Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?

AbstractA wealth of parent-report research shows adaptive functioning difficulties in autistic children, with parent-report influenced by a number of child factors. Adaptive functioning in autistic children is known to vary across settings; however, no research has yet explored factors influencing education professional-report. This study investigated the rate and profile of impairment, and child factors influencing education professional-reported adaptive skills in 248 autistic children. Twelve children were < 3 years (min age for available normative data on the adaptive function measure), so were removed from the analyses. Results replicated parent-literature; adaptive skills were negatively associated with age and informant-reported autism severity, and positively associated with nonverbal ability and expressive language. Adaptive functioning is important for real-world outcomes, e.g. educational attainment, independence, and support needs. Improving our understanding of adaptive functioning in the education context may support opportunities for shared learning and enhance personalised support .

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The Impact of COVID-19 on the Adaptive Functioning, Behavioral Problems, and Repetitive Behaviors of Italian Children with Autism Spectrum Disorder: An Observational Study

Children ◽

10.3390/children8020096 ◽

2021 ◽

Vol 8 (2) ◽

pp. 96

Author(s):

Martina Siracusano ◽

Eugenia Segatori ◽

Assia Riccioni ◽

Leonardo Emberti Gialloreti ◽

Paolo Curatolo ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Behavioral Problems ◽

Adaptive Functioning ◽

Children With Autism ◽

Autism Spectrum ◽

Repetitive Behaviors ◽

Assessment System ◽

Spectrum Disorder ◽

Adaptive Skills ◽

The Impact

Children with autism spectrum disorder (ASD) and their families have represented a fragile population on which the extreme circumstances of the COVID-19 outbreak may have doubly impaired. Interruption of therapeutical interventions delivered in-person and routine disruption constituted some of the main challenges they had to face. This study investigated the impact of the COVID-19 lockdown on adaptive functioning, behavioral problems, and repetitive behaviors of children with ASD. In a sample of 85 Italian ASD children (mean age 7 years old; 68 males, 17 females), through a comparison with a baseline evaluation performed during the months preceding COVID-19, we evaluated whether after the compulsory home confinement any improvement or worsening was reported by parents of ASD individuals using standardized instruments (Adaptive Behavior Assessment System (Second Edition), Achenbach Child Behavior Checklist, Repetitive Behavior Scale-Revised). No significant worsening in the adaptive functioning, problematic, and repetitive behaviors emerged after the compulsory home confinement. Within the schooler children, clinical stability was found in reference to both adaptive skills and behavioral aspects, whereas within preschoolers, a significant improvement in adaptive skills emerged and was related to the subsistence of web-delivered intervention, parental work continuance, and online support during the lockdown.

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A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability

Autism ◽

10.1177/13623613211018334 ◽

2021 ◽

pp. 136236132110183

Author(s):

Nicole L Matthews ◽

Kyla Christenson ◽

Sarah Kiefer ◽

Christopher J Smith

Keyword(s):

Young Adults ◽

Intellectual Disability ◽

Statistical Analysis ◽

Qualitative Analysis ◽

Independent Living ◽

Adaptive Functioning ◽

Parent Report ◽

Intellectual Ability ◽

Standardized Assessments ◽

Service Needs

This study examined adaptive functioning, strategies used to develop adaptive functioning skills, and areas where additional services could benefit autistic young adults without intellectual disability. Participants were 21 autistic young adults and at least one parent of each young adult. Quantitative analyses replicated previous reports of an adaptive functioning disadvantage relative to intellectual functioning such that adaptive functioning standard scores were significantly lower than intelligence quotient scores. Qualitative analysis utilized grounded theory methodology and yielded a conceptual model describing the nature and development of adaptive functioning in this demographic. Together, findings provide a more nuanced understanding of the gap between intellectual and adaptive functioning in autistic young adults without intellectual disability. Lay abstract Adaptive functioning describes the age-appropriate skills necessary for independent living. Research suggests that autistic children, adolescents, and adults who do not have an intellectual disability demonstrate adaptive functioning challenges relative to their intellectual ability. Thus, even though many of these individuals have the intellectual capacity to excel in mainstream educational and vocational settings, their adaptive functioning challenges may serve as an obstacle to independence. The research on adaptive functioning in autistic adults is focused on statistical analysis of standardized assessments (e.g. parent-report on multiple choice questionnaires). Qualitative research that examines the narratives of young adults and their parents is needed to better understand adaptive functioning in young adults and their resulting service needs. This study combined statistical analysis of standardized assessments with qualitative analysis of interview responses from autistic young adults without intellectual disability and their parents. Findings replicated previous reports of adaptive functioning challenges and identified influences on adaptive functioning development, consequences of independence, and service needs. Taken together, findings indicate the need for interventions and services that facilitate adaptive functioning development in autistic adolescents and young adults and provide insight into potential intervention targets and strategies.

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The relationship between sensory reactivity, intolerance of uncertainty and anxiety subtypes in preschool-age autistic children

Autism ◽

10.1177/13623613211016110 ◽

2021 ◽

pp. 136236132110161

Author(s):

Keren MacLennan ◽

Timothy Rossow ◽

Teresa Tavassoli

Keyword(s):

Separation Anxiety ◽

Intolerance Of Uncertainty ◽

Parent Report ◽

Preschool Age ◽

Autistic Children ◽

Sensory Reactivity ◽

Mediation Analyses ◽

Effective Interventions ◽

Development Of Anxiety ◽

Sensory Hyperreactivity

Sensory reactivity differences are a diagnostic criterion of autism. Sensory hyperreactivity has been linked to intolerance of uncertainty and anxiety in autistic children. However, research is yet to explore the mediating relationships or sensory hyporeactivity, seeking and anxiety subtypes in preschool-age autistic children. Therefore, we aimed to elucidate the relationships between sensory reactivity, intolerance of uncertainty and anxiety subtypes in a heterogeneous group of 54 preschool-age autistic children, age 3–5 years, using observation and parent-report assessments. Correlational analysis found sensory hyperreactivity, intolerance of uncertainty and total anxiety were significantly intercorrelated. In addition, sensory hyperreactivity was significantly correlated with separation anxiety when controlling for autism traits. Serial mediation analyses indicated significant full mediation between sensory hyperreactivity and anxiety through intolerance of uncertainty, and significant full mediation between sensory hyperreactivity and intolerance of uncertainty through anxiety. Our results suggest that sensory hyperreactivity is a key early factor in the development of anxiety, and supports that intolerance of uncertainty is an important interrelated construct in the development and maintenance of anxiety in autism. Our findings have important implications for the development of effective interventions. However, due to limitations with the measures, our research also highlights a pressing need for objective assessments of anxiety and intolerance of uncertainty that can be used with preschool-age autistic children. Lay abstract This study found links between greater sensory hyperreactivity (e.g., over-sensitive to sensory input), intolerance of uncertainty and anxiety, including separation anxiety, in autistic pre-schoolers. Sensory hyperreactivity may predict both anxiety and intolerance of uncertainty, and anxiety and intolerance of uncertainty may both be mutually important, mediating factors. These findings have implications for early anxiety interventions. But there is a pressing need for objective assessments that can be used with preschool-age autistic children.

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Factors Influencing Adjustment in the Families of Autistic Children

Psychological Reports ◽

10.2466/pr0.1992.71.1.167 ◽

1992 ◽

Vol 71 (1) ◽

pp. 167-171 ◽

Cited By ~ 19

Author(s):

Daniel Henderson ◽

Brian Vandenberg

Keyword(s):

Social Support ◽

Locus Of Control ◽

Autistic Child ◽

Family Adjustment ◽

Autistic Children ◽

Factors Influencing ◽

Support Resources ◽

Perceived Locus Of Control ◽

Significant Factors ◽

Social Support Resources

This study investigated factors influencing the adjustment of families of 49 autistic children (38 boys, 11 girls) to the stress of raising an autistic child. Analysis indicated that the severity of the child's disorder (stress), mother's social support (resources), and mother's perceived locus of control (perception) were significant factors in family adjustment. In addition, evidence suggested that agency affiliation also was an unexpected, yet important factor.

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Adaptive Skills and Somatization in Children with Epilepsy

Epilepsy Research and Treatment ◽

10.1155/2014/856735 ◽

2014 ◽

Vol 2014 ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

Nichole Wicker Villarreal ◽

Cynthia A. Riccio ◽

Morris J. Cohen ◽

Yong Park

Keyword(s):

Adaptive Behavior ◽

Adaptive Functioning ◽

Tertiary Care ◽

Care Facility ◽

Adaptive Skills ◽

Seizure Type ◽

Tertiary Care Facility ◽

Improved Outcomes ◽

Highly Correlated ◽

Intervention Programming

Objective. Children with epilepsy are at risk for less than optimum long-term outcomes. The type and severity of their epilepsy may contribute to educational, psychological, and social outcomes. The objective of this study was to determine the relation between somatization and adaptive skills based on seizure type that could impact on those outcomes. Methods. This study examined adaptive functioning and somatization in 87 children with epilepsy using archival data from a tertiary care facility. Results. No significant differences in adaptive skills emerged between groups of children diagnosed with complex partial (CP) as compared to CP-secondary generalized (SG) seizures; however, deficits in adaptive behavior were found for both groups. The number of medications, possibly reflecting the severity of the epilepsy, was highly correlated to adaptive function. Conclusions. Identification of deficits in adaptive behavior may represent an opportunity for tailored prevention and intervention programming for children with epilepsy. Addressing functional deficits may lead to improved outcomes for these children.

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Cultural and Child-Related Predictors of Distress Among Latina Caregivers of Children With Intellectual Disabilities

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-120.2.145 ◽

2015 ◽

Vol 120 (2) ◽

pp. 145-165 ◽

Cited By ~ 9

Author(s):

Kristin A. Long ◽

Barbara Kao ◽

Wendy Plante ◽

Ronald Seifer ◽

Debra Lobato

Keyword(s):

Behavior Problems ◽

Intellectual Disabilities ◽

Child Behavior ◽

Adaptive Functioning ◽

Child Behavior Problems ◽

Maternal Distress ◽

Latina Mothers ◽

Language Acculturation ◽

English Usage ◽

Child Factors

Abstract The objective of this article is to examine associations among socioeconomic, cultural, and child factors and maternal distress among families of children with intellectual disabilities (ID). Latino and nonLatino White (NLW) mothers of children with and without ID (N = 192) reported on familism, language acculturation, maternal distress, child adaptive functioning, and child behavior problems. Among mothers of children with ID, higher levels of child behavior problems mediated the association between Latina ethnicity and elevated maternal distress. Associations between child behavior problems and maternal distress in Latina mothers of children with ID were moderated by single-parent marital status, higher familism, and lower English usage. Thus, child and cultural factors contribute to elevated distress among Latina mothers of children with ID.

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Patterns of Cognition, Communication, and Adaptive Behavior in Children With Developmental Disabilities

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-126.4.324 ◽

2021 ◽

Vol 126 (4) ◽

pp. 324-340

Author(s):

Phebe Albert ◽

MaryAnn Romski ◽

Rose A. Sevcik ◽

Robin D. Morris

Keyword(s):

Developmental Disabilities ◽

Young Children ◽

Adaptive Behavior ◽

Developmental Delays ◽

Adaptive Functioning ◽

Expressive Language ◽

Adaptive Skills ◽

Developmental Domains ◽

Caregiver Report ◽

Children With Developmental Disabilities

Abstract Young children with developmental disabilities (DD) exhibit a range of strengths and weaknesses in cognitive, language, and adaptive skills. Identifying individual patterns of abilities across these domains is important for informing interventions. This study examines how 129 toddlers with significant developmental delays and less than 10 spoken words perform across different developmental domains and assessment methods (i.e., caregiver report and clinician-administered tests). Children exhibited statistically and clinically meaningful strengths and weaknesses across developmental domains, which may have important implications for differential interventions. Caregiver-reported and clinician-rated measures of cognition, language and adaptive functioning were highly related. However, the relation between caregiver report and clinician ratings was weaker for a subgroup of children with relatively more limited expressive language compared to other children in the sample.

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Developmental and Adaptive Functioning in Children With Retinoblastoma: A Longitudinal Investigation

Journal of Clinical Oncology ◽

10.1200/jco.2013.53.1996 ◽

2014 ◽

Vol 32 (25) ◽

pp. 2788-2793 ◽

Cited By ~ 18

Author(s):

Victoria W. Willard ◽

Ibrahim Qaddoumi ◽

Si Chen ◽

Hui Zhang ◽

Rachel Brennan ◽

...

Keyword(s):

Cognitive Functioning ◽

Adaptive Functioning ◽

Developmental Trajectory ◽

Adaptive Skills ◽

Developmental Functioning ◽

The Average Range ◽

Serial Assessments ◽

Over Time ◽

13Q Deletion

Purpose To determine the developmental trajectory of early cognitive and adaptive skills in young children with retinoblastoma from diagnosis to 5 years of age. Patients and Methods Ninety-four patients with retinoblastoma treated according to an institutional protocol underwent serial assessments of cognitive and adaptive functioning at age 6 months and 1, 2, 3, and 5 years. Data were analyzed by treatment strata, with patients with 13q deletion analyzed separately. Results At baseline, across all patients (except those with 13q deletion), developmental functioning was comparable with the normative mean, with mean scores for all strata within the average range. However, at age 5 years, developmental functioning was in the low average range and significantly below normative means. The trajectories of developmental functioning demonstrated significant decline over time, although this varied by treatment group/strata. Patients treated with enucleation only evidenced the greatest decline in cognitive functioning; significant change was not observed in patients treated with other modalities. Notable declines in parent-reported communication skills were observed in the majority of patients. Patients with 13q deletion evidenced delayed cognitive functioning at baseline, but minimal declines were observed through age 3 years. However, significant decreases in adaptive functioning were demonstrated over time for the 13q deletion subset. Conclusion The declines in functioning observed in this study were unexpected, as was the poorer performance of the enucleation-only group. This highlights the necessity of continuing to assess cognitive functioning in patients with retinoblastoma as they age. Additional research is necessary to determine the long-term trajectory of cognitive development in this population.

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More than Intelligence: Distinct Cognitive/Behavioral Clusters Linked to Adaptive Dysfunction in Children

Journal of the International Neuropsychological Society ◽

10.1017/s1355617712001191 ◽

2013 ◽

Vol 19 (2) ◽

pp. 189-197 ◽

Cited By ~ 13

Author(s):

Aimilia Papazoglou ◽

Lisa A. Jacobson ◽

T. Andrew Zabel

Keyword(s):

Adaptive Functioning ◽

Clinical Sample ◽

Hierarchical Cluster ◽

Emotional Dysregulation ◽

Cognitive Behavioral ◽

Adaptive Skills ◽

Affective Dysregulation ◽

Behavioral Dysregulation ◽

The Mean ◽

Low Iq

AbstractImpairments in adaptive functioning are frequently associated with intellectual disability (ID); however, adaptive dysfunction can be seen in many individuals with a variety of neurological conditions without ID. The extent to which other variables may be associated with adaptive dysfunction is unclear. In a mixed clinical sample of children (n = 348) consecutively referred for neuropsychological evaluation, the majority were rated as showing weak adaptive skills (ABAS-II, >1 SD below the mean; 71%), with a substantial proportion evidencing frank impairment (>2 SD below the mean, 45%). We examined patterns of scores on measures of intelligence (WISC-IV) and behavioral/affective dysregulation (BRIEF and BASC-2). Using hierarchical cluster analysis, a four cluster model yielded the most appropriate fit and adaptive functioning was subsequently examined across clusters. As expected, adaptive functioning was most intact in the cluster characterized by average IQ and minimal behavioral dysregulation. Other clusters were marked by adaptive dysfunction and distinguished by sub-average intellectual functioning and varying behavioral/emotional dysregulation. In contrast to traditional views associating low IQ with adaptive dysfunction, adaptive impairment was comparable between the cluster characterized by low intelligence and the cluster with average intelligence but significant behavioral dysregulation. These data suggest that adaptive functioning should be considered across various cognitive/behavioral conditions. (JINS, 2013, 19, 1–9)

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Non-verbal IQ and change in restricted and repetitive behaviors throughout childhood in autism: A longitudinal study using the Autism Diagnostic Interview-Revised.

10.21203/rs.3.rs-126244/v1 ◽

2020 ◽

Author(s):

Valérie Courchesne ◽

Rachael Bedford ◽

Andrew Pickles ◽

Eric Duku ◽

Connor Kerns ◽

...

Keyword(s):

Parent Report ◽

Autism Spectrum ◽

Diagnostic Interview ◽

Repetitive Behaviors ◽

Autistic Children ◽

Circumscribed Interests ◽

Verbal Iq ◽

Restricted And Repetitive Behaviors ◽

Autism Diagnostic Interview ◽

Over Time

Abstract Background: Restricted and repetitive behaviors are one of the characteristic features of Autism Spectrum Disorder. This domain of symptoms includes a broad range of behaviors. There is a need to study each behavior individually to better understand the role they each have in the development of autistic children. Moreover, there are currently no longitudinal studies investigating change in these behaviors over development. Methods: The goal of the present study was to explore the association between age and non-verbal IQ (NVIQ) on 15 RRB symptoms included in the Autism Diagnostic Interview-Revised (ADI-R) over time. A total of 205 children with ASD were assessed using the ADI-R at time of diagnosis, at age 6 years, and at age 11 years, and with the addition of the Wechsler Intelligence Scales for Children – Fourth Edition (WISC-IV) at age 8 years.Results: The proportion of children showing each RRB tended to diminish with increasing age (p < 0.001), except for sensitivity to noise and circumscribed interests, where the proportion increased over time. Although there was no significant main effect of NVIQ (p = 0.101), there was a significant interaction between age and NVIQ (p < 0.01). This was mainly driven by Difficulties with change in routine, for which higher NVIQ was associated with the prevalence of the behavior remaining relatively stable with age, while lower NVIQ was associated with the behavior becoming more prevalent with age.Limitations: The study focused on the presence/absence of each RRB but did not account for potential changes in frequency or severity of the behaviors over development. Furthermore, some limitations are inherent to the measures used. The ADI-R relies on parent-report and hence has some level of subjectivity, while the Wechsler intelligence scales can underestimate the intellectual abilities of some autistic children.Conclusions: These results confirm that specific RRBs are differentially linked to age and NVIQ. Studying RRBs individually is a promising approach to better understand how RRBs change over the development of autistic children and are linked to other developmental domains.

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