Cover Page

Index

  1. A
  2. AAIDD (American Association on Intellectual and Developmental Disabilities)
  3. ABA (Applied behavior analysis)
  4. ABAS (Adaptive Behavior Assessment System)
    1. adult form
    2. parent form
    3. teacher form
  5. ABAS-II (Adaptive Behavior Assessment System, Second Edition)
    1. adult form
    2. conceptual skills
    3. infant-preschool forms
    4. practical skills
    5. psychometrics
    6. social skills
  6. ABAS-3 (Adaptive Behavior Assessment System, Third Edition)
    1. adult form
    2. intervention planner
    3. parent form
    4. parent/primary caregiver form
    5. psychometrics
    6. teacher/daycare provider form
    7. teacher form
  7. ABES-3 (Adaptive Behavior Evaluation Scale, Third Edition)
    1. psychometrics
  8. ABS (Adaptive Behavior Scale)
  9. ABS-PSV (Adaptive Behavior Scale, Public School Version)
    1. psychometrics
  10. ABS-S:2 (American Association of Mental Retardation Adaptive Behavior Scale–School: 2)
  11. ABS-School Edition (Adaptive Behavior Scale, School Edition)
  12. Adaptive behavior:
    1. AAMR adaptive behavior constructs
    2. age, correlations with
    3. assessment tools
    4. birth of
    5. clinical psychology use
    6. declines with age
    7. definition of
    8. Doll's definition
    9. domains
    10. DSM-5 definition of
    11. in IEP development
    12. intelligence and
    13. intervention targets
    14. and mental illness
    15. in minorities
    16. principles of
    17. school psychology use
    18. three-factor structure of
    19. treatment goals
  13. Adaptive Behavior Assessment System see ABAS (Adaptive Behavior Assessment System)
  14. Adaptive Behavior Assessment System, Second Edition see ABAS-II (Adaptive Behavior Assessment System, Second Edition)
  15. Adaptive Behavior Assessment System, Third Edition see ABAS-3 (Adaptive Behavior Assessment System, Third Edition)
  16. Adaptive Behavior Evaluation Scale, Third Edition see ABES-3 (Adaptive Behavior Evaluation Scale, Third Edition)
  17. Adaptive Behavior Intervention manual
  18. Adaptive Behavior Scale see ABS (Adaptive Behavior Scale)
  19. Adaptive Behavior Scale, Public School Version see ABS-PSV (Adaptive Behavior Scale, Public School Version)
  20. Adaptive Behavior Scale, School Edition see ABS, School Edition (Adaptive Behavior Scale, School Edition)
  21. Adaptive Living Skills Curriculum
  22. American Association on Intellectual and Developmental Disabilities see AAIDD (American Association on Intellectual and Developmental Disabilities)
  23. American Association on Mental Deficiency
  24. American Association on Mental Deficiency Adaptive Behavior Scale
  25. American Association of Mental Retardation Adaptive Behavior Scale–School: 2 see ABS-S:2 (American Association of Mental Retardation Adaptive Behavior Scale–School: 2)
  26. Angelman syndrome
    1. adaptive behavior
    2. co-morbidities with
    3. prevalence of
  27. Applied behavior analysis see ABA (Applied behavior analysis)
  28. Apraxia of speech
    1. adaptive behavior
    2. prevalence of
  29. Association of Medical Officers of American Institutions for Idiotic and Feeblemindedness
  30. Atkins $v.$ Virginia
  31. Attention deficit/hyperactivity disorder (ADHD)
    1. adaptive behavior profiles
    2. adults
    3. age factors
    4. and autism
    5. autism profile
    6. autism spectrum disorder
    7. co-morbidities
    8. and fetal alcohol syndrome
    9. in hearing impairments
    10. high functioning
    11. longitudinal trajectories
    12. low functioning
    13. maladaptive behavior
    14. outcome
    15. predictors of adaptive behavior
    16. preschoolers
    17. prevalence of
    18. race and ethnicity
    19. and seizures
    20. sensory sensitivities
      1. over-responsivity
      2. sensory-seeking
      3. under-responsivity
    21. sex differences
    22. socio-economic status
    23. supplemental norms
    24. symptomatology
    25. toddlers
    26. and Tourette's syndrome
  32.  
  33. B
  34. Basal
  35. Battelle Developmental Inventory, Second Edition see BDI-2 (Battelle Developmental Inventory, Second Edition)
  36. Bayley-III (Bayley Scales of Infant and Toddler Development, Third Edition)
  37. Bayley Scales of Infant and Toddler Development, Third Edition see Bayley-III (Bayley Scales of Infant and Toddler Development, Third Edition)
  38. BDI-2 (Battelle Developmental Inventory, Second Edition)
  39. Behavioral phenotypes:
    1. no-specificity
    2. partial specificity
    3. total specificity
  40. Biases:
    1. in correctional officers
    2. informant bias
    3. personal bias
    4. pro-prosecution bias
    5. rater biases
    6. sociocultural biases
    7. in unstructured interviews
  41. Binet and Simon Tests of Intellectual Capacity
  42. Borderline intellectual capacity
    1. in adults
    2. in prisoners
  43.  
  44. C
  45. Ceiling
  46. Ceiling effect
  47. Cerebral palsy
    1. adaptive behavior
    2. gross motor function classification system (GMFCS)
  48. Chaining
  49. Checklists
    1. other-administered
    2. self-administered
  50. Choosing a measure of adaptive behavior
  51. Classification of intellectual disability
    1. classification of intelligence and adaptive behavior
  52. Communication skills
    1. in ADHD
    2. in autism spectrum disorder
    3. in cerebral palsy
    4. in Down syndrome
    5. in Dup15q
    6. in epilepsy
    7. in Fragile X syndrome
    8. in hearing impairment
    9. in language impairment
    10. in learning disabilities
    11. in Prader-Willi syndrome
    12. in prematurity
    13. in prisoners
    14. relationship between adaptive behavior and age
    15. relationship between adaptive behavior and autism symptomatology
    16. sex differences
    17. in toddlers with autism
    18. in Tourette's syndrome
    19. in treatment
    20. in visual impairment
    21. in Williams syndrome
  53. Co-morbidities
    1. in adults
    2. depression
    3. obesity
    4. prevalence of
  54. Conceptual skills
  55. Concurrent validity
  56. Content validity
  57. Convergent validity
  58. Criterion validity
  59. Culturally competent assessment practices
  60. Culture
  61. Cut-off scores in IQ
  62.  
  63. D
  64. DABS (Diagnostic Adaptive Behavior Scale)
    1. psychometrics
  65. Daily living skills, activities of
    1. in ADHD
    2. in adults
    3. in autism spectrum disorder
    4. in Down syndrome
    5. in epilepsy
    6. in Fragile X syndrome
    7. in hearing impairments
    8. improvements in
    9. in inborn errors of metabolism
    10. intervention planning
    11. in learning disabilities
    12. in OCD
    13. in Smith-Magenis syndrome
    14. in visual impairments
    15. in Williams syndrome
  66. DCD (developmental coordination disorder)
    1. adaptive behavior
    2. prevalence of
  67. Developmental Coordination Disorder see DCD (developmental coordination disorder)
  68. Diagnostic Adaptive Behavior Scale see DABS (Diagnostic Adaptive Behavior Scale)
  69. Diagnostic and Statistical Manual 1st Edition see DSM-I
  70. Diagnostic and Statistical Manual 2nd Edition, Revised see DSM-II-R
  71. Diagnostic and Statistical Manual 3rd Edition see DSM-III
  72. Diagnostic and Statistical Manual 4th Edition, Text Revision see DSM-IV-TR
  73. Diagnostic and Statistical Manual 5th Edition see DSM-5
  74. Diagnostic substitution
  75. Disability income
  76. Discrete trial therapy (DTT)
  77. Discriminant validity
  78. Divergent validity
  79. Division 33, American Psychological Association
  80. Doll's definition of adaptive behavior
  81. Doll's three-fold criteria for mental deficiency
  82. Down syndrome
    1. adaptive behavior profiles
    2. adults with
    3. dementia
    4. depression
    5. intelligence
    6. maladaptive behavior
    7. phenotype
    8. prevalence
  83. DSM-I
  84. DSM-II-R
  85. DSM-III
  86. DSM-IV-TR
  87. DSM-5
  88. Dup15q syndrome
    1. adaptive behavior
    2. intelligence
  89.  
  90. E
  91. Early Intensive Behavioral Interventions (EIBI)
  92. Early Social Interaction (ESI)
  93. Early Start Denver Model (ESDM)
  94. Educable mentally retarded
  95. Education for All Handicapped Children Act see IDEA (Individual with Disabilities Education Act)
  96. Eligibility
  97. Employment
  98. English as a second language
  99. Epilepsy
    1. adaptive behavior
    2. medication use
  100. Etiology
  101. Eugenics movement
  102. Every Student Succeeds Act
  103. Examiner characteristics
  104. External validity
  105. Extreme prematurity see prematurity
  106.  
  107. F
  108. Feeble-mindedness
  109. Fetal Alcohol Spectrum disorder
    1. and ADHD
  110. Floor and ceiling effects, problems with
  111. Floor effects
  112. Fluency of behaviors
  113. Flynn effect
  114. Fragile X syndrome
    1. adaptive behavior
    2. adults
    3. autism and
    4. phenotype
    5. premutation carriers
    6. prevalence
  115.  
  116. G
  117. Generalizability
  118. Genetics:
    1. of adults with genetic disorders
    2. of Angelman syndrome
    3. causes of intellectual disability
    4. of Down Syndrome
    5. of Dup15q syndrome
    6. of Fragile X syndrome
    7. and intelligence
    8. non-genetic causes of intellectual disability
    9. number of genetic syndromes
    10. of Prader-Willi syndrome
    11. sex differences in
    12. of Smith-Magenis syndrome
    13. of Williams syndrome
  119. Goddard
  120. Growth scale values
  121. Guessing
  122.  
  123. H
  124. Hearing impairments
    1. adaptive behavior
    2. with cochlear implants
    3. co-morbidities
  125. Heber's definition of mental retardation
    1. three-factor structure
  126. History of adaptive behavior development
  127.  
  128. I
  129. IDEA (Individual with Disabilities Education Act)
  130. Idiopathic intellectual disability
  131. IEP (Individualized education plan)
  132. IFSP (Individualized family service plan)
  133. Inborn errors of metabolism (IEM)
  134. Incidental teaching
  135. Individualized education plan see IEP (Individualized education plan)
  136. Individualized family service plan see IFSP (Individualized family service plan)
  137. Individual with Disabilities Education Act see IDEA (Individual with Disabilities Education Act)
  138. Infants
    1. prematurity
    2. treatment with Early Social Interaction intervention
    3. with visual impairment
    4. with Williams syndrome
  139. Informant bias
  140. Intellectual disability
    1. in adults
    2. American Association of Mental Retardation 9th Edition definition
    3. American Association of Mental Retardation 10th Edition definition
    4. American Association of Mental Retardation 11th Edition definition
    5. borderline intellectual disability
    6. definition of
    7. developmental definition
    8. Doll's definition
    9. eugenics theory
    10. Grossman's definition
    11. Heber's definition
    12. intelligence
    13. mild intellectual disability
    14. prevalence
    15. prisoners
    16. social competence and
    17. timeline of definitions
  141. Internal consistency
    1. and Adaptive Behavior Assessment System
    2. and Adaptive Behavior Evaluation Scale
    3. and Vineland Adaptive Behavior Scale
  142. Interrater reliability
  143. Intervention planning
  144. Interviews
    1. direct observation
    2. language of
    3. reliability of
    4. semi-structured
    5. structured
    6. unstructured
  145. Item density
  146. Item response theory
  147.  
  148. J
  149. JASPER
  150.  
  151. L
  152. Language impairment
    1. in adults
  153. Learning disabilities
  154. Linguistic factors
  155. Low birth weight see prematurity
  156.  
  157. M
  158. Maladaptive behaviors
    1. in AAMR Adaptive Behavior Scale-School:2
    2. in Adaptive Behavior Scale, Public School Version
    3. in ADHD
    4. in Down syndrome
    5. in Scales of Independent Behavior-Revised
    6. treatment of
    7. in Vineland-3
    8. in Vineland ABS Survey Form
  159. Martin-Bell syndrome see Fragile X syndrome
  160. Mental deficiency see Intellectual Disability
  161. Mental retardation see Intellectual Disability
  162. Mild intellectual disability
  163. Multiple informants
  164.  
  165. N
  166. Naturalistic developmental behavioral interventions see NDBIs (Naturalistic developmental behavioral interventions)
  167. NDBIs (Naturalistic developmental behavioral interventions)
  168. No information scores
  169. No opportunity scores
  170. Normative samples
  171.  
  172. O
  173. Obesity see Co-morbidities
  174. Obsessive compulsive disorder
    1. adaptive behavior
    2. prevalence of
  175. Operant conditioning
  176.  
  177. P
  178. Pearson Assessment's Q-Global platform
  179. Peer training
  180. Pivotal response training see PRT (Pivotal response training)
  181. P.L. 94–142 see IDEA (Individual with Disabilities Education Act)
  182. P.L. 111–256 see Rosa's Law
  183. Practical skills
  184. Prader-Willi syndrome
    1. adaptive behavior
    2. genetics of
    3. intelligence
    4. phenotype
    5. prevalence of
  185. Predictive validity
  186. Prematurity
    1. adaptive behavior
    2. prevalence of
  187. Preschoolers
    1. with autism spectrum disorder
    2. with language impairments
    3. treatment with
  188. Prisoners
    1. malingering
    2. pro-prosecution bias
  189. Progress monitoring
  190. PRT (Pivotal response training)
  191. Psychometric properties
    1. adequacy of normative samples
    2. floor and ceiling effects
    3. item density
    4. reliability
      1. internal consistency
      2. interrater
      3. test-retest
    5. sociocultural biases
    6. validity
      1. construct validity
      2. content validity
      3. convergent validity
      4. discriminant validity
      5. divergent validity
      6. external validity
  192.  
  193. R
  194. Reliability
    1. internal consistency
    2. interrater
    3. test-retest
  195. Residential placements
  196. Respondent
    1. bias in
  197. Rosa's Law
  198.  
  199. S
  200. Scales of Independent Behavior–Revised see SIB-R (Scales of Independent Behavior–Revised)
  201. SCERTS
  202. Seizures see epilepsy
  203. SIB-R (Scales of Independent Behavior–Revised)
    1. early development form
    2. full scale
    3. short form
  204. Smith-Magenis syndrome
    1. adaptive behavior
    2. phenotype
    3. prevalence
  205. Social communication
  206. Social Security Administration see SSA (Social Security Administration)
  207. Socialization domain
    1. in ADHD
    2. In Angelman syndrome
    3. In autism spectrum disorder
    4. In Cerebral Palsy
    5. in Down syndrome
    6. in epilepsy
    7. in Fetal Alcohol spectrum disorder
    8. in Fragile X syndrome
    9. in hearing impairments
    10. in OCD
    11. in prisoners
    12. relationship between adaptive behavior and autism symptomatology
    13. sex differences in
    14. in toddlers
    15. in Tourette's syndrome
    16. in visual impairments
    17. in Williams syndrome
  208. Social skills
  209. Sociocultural biases
  210. Special education
  211. SSA (Social Security Administration)
  212. Structured versus unstructured interviews
  213. Supported living
  214. Support score
  215.  
  216. T
  217. Test-retest reliability
  218. Toilet training
  219. Tourette's syndrome
    1. adaptive behavior
    2. co-morbidity
    3. prevalence of
  220. Trainable mentally retarded
  221. Transition planning
  222. Translation
  223. Trisomy 21 see Down Syndrome
  224.  
  225. V
  226. Vineland ABS (Vineland Adaptive Behavior Scales)
    1. classroom edition
    2. expanded interview edition
    3. maladaptive Behavior domain
    4. psychometrics
    5. survey Interview edition
  227. Vineland Adaptive Behavior Scales see Vineland ABS (Vineland Adaptive Behavior Scales)
  228. Vineland Adaptive Behavior Scales, Second Edition see Vineland-II (Vineland Adaptive Behavior Scales, Second Edition)
  229. Vineland Adaptive Behavior Scales, Third Edition see Vineland-3 (Vineland Adaptive Behavior Scales, Third Edition)
  230. Vineland SMS (Vineland Social Maturity Scale)
  231. Vineland-II (Vineland Adaptive Behavior Scales, Second Edition)
    1. expanded interview form
    2. parent rating form
    3. psychometrics
    4. survey interview form
    5. teacher rating form
  232. Vineland-3 (Vineland Adaptive Behavior Scales, Third Edition)
    1. domain-level versions
    2. interview form
    3. maladaptive domain
    4. parent form
    5. teacher form
  233. Vineland Social Maturity Scale see Vineland SMS (Vineland Social Maturity Scale)
  234. Vineland Training School
  235. Visual impairments
    1. adaptive behavior
    2. prevalence of
  236.  
  237. W
  238. Western Psychological Services Online Evaluation System
  239. Williams-Beuren syndrome see Williams syndrome
  240. Williams syndrome
    1. adaptive behavior
    2. adults with
    3. elastin
    4. intelligence
    5. phenotype
    6. prevalence
  241. Woodcock-Johnson Scales of Independent Behavior

Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders

 

 

 

Celine A. Saulnier

Cheryl Klaiman

 

 

 

 

 

 

Title Page

Essentials of Psychological Assessment Series

Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Essentials of 16PF®Assessment by Heather E. P. Cattell and James M. Schuerger

Essentials of ADHD Assessment for Children and Adolescents by Elizabeth P. Sparrow and Drew Erhardt

Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David A. Kilpatrick

Essentials of Assessment Report Writing by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman

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Essentials of Bayley Scales of Infant Development‐II Assessment by Maureen M. Black and Kathleen Matula

Essentials of Behavioral Assessment by Michael C. Ramsay, Cecil R. Reynolds, and R. W. Kamphaus

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Essentials of Working Memory Assessment and Intervention by Milton J. Dehn

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This edition first published 2018

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Library of Congress Cataloging‐in‐Publication Data

Names: Saulnier, Celine A., author. | Klaiman, Cheryl, 1972- author.

Title: Essentials of adaptive behavior assessment of neurodevelopmental disorders / by Celine A. Saulnier, Cheryl Klaiman.

Description: Hoboken, NJ : John Wiley & Sons, 2018. | Includes bibliographical references and index. |

Identifiers: LCCN 2017052028 (print) | LCCN 2017054486 (ebook) | ISBN 9781119075509 (pdf) | ISBN 9781119075554 (epub) | ISBN 9781119075455 (pbk.)

Subjects: LCSH: Developmental disabilities–Treatment. | Behavioral assessment. | Adjustment (Psychology)

Classification: LCC RC570.2 (ebook) | LCC RC570.2 .S28 2018 (print) | DDC 616.85/88–dc23

LC record available at https://lccn.loc.gov/2017052028

Cover image: © Greg Kuchik/Getty Images

Cover design: Wiley

To Tony, for your unconditional love, support, and inspiration; and to Lucienne and Vivi for being my angel wonders. So so much—Celine

To Lee, for your unwavering support, patience, and love—your encouragement and willingness to let me follow my path make anything possible; and to Emma and Madlyn, my hearts and my reason for constantly striving—Cheryl

ACKNOWLEDGMENTS

The completion of this book would not have been possible without the help and support of many people, from those who have mentored and guided us through the years, to those who have helped in various aspects of this book, and to our families for providing us with their unwavering support for taking on writing a book on top of our crazy lives! We would like to offer special thanks to the following individuals:

First, we provide our heartfelt thanks to and remembrance of Sara Sparrow, PhD, for teaching us the value of adaptive behavior in the lives of individuals with disabilities. We miss her constant wisdom and guidance but know that she would be proud of our efforts to promote the understanding of adaptive behavior through our clinical and scientific endeavors as well as carrying out her legacy in developing the Vineland.

We would also like to thank Ami Klin, PhD, our exceptional leader, for your guidance and support of our careers. You have taught us the art of comprehensive developmental assessments, and we continue to learn from you today. We are so thankful for your mentorship and could not have done this without you!

To Chris Gunter, PhD, our dear friend and colleague, we thank you greatly for your editorial genius and genuine tolerance for our pestering questions. We also thank you for helping us find laughter, even in the valley of despair.

To Chloe Beacham and Hannah Grosman, we can't thank you enough for your thoughtful edits, comments, and suggestions, even amid hard deadlines and long nights. We could never have met our deadline without you. We will miss you when you leave us for graduate school to spread your wings, but we look forward to when we can collaborate again.

A very special thankyou to our editors, Dominic Bibby and Patricia Rossi—without your guidance, patience, and flexibility (and much needed deadline nudges) throughout this process, we would still be working on this book! We are also extremely grateful to Wiley and Drs. Alan and Nadeen Kaufman for their recognition of the importance of better understanding and incorporating measures of adaptive behavior into the assessment of individuals with neurodevelopmental disorders.

Finally, we would like to thank the children and families who inspire and teach us every day. Thank you for contributing to our clinical and scientific knowledge of neurodevelopmental disorders.

SERIES PREFACE

In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. The series features instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. For the experienced clinician, books in the series will offer a concise yet thorough way to master use of the continually evolving supply of new and revised instruments as well as a convenient method for keeping up‐to‐date on the tried‐and‐true measures. The novice will find here a prioritized assembly of all the information and techniques that must be at one's fingertips to begin the complicated process of individual psychological diagnosis.

Whenever feasible, visual shortcuts to highlight key points are used alongside systematic, step‐by‐step guidelines. Chapters are focused and succinct. Topics are targeted for an easy understanding of the essentials of administration, scoring, interpretation, and clinical application. Theory and research are continually woven into the fabric of each book, but always to enhance clinical inference, never to sidetrack or overwhelm. We have long been advocates of “intelligent” testing—the notion that a profile of test scores is meaningless unless it is brought to life by the clinical observations and astute detective work of knowledgeable examiners. Test profiles must be used to make a difference in the child's or adult's life, or why bother to test? We want this series to help our readers become the best intelligent testers they can be.

In Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders, the authors underscore the universal role that adaptive behavior plays to functional independence across many neurodevelopmental disorders. The authors review various standardized measures of adaptive behavior and how to best assess for areas of strengths and weaknesses that can be translated into treatment and intervention goals. Case examples are provided to illustrate profiles of adaptive functioning that are often prognostic indicators for specific disorders. The end goal is to provide the reader with an understanding that adaptive behavior is modifiable and strongly predictive of optimal outcome into adulthood.

Dr. Alan Kaufman and Dr. Nadeen Kaufman