week when asked. Tells time using a digital clock or watch. Points to current or other date on calendar when asked. Tells time by 5-minute segments on. Obeys time limits for breaks for example, lunch or coffee breaks, etc. Notifies school or supervisor when he or she will be late or absent. Earns money at part-time job that is.

Attempts to improve job performance after receiving constructive criticism from supervisor. Demonstrates computer skills necessary to play games or start programs with computer turned on; does not need to turn computer on by self.

Identifies penny, nickel, dime, and quarter by name when asked; does not need to know the value of coins. States value of penny 1 cent , nickel 5 cents , dime 1 0 cents , and quarter 25 cents. Demonstrates understanding that some items cost more than others for ex. Counts change from a purchase. Evaluates quality and price when selecting items to purchase. Uses savings or checking account responsibly for example, keeps some m'mey in account, tracks balance carefully, etc.

Manages own money for example, pays most or all own expenses, uses checks or money orders for purchases as needed, etc. Budgets for monthly expenses for example, utilities, rent, etc. Orders a complete meal in a fast-food restaurant. Uses lV or radio without help for example, turns equipment on, accesses channel or station, selects program, etc.

Watches or listens to programs for information for example, weather repOII, news, educational program, etc. Travels at least 5 to 10 miles to familiar destination that is, bikes, uses public transportation, or drives seiO. Watches that is, follows with eyes som. Reaches for familiar person when person holds out arms to him or her. Shows preference for certain people and objects for example, smiles, reaches for or moves toward person or object, etc.

Moves about looking for parent or caregiver or other familiar person nearby. Shows two or more emotions for example, laughs, cries, screams, etc. Smiles or makes sounds when approached by a familiar person. Shows affection to familiar persons for example, touches, hugs, kisses, cuddles, etc. Uses actions to show happiness or concern for others for example, hugs, pats arm, holds hands, etc.

Shows desire to please others for example, shares a snack or toy, tries to help even if not capable, etc. Uses words to express happiness or concern for others for example, says "YeahI You won"; "Are you all right I"; etc. Shows same level of emotion as others around him or her for example, does not downplay. Imitates or tries to imitate parent's oocaregiver's facial expressions for example, smiles, frowns, etc.

Imitates simple movements for example, claps hands, waves good-bye, etc. Imitates relatively complex actions. Answers when familiar adults make small talk for example, if asked, "How are you? Keeps comfortable distance between self and others in social situations for example, does not get too close to another person when talking, etc.

Talks with others about shared interests for example, sports, TV shows, summer plans, etc. Chooses not to say embarrassing or mean thigs or ask rude questions in public. Understands that others do not know. Is careful when talking about persoooal things. Cooperates with others to plan or bP part of an activity for example, a birthday party, sports event, etc.

Has best friend or shows preference for certain friends of either sex over others. Meets with friends regularly. Places reasonable demands on friendship fo:r example, does not expect to be a person's only friend or to have the friend always available, etc.

Responds when parent or caregiver is playful for example, smiles, laughs, claps hands, etc. Shows interest in where he or she is for example, looks or moves around, touches objects or people, etc. Plays simple interaction games with others for example, peekaboo, patty-cake, etc. Plays near another child, each doing different things.

Chooses to play with other children for example, does not stay on the edge of a group or avoid others. Plays cooperatively with one or mooe children for up to 5 minutes. Plays cooperatively with more than one child for more than 5 minutes. Continues playing with another chilr Iwith little fussing when parent or caregiver leaves. Plays with others with minimal supNvision. Uses common household objects 01other objects for make-believe activities for example, pretends a block is a car, a box is a house, etc.

Plays simple make-believe activities with others for example, plays dress-up, pretends to be superheroes, etc. Seeks out others for play or companionship for example, invites others home, goes to another's home, plays with others on thE' ma1nm1una etc. Shares toys or possessions when asked. Takes turns when asked while playing games or sports. Plays informal, outdoor group games for example, tag, jump rope, cathc, f'tc.

Shares toys or possessions without being asked. Takes turns without being asked. Goes places with friends during the day with adult supervision for example, to a shopping mall, park, community center, etc. Goes places with friends in evening with adult supervision for example, to a concert, lecture, sporting event, movie, etc.

Goes places with friends during the day without adult supervision for example, to a shopping mall, park, community center, etc. Plans fun activities with more than two things to be arranged for example. Goes places with. Follows rules in simple games relay races, spelling bees, electronic games, etc. Shows good sportsmanship that is, follows rules, Is not overly aggressive, congratulates other team on winning, and does not get mad when losing.

Plays more than one board, card, or electronic game requiring skill and dedsion making for example, Monopoly11" , Cribbage, etc. Follows rules In complex for football, soccer, volleyball, etc. Chews with mouth closed. Ends conversations appropriately for example, says, "Good-bye"; "See you later"; etc. Changes voice level depending on location or situation for example, in a library, during a movie or play, etc. Refrains from talking with food in mouth. Talks with others without interrupting or being rude.

Says that he or she is sorry for unintended mistakes for example, bumping into someone, etc. Says he or she is sorry after hurting another's feelings. Tells parent or caregiver about his or her plans for example, what time he or she is leaving and returning, where he or she is going, etc. Shows respect for co-workers for does not distract or i o1hers who are working, is on time for meetings, etc. Chooses to avoid dangerous or risky activities for example, jumping off high places, picking up a hitchhiker, driving recklessly, etc.

Changes behavior depending on how well he or she knows another person for example, acts differently with family member than with stranger, etc. Responds appropriately to reasonable changes in routine for example, refrains from complaining, etc.

Chooses not to taunt, tease, or bully. Accepts helpful suggestions or solutions from others. Controls anger or hurt feelings when plans change for reason s that cannot be helped for example, bad weather, car trouble, etc.

Controls anger or hurt feelings when he or she does not get his or her way for example, when not allowed to watch television or attend a party; when suggestion is rejected by friend or supervisor; etc. Controls anger or hurt feelings due tn constructive criticism for example, correction of misbehavior, discussion of test score or grade, performance review, etc. Thinks about what could happen betore making decisions for example, refrains from acting impulsively, thinks about important information, etc.

Keeps secrets or confidences for longer than one day. Holds head erect for at least 15 seconds when held upright in parent's or caregiver's arms. Sits without support for at least 1 minute. Takes at least two steps. Walks across room; may be unstead and fall occasionally. Walks to get around; does not need to hold on to anything.

Runs without falling; may be awkward and uncoordinated. Runs smoothly without falling. Walks down stairs, facing forward, putting both feet on each step; may use railing.

Walks up stairs, alternating feet; may use railing. Walks down stairs, alternating feet; may use railing. Runs with and direction. Rolls ball while sitting. Climbs on and off low objects for example, chair, step stool, slide, etc.

Throws ball. Climbs on and off adult-sized chair. Kicks ball. Throws ball of any size in specific direction. Pedals tricycle or other three-wheeled toy for at least 6 feet. Jumps or hops forward at lea. Hops on one foot at least once without falling; may hold on to something ior balance.

Rides bicycle with training wheels for at least 10 feet. Catches beach-ball sized ball from at least 6 feet away with both hands. Hops forward on one foot with ease. Skips at least 5 feet. Catches tennis or baseball-sized ball from at least 10 feet away , moving 10 catch it if necessary.

Rides bicycle with no training wheels without falling. Pulls self to standing position. Stands alone for 1 to 3 minutes. Stands for at least 5 minutes. Creeps or moves on stomach across floor.

Crawls at least 5 feet on hands and knees, without stomach touching floot. Crawls up stairs. Crawls down stairs. Fine Subdomain Using Small Muscles ' continued :. Reaches for toy or object. Picks up small objects no larger thau 2 inches on any side ; may use both hands.

Squeezes squeaky toy or object 5. Picks up small object with thumb and fingers. Removes object for example, a block or clothespin from a container. Puts object for example, a block or dothespin into container.

Turns pages of board, cloth, or paper book, one at a time. Stacks at least four small blocks or other small objects; stack must not fall.

Opens doors by turning doorknobs. Unwraps small objects for example, gum or candy. Completes simple puzzle of at least two pieces or shapes. Turns book or magazine pages one by one. Uses twisting hand-wrist motion for ex. Builds three-dimensional structures l'or example, a house, bridge, vehicle, etc.

Glues or pastes two or more pieces logether for example, for art or science projects, etc. Uses tape to hold things together for example, torn page, art project, etc. Ties knot. Unlocks dead-bolt, key, or combination locks that require twisting.

Ties secure bow. Holds pencil in proper position not with fist for writing or drawing. Colors simple shapes; may color outside lines. Opens and closes scissors with one hand.

Draws more than one recognizable form for example, person, house, tree, etc. Makes recognizable letters or numbm. Draws circle freehand while looking at example. Uses scissors to cut across paper along a straight line. Colors simple shapes; colors inside the lines. Cuts out simple shapes for example, circles, squares, rectangles, etc.

Uses eraser without tearing paper. Draws triangle freehand while looking at example. Draws straight line using a ruler or slraightedge. Uses keyboard, typewriter, or touch screen to type name or short words; may look at keys. A fictitious child, Ahmad, with skills or behaviors. For example, a general question a chronological age of 4 years 9 months on the test date, for the content category Manners, in the Coping will be used to help illustrate the procedures. Subdomain, might be, "Tell me about Ahmad's manners.

The starting you. Further this chapter. Review the items around the starting point to and other people are speaking?

Although you may be able to score some items Playing content category, you could assume tliat based on the respondent's answer to a general question, based on the organization of the items, he has likely you may need to probe with more specific questions mastered items in the Playing category that precede until you a1e confident that you know the individual's the start point. By asking a general question, you activities or behavior. Ask the respondent to give could verify that your assumption is correct.

The response must clearly indicate 2. Next, formulate a general question related to the whether thr individual independently performs the items around the starting point, but not too closely activity des1:ribed by a particular item. For example, a tied to the details of specific items. For example, respondent might state that a child is helpful.

Such information how do they play? A more effective begins with a general question, followed by specific question might be, "What does Ahmad like to probes to 9htain specific, detailed information. Scoring do when he plays? The goal of the items below, at, or above the starting point. Continue general question is to prompt the respondent to give until a basal and ceiling for the subdomain have been you the specific information you need to score the obtained and all items in between have been scored.

Basal and l eiling rules are discussed in more detail later in this chapter. Frequently you will need to ask specific questions I..

Caregiver: Usually he! But on occasion, like in the toy store, or If he! He gel'. Interviewer: When Ahmad is playing with his sister or with other children, can you describe the way he makes decisions? For example, if he! Caregiver: Sure. We always sit down together for dinner.

I usually cut Cattgivu: Well, he! He will walk over and take something Ahmad! So first 1have tn remind him to lhat another child is playing with anq of course the result Is lhat the other be patient while I do that. He doesn't always remind him not to talk with his mouth full. He also ends up getting quite a think things through. Sometimes he will share his toys willingly, but it really bit of food on the table or on his shin somehow, so I gues' I try to remind depends on his mood, not necessarily something he has thought through and him to be neat.

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