Using the Vineland-3 on Q-global - Pearson Assessmentsdownloads.pearsonclinical.com/videos/120816-using... · Using the Vineland‐3 on Q‐global ... • Suggested interview questions
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11Vineland Adaptive Behavior Scales, Third Edition
Online Administration
• Options for online completion of all 3 forms
• Q-global will automatically keep track of basal, ceiling, and subdomain completion rules
• INTERVIEW FORM:
• Q-global conveniently organizes items with related content by topic• Interview Topics include 2 to 6 items• All information for the items within an Interview Topic is displayed
on a single screen
12Vineland Adaptive Behavior Scales, Third Edition
Changes to Basal & Ceiling RulesComprehensive Forms
FormBasal/Ceiling
VINELAND-II VINELAND-3
Interview
Basal 4 consecutive scores of 2 4 consecutive scores of 2
Ceiling 4 consecutive scores of 0 4 consecutive scores of 0
Parent/ Caregiver
Basal Parent completed entire form 5 consecutive scores of 2
Ceiling Parent completed entire form 5 consecutive scores of 0
• Elimination of “Don’t Know” and “No Opportunity” item response options from Vineland-II
• Introduction of Estimated Item response options for every item across all 3 forms
• Rationale is that a very familiar respondent’s “educated guess” will be more accurate than an assignment of DK or N/O, which were given partial credit (i.e., a score of 1) in Vineland-II
• The interviewer does not read the items to the respondent or ask him/her to provide item scores.
• The interviewer uses open-ended questioning to prompt the respondent to talk about he examinee’s behavior in the adaptive areas that are assessed.
• The interviewer then uses the information to score the items himself/herself. This helps protect against various sources of inaccuracy that can affect a parent questionnaire approach such as the inability of the parent/caregiver to adequately comprehend content or scoring rules.
• This is different from the Parent/Caregiver form, where the items are read and scored by the parent/caregiver on his/her own (both forms do cover the same adaptive areas).
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26Vineland Adaptive Behavior Scales, Third Edition
Vineland-3 Interview Form:Suggested Questions and Item-Specific Probes
• Suggested interview questions are general questions designed to begin discussion of an adaptive behavior content area.
• Item-specific probes can be used to obtain more accurate information to score individual items.
• These are for optional use.
• Assists less experienced interviewers.
• Helps to “lower the learning curve” of the adaptive interview.
• These are NOT intended to fully script an interview!
27Vineland Adaptive Behavior Scales, Third Edition
Vineland-3 Parent/Caregiver & Teacher Forms
• Introduction of basal and ceiling rules to Comprehensive Parent/Caregiver and Teacher Form administrations (for Domain-Level forms, all items are completed)
• Separation of Interview and Parent/Caregiver Forms in Vineland-3‒ Item content & item wording differences‒ Separate norms
• Spanish version of the Parent/Caregiver Forms
• Teacher Form (ages 3-21). 18-year-old norms utilized for students ages 19-21.
Interview Form vs. Parent/Caregiver Form
Both cover same AB areas.Both require adult informant familiar with examinee’s everyday functioning.Parent/Caregiver form can be a source of under or over reporting, either deliberately or unintentionally.Interview format allows for clinician to correct this, and to probe more deeply for understanding.
Interview form is the “gold standard” but is not always feasible due to time/location/etc.
Teacher Form in Combination with Interview Form or Parent/Caregiver Form
• Complements the Interview Form or Parent/Caregiver Form.
• Best practice to obtain input from different informants
• Some jurisdictions require both parent/caregiver and teacher reports in AB assessments under IDEA
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30Vineland Adaptive Behavior Scales, Third Edition
Domain-Level Forms
• Options for brief administration of Interview, Parent/Caregiver, and Teacher Forms.
• Provides overall scores for Communication, Daily Living Skills, Socialization, Motor Skills, and the Adaptive Behavior Composite.
• Scores meet AAIDD and DSM-5 requirements for diagnosing Intellectual Disability.
• Domains consist of items drawn from each of the Comprehensive Form subdomains (e.g., Interview Form Communication domain consists of 45 items sampled equally from Receptive, Expressive, & Written subdomains)
Below are a number of links that contain training videos for various Q-global system features. To view a video, click on the underlined topic (in your handout) and you will be navigated to the video.
To get started, log into Q-global. If the examinee that you will assign the Vineland-3 has not been added to your account, you will have to create an Examinee Profile for them. To do this, click on the “New Examinee” button.
Getting Started with Q-global
On the New Examinee page, enter in the individual’s first and last name, id number (optional), gender, and date of birth. After the demographic information has been entered, click the “Save” button to save the profile and navigate back to the home screen.
After the examinee profile has been created, assign an assessment to the examinee by selecting the individual and then clicking the “Assign New Assessment” button.
Selecting the “Assign New Assessment” button results in the Assessment Window appearing, where you can search for the Vineland-3.
After you have found the desired assessment, click on the appropriate radio button to the left of the assessment and then click on the “Assign” button to assign the assessment to the examinee and to navigate to the “Assessment Details” page.
Assigning an Assessment
On the Assessment Details page, you have the ability to edit the Examinee Details as well as the Assessment Details. Under the Assessment details, enter the Administration Date and select the Examiner. Under “Delivery,” select the desired Administration Method.
The Manual Entry method allows users to enter in the item level responses into Q-global for scoring from a protocol that was administer via the pencil and paper method. After Selecting this method, click on the “Item Entry” tab.
Manual Entry
On the “Item Entry” tab, you can enter in the appropriate 2, 1, or 0 response for a Usually, Sometimes, or Often response respectively. Clicking the “Show Item Text” option and clicking in a text field will show the test item as well as the numerical/response equivalence.
After all of the item responses have been entered, click on the “Save and Close” button to save the responses and to close the active assessment. Note: You will not be able to generate a report while it is open/actively being edited.
Manual Entry
After the assessment has been saved and closed, the “Generate Report” button will appear. Clicking this button results in the Report Configuration window to appear. This will be discussed later.
The On-screen Administration method allows you to digitally administer the Vineland-3 on the computer that you have logged onto. After selecting this method, click the “Start Assessment” button to begin the assessment.
On-screen Administration
Within the assessment, respondents will be presented with the assessment instructions and will prompted to enter the respondent information.
Within the assessment, examiners (Interviewer form) and respondents (Parent/Caregiver and Teachers) will select the appropriate response for either a 2, 1, or 0 response. Examiner’s can select the Probe or Scoring Criteria options for additional information. After all of the test items on the page have been a response, click the appropriate directional arrow to proceed to the next page.
On-screen Administration
*Actual items grayed out to preserve item security.
On the Interviewer form, some questions will be grayed out. These are questions that fall below the basal or above the ceiling. With this in mind, skip these questions and proceed to the next test item.
On-screen Administration
*Actual items grayed out to preserve item security.
After the assessment has been completed, a comments/end of assessment page is presented. Clicking on the directional button a final time will submit the responses, thereby completing the assessment.
At this time the assessment can be closed (exit the window/tab) and upon logging back into Q-global, you can generate the report.
On-screen Administration
Remote On-screen Administration
The Remote On-screen Administration method allows a third party, such as a parent or teacher, to be administered the Vineland-3 digitally on their own web-enabled device. This is achieved through the use of a secure email that contains the assessment url.
To use this method, you will need to set the url active dates, select the email recipient, and then enter in the rater name and email address. After this information has been added, click on the “Preview and Send Invitation” button.
Remote On-screen Administration
On the preview page, you can edit the invitation. To do this, click in the body of the email and type the desired text. When you are ready to send the email, click the “Send Invitation” button.
Shortly after the email is sent, the recipient will receive the “Invitation to Complete Questionnaire” email, instructing them to click on the “Click Here” button to start the assessment.
After click the link, the respondent will be navigated to a new tab of their web-browser that contains the assessment. Here, the respondent will be prompted to enter their name and relationship to the examinee and test instructions before being presented with test items.
Test instructions for the Comprehensive Teacher Form.
Remote On-screen Administration
Within the assessment, respondents (Parent/Caregiver and Teachers) will select the appropriate response for either a 2, 1, or 0 response. The respondent can select the Scoring Criteria option for additional information on how to score the current item. After all of the test items on the page have been a response, click the appropriate directional arrow to proceed to the next page.
On pages with test items, respondents can only progress to the next page with all of the test items have a response.
Remote On-screen Administration
After the assessment has been completed, a comments/end of assessment page is presented. Clicking on the directional button a final time will submit the responses, thereby completing the assessment.
At this time the assessment can be closed (exit the window/tab) and upon logging back into Q-global, you can generate the report.
Remote On-screen Administration
After the assessment has been administered and completed, log back into Q-global to generate the report. There are 3 locations you can generate reports throughout the system, as indicated by the “Generate Report” buttons.
All 3 are nearly identical, so we are going to focus on generating reports from the Examinee Profile. In the Assessment History table select a report that has either the Ready for Reporting or Report Generated status and then click the “Generate Report” button.
Clicking this button results in a window appearing, prompting you to select the report type.
Selecting the report type results in the Report Configuration window to pop-up. On this window, you can select the report format, see the needed/available inventory, and select the inclusion criteria and confidence level/significance level. After desired setting have been made, click the “Generate Report” button to generate the report.
Generating Reports
Generating the report will save it to the “Downloads” folder of your computer. On Chrome, as seen, your downloads tool bar will appear at the bottom of the screen.
You can generate Multirater Reports by selecting 2 compatible reports (see next slide) and the click the “Generate Report” button. The selected reports must have a “Report Generated” status.
Generating Multirater Reports
You must select 2 records for the same examinee with the following combinations only:
• Comprehensive Interview Form and Comprehensive Teacher Form• Comprehensive Interview Form and Domain-Level Teacher Form• Domain-Level Interview Form and Comprehensive Teacher Form• Domain-Level Interview Form and Domain-Level Teacher Form• Comprehensive Parent/Caregiver Form and Comprehensive Teacher
Form• Comprehensive Parent/Caregiver Form and Domain-Level Teacher
Form• Domain-Level Parent/Caregiver Form and Comprehensive Teacher
Form• Domain-Level Parent/Caregiver Form and Domain-Level Teacher
Clicking this button results in a window appearing, prompting you to select the report type.
Generating Multirater Reports
On the Report Configuration window, select the report format, inclusion criteria, and confidence interval. Generating a Multirater Report does not consume any of your purchased inventory, as it complies the results of 2 already scored reports. When you are ready to generate the report, click the Generate Report button.
You can generate Progress Reports by selecting 2 compatible reports (see next slide) and the click the “Generate Report” button. The selected reports must have a “Report Generated” status.
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Generating Progress Reports
• To generate a Progress Report, select at least 2 and up to 5 records from the same administrator level (or rater) for the same examinee.
• For example, I can generate a Progress Report by selecting 3 Teacher forms.
• These can be Comprehensive-Level, Domain-Level, or a combination of Comprehensive and Domain-Level forms
Clicking this button results in a window appearing, prompting you to select the report type.
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Generating Progress Reports
On the Report Configuration window, select the report format and the inclusion criteria. Generating a Progress Report does not consume any of your purchased inventory, as it complies the results of 2 already scored reports. When you are ready to generate the report, click the Generate Report button.
81Vineland Adaptive Behavior Scales, Third Edition
NEW: Intervention Guidance
• Generated for the Comprehensive form reports only.
• Items in each subdomain are identified with “Content Areas” that can help focus intervention efforts (e.g., Written Communication: Pre-reading; Developing Reading Skills; Developing Writing Skills; Applying Reading & Writing Skills).
• Items within each subdomain are ordered according to increasing developmental sequence (easiest to most difficult) based on normative data.
• Lowest subdomain v-scale scores are listed first, followed by second lowest, etc.
• All scores of 0 and 1 can be referenced to normative expectations and prioritized for intervention.
82Vineland Adaptive Behavior Scales, Third Edition
Intervention GuidanceWritten Subdomain
Item Scores of 0 /1 are shaded to highlight skills that need improvement
Use Content Areas to identify intervention targets by topic (e.g., B & C)