Abstract

Scientific Individuals with autism spectrum disorder (ASD) exhibit significant impairments in adaptive functioning that impact on their ability to meet the demands of everyday life. A recurrent finding is that there is a pronounced discrepancy between level of cognitive ability and adaptive functioning, and this is particularly prominent among higher‐ability individuals. However, the key clinical and demographic associations of these discrepancies remain unclear. This study included a sample of 417 children, adolescents, and adults with ASD as part of the EU‐AIMS LEAP cohort. We examined how age, sex, IQ, levels of ASD symptom and autistic trait severity and psychiatric symptomatology are associated with adaptive functioning as measured by the Vineland Adaptive Behavior Scales‐Second Edition and IQ‐adaptive functioning discrepancies. Older age, lower IQ and higher social‐communication symptoms were associated with lower adaptive functioning. Results also demonstrate that older age, higher IQ and higher social‐communication symptoms are associated with greater IQ‐adaptive functioning discrepancy scores. By contrast, sensory ASD symptoms, repetitive and restricted behaviors, as well as symptoms of attention deficit/hyperactivity disorder (ADHD), anxiety and depression, were not associated with adaptive functioning or IQ‐adaptive functioning discrepancy scores. These findings suggest that it is the core social communication problems that define ASD that contribute to adaptive function impairments that people with ASD experience. They show for the first time that sensory symptoms, repetitive behavior and associated psychiatric symptoms do not independently contribute to adaptive function impairments. Individuals with ASD require supportive interventions across the lifespan that take account of social‐communicative ASD symptom severity. Autism Res 2019, 12: 645–657. © 2019 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc.Lay summaryThis study investigated key clinical and demographic associations of adaptive functioning impairments in individuals with autism. We found that older age, lower IQ and more severe social‐communicative symptoms, but not sensory or repetitive symptoms or co‐occurring psychiatric symptoms, are associated with lower adaptive functioning and greater ability‐adaptive function discrepancies. This suggests that interventions targeting adaptive skills acquisition should be flexible in their timing and intensity across developmental periods, levels of cognitive ability and take account of social‐communicative ASD symptom severity.

Highlights

  • The term “adaptive behavior” refers to general societal expectancies about everyday functioning

  • Note: b, regression coefficient, SE(b), standard error of regression coefficient, z, z-statistic, 95% CI, 95% Confidence Interval of regression coefficient; R2, R-squared estimate; Full-Scale IQ (FSIQ), Full-scale IQ; Adaptive Behavior Composite (ABC), adaptive behavior Composite; ASD symptoms based on observation (ADOS) Calibrated Severity Score (CSS)-SA, restrictive and repetitive behaviors (RRB), autism diagnostic observation schedule calibrated severity scores for social affect and restricted and repetitive behaviors; SRS-2, social responsiveness scale-2; RBS-R, repetitive behavior scale-revised; sensory symptoms (SSP), short sensory profile; attention deficit/hyperactivity disorder (ADHD), DSM-5 ADHD rating scale; Development and WellBeing Assessment (DAWBA), development and well-being assessment. a ANOVA Main effect (F-statistic). b Regression coefficients may reflect mathematical coupling and are reported for illustrative purposes only

  • Despite many individuals with autism spectrum disorder (ASD) scoring well on standardized IQ tests and the expectation that this may translate into achieving positive outcomes, many individuals with ASD have difficulty coping in everyday life and are not able to fully capitalize upon their cognitive strengths to develop adaptive skills in real-world contexts

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Summary

Introduction

The term “adaptive behavior” refers to general societal expectancies about everyday functioning. Higher intellectual functioning is typically associated with better adaptive functioning, adaptive behavior tends to be more impaired than what would be expected based on general intellectual and cognitive ability [Bölte & Poustka, 2002; Klin et al, 2007; Charman et al, 2011; Kanne et al, 2011; Mouga, Almeida, Café, Duque, & Oliveira, 2015; Chatham et al, 2018]. Cross-sectional and longitudinal studies indicate that this discrepancy widens with age [Szatmari et al, 2009; Smith, Maenner, & Seltzer, 2012; Bal et al, 2015], suggesting that individuals with ASD are not acquiring adaptive skills at the same rate as their typically developing peers [Klin et al, 2007; Mouga et al, 2015]. Identifying which specific aspects of the ASD phenotype, that is, socialcommunicative symptoms, repetitive and restricted behaviors, or sensory symptoms, and how commonly associated psychiatric symptoms (e.g., ADHD, anxiety, and depression) are associated with adaptive functioning, could provide novel insight into unique contributions to variability in adaptive functioning and inform specific intervention programmes

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