scholarly journals Adaptive Behavior in Children with Intellectual Disabilities

2020 ◽  
Vol 11 (6) ◽  
pp. 33
Author(s):  
Hazir Elshani ◽  
Eglantina Dervishi ◽  
Silva Ibrahimi ◽  
Altin Nika ◽  
Mimoza Maloku Kuqi
Keyword(s):  
Intellectual Disabilities ◽  
Adaptive Behavior ◽  
Adaptive Functioning ◽  
Vineland Adaptive Behavior Scales ◽  
Motor Abilities ◽  
Age Related ◽  
Significant Impairment ◽  
Raven's Standard Progressive Matrices ◽  
Living Skills ◽  
Independent Functioning

Children with intellectual disabilities experience deficits in all the areas of adaptive function and some other aspects, unfortunately little is known about the independent functioning among gender and age related to these impairments in this type of neurogenetic disorders as intellectual disabilities. Adaptive behavior is essential for an optimal functioning in these categories. 53 participants aged between 5 and 11 in school years have been administered the Vineland Adaptive Behavior Scales, Montreal Cognitive Assessment scale (MoCA) and Raven's Standard Progressive Matrices (IQ). Motor abilities are the area that is more affected in children with intellectual disabilities with a significant impairment appeared at an early age, which remain low even in the following years. These differences are potentially oriented by the etiologies related to the disorder. Adaptive behavior is an important area of challenge for children with intellectual disabilities throughout their development.  Daily living skills and competencies are also a significant strength in relation to other areas of adaptive functioning. 

scholarly journals Adaptive Behavior as an Alternative Outcome to Intelligence Quotient in Studies of Children at Risk: A Study of Preschool-Aged Children in Flint, MI, USA

2021 ◽  
Vol 12 ◽  
Author(s):  
Shuting Zheng ◽  
Kaja LeWinn ◽  
Tiffany Ceja ◽  
Mona Hanna-Attisha ◽  
Lauren O'Connell ◽  
...  
Keyword(s):  
Adaptive Behavior ◽  
Intelligence Quotient ◽  
Maternal Education ◽  
Adaptive Functioning ◽  
Child Outcomes ◽  
Relative Strength ◽  
Vineland Adaptive Behavior Scales ◽  
Lasso Regression ◽  
Increased Risk ◽  
Data Driven Approach

Intelligence quotient (IQ) is commonly measured in child development studies, while adaptive behavior is less frequently considered. Given its associations with functional outcomes in children with neurodevelopmental disabilities, adaptive behavior may be a useful outcome in general population samples, as well. This study aimed to compare social and environmental correlates of adaptive behavior vs. IQ in a sample of preschoolers exposed to the Flint water crisis (N = 184). Mother–child dyads were recruited from the community and administered a comprehensive battery to obtain information about child neurodevelopmental functioning, including direct assessment of IQ via the Wechsler Preschool and Primary Scale of Intelligence and assessment of parent-reported adaptive functioning via the Vineland Adaptive Behavior Scales. Multiple social environmental factors were explored as potential correlates of child outcomes (i.e., IQ and adaptive behavior), and robust correlates were identified using a data-driven approach [i.e., least absolute shrinkage and selection operator (LASSO) regression]. We then examined associations between the LASSO-selected predictors and IQ and adaptive behavior while controlling for child age, child sex, and maternal age. Children in this sample showed relative strength in adaptive behaviors, with scores in the adequate range, while average IQs fell in the low-average range. Adaptive behavior was significantly associated with maternal nurturance practices, while IQ was associated with the maternal education level. Implications for the use of adaptive behavior as an outcome measure in studies of children at an increased risk for neurodevelopmental problems are discussed.

scholarly journals Developmental Trajectories of Adaptive Behavior From Toddlerhood to Middle Childhood in Autism Spectrum Disorder

2020 ◽  
Vol 125 (3) ◽  
pp. 155-169
Author(s):  
Brianne Tomaszewski ◽  
Susan Hepburn ◽  
Audrey Blakeley-Smith ◽  
Sally J. Rogers
Keyword(s):  
Executive Function ◽  
Adaptive Behavior ◽  
Middle Childhood ◽  
Daily Living ◽  
Growth Models ◽  
Autism Spectrum ◽  
Daily Living Skills ◽  
Vineland Adaptive Behavior Scales ◽  
Time Points ◽  
Living Skills

Abstract Longitudinal growth modeling was utilized to examine adaptive behavior over eight years across the three time points (i.e., ages 2−10). Seventy-six parents completed the Vineland Adaptive Behavior Scales interviews of adaptive behavior. Child participants completed standardized developmental testing and an executive function task in toddlerhood and the Autism Diagnostic Observation Schedule across all time points. Growth models were specified for communication, daily living skills, and socialization domains of adaptive behavior. Mental age in toddlerhood was a significant predictor of trajectories of communication, daily living skills, and socialization. Executive function and autism severity were significant predictors of socialization. Findings suggest executive function as a potential target for promoting the growth of adaptive behavior skills in addition to autism symptomology.

Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder

2020 ◽  
Vol 51 (4) ◽  
pp. 1139-1155
Author(s):  
Jenny M. Burton ◽  
Nancy A. Creaghead ◽  
Noah Silbert ◽  
Allison Breit-Smith ◽  
Amie W. Duncan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Adaptive Behavior ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Vineland Adaptive Behavior Scales ◽  
High Functioning ◽  
Expressive Communication ◽  
Vineland Adaptive Behavior ◽  
Structural Language

Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

scholarly journals Screening of Cognitive Changes in Adults with Intellectual Disabilities: A Systematic Review

2020 ◽  
Author(s):  
Andreia F. Paiva ◽  
Adam Nolan ◽  
Charlotte Thumser ◽  
Flavia H. Santos
Keyword(s):  
Systematic Review ◽  
Intellectual Disabilities ◽  
Best Practice ◽  
Web Of Science ◽  
Total Sample ◽  
Cognitive Changes ◽  
Cross Sectional ◽  
Age Related ◽  
Adults With Intellectual Disabilities ◽  
Practice Methods

Abstract: Background and Aims: Screening and assessment of cognitive changes in adults with Intellectual Disabilities, mainly Down Syndrome (DS), is crucial to offer appropriate services to their needs. We present a systematic review of the existing instruments assessing dementia, aiming to support researchers and clinicians’ best practice. Methods: Searches were carried out in the databases Web of Science; PubMed; PsycINFO in March 2019 and updated in May 2020. Studies were selected and examined if they: (1) focused on assessing age-related cognitive changes in person with ID; (2) included adults and/or older adults; (3) included scales and batteries for cognitive assessment. Results: Forty-eight cross-sectional studies and twenty-six longitudinal studies were selected representing a total sample of 5,851 participants (4,089 DS and 1,801 with other ID). In those studies, we found 38 scales, questionnaires, and inventories, and 13 batteries for assessing cognitive and behavioural changes in adults with DS and other ID. Conclusion: The most used instrument completed by an informant or carer was the Dementia Questionnaire for Learning Disabilities (DLD), and its previous versions. We discuss the strengths and limitations of the instruments and outline recommendations for future use.

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