Supplemental Table 1: Qualitative Description of Vineland Adaptive Behavior Scales, Second Edition (VABS-II) Composite Scores VABS-II Score Range Infants/Toddlers Preschoolers School-Aged Adolescents <50 (severely deficient) Nonverbal, limited or no ability to eat by not able to move about, may be socially interactive Nonverbal, limited to no ability to eat by mouth, not able to move about (may or may not have head control or ability to sit), may be socially interactive No or limited means of functional communication, no or limited self-mobility, may be socially interactive No or limited means of functional communication, no or limited self-mobility, may be socially interactive 50-69 (well below average) Moderate to severe delays in language, feeding, and/or motor development May coo or babble for attention, may point to preferred items May sit briefly. Limited mobility – may crawl, does not walk to get around Moderate to severe language, social, and/or motor delays Limited communication and social interactions, may have some meaningful gestures/words, but not able to communicate functionally Limited mobility – may crawl, does not walk to get around May assist with feeding/dressing Functional communication likely present, but impaired higher level language, below grade level academics, limited engagement in household chores, limited interactions with peers outside of school. May be able to learn basic self-care and functional academic skills. Will require special education services. Difficulties with higher level language, below grade level academics, limited engagement in household and community independence, and/or social interactions with peers. May be able to learn basic household and community tasks. Will require special education, may not meet graduation requirements. Will likely need supported employment
70-84 (below average) May have mild delays in language, social, and/or motor development Says one word, eating by mouth, socially interactive with caregivers May have mild delays in language (communicates functionally – may say a few and points), skills, self-care (eating, potty training, dressing) and/or motor development (walks to get around but has difficulty with higher level motor tasks). May have mild difficulties with higher level language, academics, household chores, money management, and/or social interactions with peers May need some supports in school and may have limited interactions with peers outside of structured activities May have mild difficulties with higher level language, academics, household chores, money management, and/or age-appropriate social interactions with peers May need some supports in school, but should be able to graduate and obtain a job 85-115 (average) Age appropriate communication, feeding, social interactions with caregivers, and motor skills Age appropriate communication, skills (e.g., letter identification, drawing, printing), self-care (eating, drinking, potty training, dressing), and social interactions with caregivers and play with peers (e.g., demonstrate understanding of others emotions, plays near or cooperatively with other children) Age appropriate language, reading, and writing, household chores, and social interactions with caregivers and play with peers Age appropriate language academics, self-care, household chores, work experiences, and interactions with peers in supervised and unsupervised settings