A genetic scale of social maturity.

Doll, Edgar A.

doi:10.1111/j.1939-0025.1935.tb06339.x

Cited by 124 publications

(50 citation statements)

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“…The VABS is a revision of the venerable Vineland Social Maturity Scale (Doll, 1935(Doll, , 1965. The original Vineland was one of the first objective measures of adaptive behavior in mentally retarded persons.…”

Section: Selected Measures Of Adaptive Behaviormentioning

confidence: 99%

Intervention Planning using Adaptive Behavior Instruments

Cone

1987

J Spec Educ

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Adaptive behavior is defined as those interacScales. A systems approach to assessing adaptive tions of an individual with the environment that behavior is described, and it is argued that the are functionally effective in that environment. multiple functions of adaptive behavior assessUsing this definition it is shown that adaptive ment require a set of carefully interrelated behavior instruments that are environmentally assessment procedures. No single instrument is relevant can be used effectively in intervention sufficient. An example of such a system is preplanning. Five characteristics desirable in such sented and it is shown how using it can lead to instruments are listed. Selected instruments are the production of long-range, annual, monthly, reviewed, including the Adaptive Behavior and short-term goals, as well as to the identificaScale, Vineland Adaptive Behavior Scales, Scales tion of immediate instructional objectives. of Independent Behavior, and The Pyramid It is generally accepted that adaptive behavior assessment is undertaken for a variety of reasons, the two most commonly mentioned of which are (a) classification and (b) program development or intervention planning (Coulter & Morrow, 1978;Holman & Bruininks, 1985;Tucker, 1985). The present paper emphasizes the role of adaptive behavior assessment in intervention planning. Adaptive behavior and some of the functions commonly served by measures thereof will be defined. Then, attention will be directed to the characteristics required of instruments used for program planning purposes. Four widely used measures will then be reviewed. A systems approach to assessment that integrates various types of instruments for different assessment functions will be proposed, and an example will be described in some detail.Step-by-step procedures to follow in using adaptive behavior assessment information to develop individualized education programs will be presented. Finally, suggestions for future research will be offered. DEFINING ADAPTIVE BEHAVIORNumerous definitions of adaptive behavior have been offered over the years and will not be reviewed here. The subject has been treated more extensively in other papers in this issue. Grossman (1983) considered adaptive behavior to be the extent to which a person meets "the standards of personal independence and social responsibility expected for age and cultural group" (p. 1, emphasis added). As observed by Coulter and Morrow (1978), the concept of adaptive behavior potentially could include the whole range of human behavior. Operationally, one could define adaptive behavior as the skills/responses assessed by inat UQ Library on July 11, 2015 sed.sagepub.com Downloaded from

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Section: Selected Measures Of Adaptive Behaviormentioning

confidence: 99%

Intervention Planning using Adaptive Behavior Instruments

Cone

1987

J Spec Educ

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“…The current instrument, while committed to the original definition of adaptive and social functioning (Doll, 1935(Doll, , 1965, reflects a major revision of the original scale and is designed to address present needs and advances in test construction. The current instrument, while committed to the original definition of adaptive and social functioning (Doll, 1935(Doll, , 1965, reflects a major revision of the original scale and is designed to address present needs and advances in test construction.…”

Section: Copyright Dates and Revisionsmentioning

confidence: 99%

“…Content validity is supported by the careful development of items that adhere to the original definition of adaptive behavior (Doll, 1935) and the subsequent field testing. Because of the nature of the instrument, the establishment of construct validity is of utmost importance.…”

Section: Validitymentioning

confidence: 99%

Review of the Vineland Adaptive Behavior Scales

Snyder

1985

Diagnostique

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“…Sixty-six behavioral items for second graders were selected or constructed from the following sources: the Vineland Social Maturity Scale (Doll, 1935), Pechstein and Munn's Rating Scale of Social Maturity (Pechstein and Munn, 1939), Beller's DependencyIndependency Scale (Beller, 1955), Kearney's Elementary School Objectives (Kearney, 1953), and The Child from Five to Ten (Gesell and Ilg, 1946). These items were judged by 30 elementary school teachers with regard to two aspects: (a) whether they felt that they could make a valid judgment about children in their class for each item and (b) whether the item is acceptable for classroom teachers to answer without any embarrassment to themselves, the child, or his family.…”

Section: Child Behavior Scalementioning

confidence: 99%

“…For instance, Doll (1935) grouped the 117 items in his Vineland Social Maturity Scale into eight categories of social behavior and Pechstein and Munn (1939) defined 14 categories of social behavior in primary grade children, but these behavioral categories have not been confirmed with empirical research.…”

mentioning

confidence: 98%