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Abstract
Parents of 20 preschool children with Autistic Disorder were interviewed with the Vineland Adaptive Behavior Scales, Interview Edition Survey Form, upon their child's admission to an intensive educational program, after one school year, and after two school years. Results showed that the Vineland was sensitive to changes in the children's adaptive functioning, and reflected differential changes in the four domains of Motor, Socialization, Daily Living and Communication skills. It is suggested that the Vineland, which is administered to parents and does not require the child's cooperation, is a useful instrument for school psychologists and other special services providers in assessing the child with autism's educational progress and programming needs.
