Journal of Autism and Developmental Disorders

, Volume 28, Issue 4, pp 287–302

The Vineland Adaptive Behavior Scales: Supplementary Norms for Individuals with Autism

Authors

  • Alice S. Carter
    • Department of Psychology and Yale School of Medicine Child Study Center
  • Fred R. Volkmar
    • Yale School of Medicine Child Study Center and Yale University Department of Psychology
  • Sara S. Sparrow
    • Yale School of Medicine Child Study Center and Yale University Department of Psychology
  • Jing-Jen Wang
    • American Guidance Service
  • Catherine Lord
    • Department of PsychiatryUniversity of Chicago
  • Geraldine Dawson
    • Department of PsychologyUniversity of Seattle
  • Eric Fombonne
    • Medical Research CouncilUniversity of London
    • INSERMCentre de Alfred Binet
  • Katherine Loveland
    • Department of Psychiatry and Behavioral ScienceUniversity of Texas
  • Gary Mesibov
    • Division TEACCHUniversity of North Carolina at Chapel Hill
  • Eric Schopler
    • Division TEACCHUniversity of North Carolina at Chapel Hill
Article

DOI: 10.1023/A:1026056518470

Cite this article as:
Carter, A.S., Volkmar, F.R., Sparrow, S.S. et al. J Autism Dev Disord (1998) 28: 287. doi:10.1023/A:1026056518470

Abstract

Vineland Adaptive Behavior Scales Special Population norms are presented for four groups of individuals with autism: (a) mute children under 10 years of age; (b) children with at least some verbal skills under 10 years of age; (c) mute individuals who are 10 years of age or older; and (d) individuals with at least some verbal skills who are 10 years of age or older. The sample included 684 autistic individuals ascertained from cases referred for the DSM-IV autism/PDD field trial collaborative study and five university sites with expertise in autism. Young children had higher standard scores than older individuals across all Vineland domains. In the Communication domain, younger verbal children were least impaired, older mute individuals most impaired, and younger mute and older verbal individuals in the midrange. Verbal individuals achieved higher scores in Daily Living Skills than mute individuals. The expected profile of a relative weakness in Socialization and relative strength in Daily Living Skills was obtained with age-equivalent but not standard scores. Results highlight the importance of employing Vineland special population norms as well as national norms when evaluating individuals with autism.

Vineland Behavior Scalesspecial population normsautism

Copyright information

© Plenum Publishing Corporation 1998