Adaptive Behavior In Children Research Articles

Positive and multifaceted perceptions of Israeli kindergarten teachers contribute to developmental gains of children with developmental delay

ABSTRACT This study examined the links between Israeli teachers’ perceptions of children with developmental delay (DD) in special education kindergartens and changes in children’s development. Participants were 47 teachers and children diagnosed with DD. At Time 1, teachers’ perceptions were assessed via the valence of their narrative about the child and the extent to which the narrative was multifaceted (i.e. addressing more developmental domains). Kindergarten therapists reported twice, at Time 1 and at Time 2 (12 months later), on children's adaptive behavior in terms of communication, socialization, motor, and daily living skills and on children’s peer acceptance. Positive valence of teachers’ narratives was associated with more gains in children’s adaptive behavior from Time 1 to Time 2. Multifaceted narratives were associated with children’s increased peer acceptance from Time 1 to Time 2. Results highlight the importance of supporting teachers’ construction of positive and multifaceted perceptions of children through training and supervision.

Effects of Family-Professional Partnerships in Adapted Physical Education on the Fundamental Motor Skills, Adaptive Behaviors, and Physical Activity Levels of Children with Autism Spectrum Disorder and on Parent Satisfaction.

This study aimed to explore the effect of family-professional partnerships in adapted physical education on the fundamental motor skills, physical activity levels, and adaptive behaviors of children with autism spectrum disorder (ASD) and on parental satisfaction. A randomized controlled trial design was used, with pre-and post-intervention evaluations. Participants (n = 40), including children with ASD and their parents, were divided into three groups: (a) a family-school group (FSG-A, n = 14), (b) a school group (SG-B, n = 13), and (c) a control group (CG-C, n = 13). After 12 weeks of intervention, the within-group comparison revealed that the FSG-A performed better than the SG-B and CG-C for all variables. The among-group comparison further revealed that the FSG-A had greater fundamental motor skill scores than the SG-B (p = 0.021) and CG-C (p < 0.001), had greater adaptive behavior and family-professional partnership scores than the SG-B and CG-C (p < 0.001 for all), and had higher physical activity levels than the SG-B (p < 0.05) and CG-C (p < 0.001). This study underscores the significance of robust family-professional partnerships in exercise interventions for children with ASD.

가정에서의 긍정적 행동지원을 위한 강점기반 부모교육 프로그램 개발 및 효과 검증 연구

The purpose of this study is to develop, implement, evaluate a strength-based parent training program for positive behavior support for families. A total of nine parents of children with developmental disabilities aged between six and 12 participated in this study. The program consists of 10 sessions and incorporates the procedures of Prevent-Teach-Reinforce for Families(PTR-F), along with practical exercises in positive psychotherapy and techniques from solution-focused counseling as components. By reviewing the delivery methods of evidence-based parent training programs for children with developmental disabilities developed in foreign countries, the program integrates both collective instructional sessions and personalized guidance; it also facilitates parental implementation via online coaching. To evaluate the impact of the program on parental efficacy in behavior support, the subjective well-being of parents, the positive perceptions of parenting children with disabilities of parents, as well as the adaptive behavior of children with developmental disabilities, Wilcoxon signed-rank tests were utilized to measure changes from pre- to post-test for each dependent variable. The results of this study revealed statistically significant differences in all dependent variables both before and after implementing the program. Along with the discussion of the research results, significance and limitations of the study, as well as suggestions for future studies were presented.

Physical education program for schoolchildren with autism spectrum disorders

Programs focusing on a single type of physical activity may not be suitable for schoolchildren with ASD as they fail to provide sufficient variety of means, which can lead to decreased interest in physical education and one-sided development of children. The issue of meaningful content development in physical education programs to improve the quality of life, psycho-physical, and social development of schoolchildren with ASD remains inadequately addressed. Research Objective: To develop a physical education program aimed at improving the quality of life and psycho-physical and social development of schoolchildren with ASD. Methods. To justify the content and structure of the physical education program prioritizing the development of coordination abilities of children with ASD, levels of quality of life indicators, physical fitness, and adaptive behavior of children with ASD were determined; relationships between them were established; indicators for boys and girls were compared. To assess the effectiveness of the physical education program, a pedagogical experiment was conducted. Nineteen boys and five girls participated in it. Throughout the academic year, children followed the program prioritizing the development of coordination abilities. Results. A low level of physical fitness, adaptability, and quality of life indicators in children with ASD was established, requiring effective ways to improve them. Based on the results obtained, the structure and content of the physical education program for children with ASD with a priority focus on the use of means for developing coordination abilities were justified. The program differed from traditional ones by focusing on the development of all muscle groups, a wide range of means from various sports. The volume of exercises prioritizing the development of coordination abilities was 55%, they were used in all parts of physical education lessons throughout the academic year in the content of educational material of all optional modules and in homework; various sports equipment and musical accompaniment were used. Some means were excluded as children with ASD were unable to perform them. The educational program was nominally built on a modular system, containing an invariant (mandatory) and a variable component. The invariant part included: theoretical- methodological knowledge and general physical training, the content of which was implemented during each lesson. However, the material of variable modules was implemented not sequentially, but simultaneously in all lessons. Material from three variable modules (games, athletics, gymnastics) and physical training was combined in one lesson. Conclusions. The author's physical education program contributed not only to a significant improvement in their level of development but also to the speed strength and endurance of various muscle groups of boys with ASD; it was effective (p=0.01) in improving the cognitive component of the quality of life of boys with autism spectrum disorders; significant positive changes occurred in boys' vision (p&lt;0.05). Most indicators did not change statistically significantly but tended to improve. The absence of significant changes in the results may be due to a large spread around the arithmetic mean.

Parental Responsivity and Child Communication During Mother-Child and Father-Child Interactions in Fragile X Syndrome.

Past research shows that parentally responsive behavior toward the child positively influences language development in both neurotypical children and children with intellectual and developmental disabilities, including those with fragile X syndrome (FXS); however, most studies have focused exclusively on the mother-child relationship. The current study examined relationships between parent behavior (i.e., responsivity and behavior management) and child language performance in both mother-child and father-child interactions, as well as relationships between child characteristics and both parent behavior and child language. Participants were 23 families of young boys with FXS between 3 and 7 years of age. Mothers and fathers independently completed questionnaires assessing child characteristics and separately engaged in 12-min play-based interactions with their child via telehealth. One parent also completed a comprehensive interview assessing child adaptive behavior. Video recordings of the parent-child interactions were transcribed and coded for parent and child behavior, and measures of parent and child language were obtained from the transcripts. Mothers and fathers used similar rates of responsive behaviors during parent-child interactions, and parental responsivity was positively associated with some aspects of child language performance (i.e., talkativeness and lexical diversity). Parental behavior, however, was not associated with syntactic complexity. Older children and children with higher levels of adaptive behavior had parents who used higher rates of responsive behaviors. Fathers used higher rates of behavior management strategies compared to mothers, and this type of parent behavior was not associated with child language. Overall, this study provides evidence that interventions focused on increasing parental responsiveness would be beneficial for families of children with FXS and that these interventions should be delivered early given the association between responsivity and child age. https://doi.org/10.23641/asha.25229939.

The Effect of Family Characteristics on the Functioning of a Child with an Autistic Spectrum Disorder in Bedouin Society in Israel.

Autism spectrum disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social-emotional interaction. It is associated with an increase of parental stress and poor family functioning, both of which are harmful for a child's functioning and adaptive behavior. An important source of support to parents are grandparents, especially in traditional populations. One such population is the Bedouin population. The present study tested the association between emotional support from mother and mother-in-law to the adaptive behavior of children with ASD, and whether this relation is serially mediated by family functioning and satisfaction in life as reported by Bedouin mothers of children with ASD. 100 mothers of children with ASD fulfilled a questionnaire about emotional support from their mothers and mother-in-law, family functioning, satisfaction in life and child's adaptive behavior. We found that indeed, family functioning and satisfaction in life serially mediated the relations between emotional support from mother and mother-in-law and child adaptive behavior. These findings indicate that intergenerational solidarity between women can improve not only the functioning of the nuclear family and wife's satisfaction with life, but also, indirectly, the adaptive behavior of a child with ASD. It highlights the importance of women solidarity, especially in traditional society, where women are kept marginal.

Home organization and adaptive behavior in children with autism spectrum disorder

PurposeA chaotic home environment, marked by disorganization, noise and a lack of routine, has negative associations with language development, social competence and executive functioning. This study aims to investigate the mediating effect of chaotic homes on adaptive behaviors, or behaviors that allow independent functioning, in children diagnosed with autism spectrum disorder (ASD) compared to neurotypical (NT) children. Children with ASD have difficulties with adaptive functioning in their environment, and identifying factors in the home that may exacerbate these behaviors will help in understanding the larger family dynamics that may affect behavior.Design/methodology/approachIn total, 251 primary caregivers completed questionnaires about their children’s adaptive behavior and the structure of the home environment.FindingsThe results of a mediation analysis found a significant indirect effect of ASD status leading to lower adaptive behaviors through home chaos. This suggests those with ASD experienced more household chaos than NT children, which influenced their lower adaptive behavior scores.Originality/valueThis research provides insights into the complex relationship between the home environment and child behavior in children with ASD.

Intellectual Characteristics in Children With Congenital Unilateral Upper Limb Deficiencies.

Introduction Some children with motor disabilities show low cognitive levels. However, the influence of motor disabilities on children's intelligence remains to be fully elucidated. This study aimed to clarify the intellectual characteristics of children with upper limb deficiencies and the influence of upper limb impairments on intelligence. Methods The participants were 10 children from four to six years of age with congenital unilateral transradial or transcarpal limb deficiencies who received prosthetic interventions. The children's intelligence and adaptive behaviors, including motor skills, were examined using the Wechsler Preschool and Primary Scale of Intelligence and the Vineland Adaptive Behavior Scale, respectively. Results There were no significant characteristics or discrepancies in cognitive level in children with upper limb deficiencies. The Adaptive Behavior Composite Score of the Vineland Adaptive Behavior Scale was significantly positively correlated with the Full-Scale Intelligence Quotient of the Wechsler Preschool and Primary Scale of Intelligence. Conclusions The children with congenital limb deficiencies showed average cognitive levels. Expansion of adaptive behaviors, including appropriate complementation of disabilities, may promote intellectual development in children with motor disabilities.

Neurophysiological measures of auditory sensory processing are associated with adaptive behavior in children with Autism Spectrum Disorder

BackgroundAtypical auditory cortical processing is consistently found in scalp electrophysiological and magnetoencephalographic studies of Autism Spectrum Disorder (ASD), and may provide a marker of neuropathological brain development. However, the relationship between atypical cortical processing of auditory information and adaptive behavior in ASD is not yet well understood.MethodsWe sought to test the hypothesis that early (100-175 ms) auditory processing in ASD is related to everyday adaptive behavior through the examination of auditory event-related potentials (AEPs) in response to simple tones and Vineland Adaptive Behavior Scales in a large cohort of children with ASD (N = 84), aged 6–17, and in age- and IQ- matched neurotypically (NT) developing controls (N = 132).ResultsStatistical analyses revealed significant group differences in early AEPs over temporal scalp regions (150-175 ms), and the expected rightward lateralization of the AEP (100-125 ms and 150-175 ms) to tonal stimuli in both groups. Lateralization of the AEP (150-175 ms) was significantly associated with adaptive functioning in the socialization domain.ConclusionsThese results lend support to the hypothesis that atypical processing of sensory information is related to everyday adaptive behavior in autism.

Development and Preliminary Validation of the Accommodations & Impact Scale for Developmental Disabilities.

The lives of caregivers can be deeply impacted by having a child with a developmental disability (DD). To offset those impacts, caregivers may engage in accommodations, or strategies to bolster everyday functioning. The nature and extent of these accommodations can provide insight into how the family is doing and what supports are needed from a family-centered perspective. This paper presents the development and preliminary validation of the Accommodations & Impact Scale for Developmental Disabilities (AISDD). The AISDD is a rating scale that measures day-to-day accommodations and impacts of raising a child with a DD. A sample of 407 caregivers of youth with DDs (Mage = 11.7years; 63% males) completed the AISDD, along with measures of caregiver strain, daily challenges, child adaptive behavior, and behavior and emotional regulation. The AISDD is a unidimensional, 19-item scale with excellent internal consistency (ordinal alpha = .93) and test-retest (ICC = .95) reliability. Scores were normally distributed and sensitive to age (r = -.19), diagnosis (ASD + ID > ASD > ID), adaptive functioning (r = -.35), and challenging behaviors (r = .57). Finally, the AISDD showed excellent convergent validity with similar measures of accommodations and impacts. These findings support the use of the AISDD as a valid and reliable tool for measuring accommodations among caregivers of individuals with DDs. This measure shows promise in its ability to identify which families may need additional support for their children.

Adaptive behavior and mastery motivation in children with physical disabilities

ABSTRACT Background Adaptive behavior consists of conceptual, social, and practical skills and describes the ability of individuals to manage environmental demands, interact with others, and engage in activities to meet ones needs. Mastery motivation is an intrinsic characteristic that enables persistence when attempting to master a skill. Children with physical disabilities often demonstrate less effective adaptive behaviors and lower mastery motivation than their peers without disabilities, which may subsequently impact development and participation in daily activities. Therefore, it may be beneficial for pediatric rehabilitation practitioners to focus intentionally on facilitating effective adaptive behaviors in children with physical disabilities as they aim to support child development and function. Objective This perspective paper highlights the importance of adaptive behavior for children with physical disabilities, discusses methods of assessment, and illustrates intervention principles and strategies to support the development of appropriate adaptive behaviors across childhood. Key intervention principles include: 1) engage children and address motivation; 2) collaborate with others; 3) support real-life meaningful experiences; 4) scaffold the just-right challenge; and 5) guide children in discovering solutions.

Sex differences in neurodevelopmental trajectories in children with different levels of autistic traits.

Little is known about early manifestations of autism spectrum disorders (ASD) in females, including those who may be overlooked by the current diagnostic criteria. We longitudinally explored sex differences in the trajectories of cognitive and motor functions and adaptive behaviors in children with different levels of autistic traits. The participants were 824 children from the Hamamatsu Birth Cohort for Mothers and Children (HBC Study), Japan, who were classified into three autistic trait groups-low, moderate, and high-based on the Social Responsiveness Scale-Second Edition. Cognitive and motor functions were measured at seven time-points from 0.5 to 3.5 years of age using the Mullen Scales of Early Learning. Adaptive behaviors were measured at five time-points from 2.7 to 9 years of age using the Vineland Adaptive Behavior Scales-Second Edition. Trajectories were depicted using latent growth curve modeling. Sex-specific trajectories were observed in the high-autistic-trait group, with only males showing a temporary decline in expressive language around the age of 2 years and a slight improvement thereafter. They also showed a slight improvement around 3 years in the adaptive behavior communication domain but a gradual downward trend later. Females in the high-autistic-trait group showed no distinct manifestation before the age of 3 years but showed a downward trend after 3.5 years in the adaptive behavior communication domain. Females and males with higher autistic traits than their same-sex peers, independent of clinical diagnosis, may have different phenotypes in certain neurodevelopmental domains during infancy and early childhood.

Evaluation of Conversational Skills in Children with Intellectual Disability and Their Mothers’ Parenting Styles

Background: Non-specific intellectual disability (ID) with a prevalence of approximately 1% is relatively common and has profound negative effects on language development. However, it has received little research attention, especially regarding conversational skills. Developing methods to detect, assess, and categorize conversational skills has created major challenges for speech-language pathologists due to their importance as part of adaptive behaviors in children with ID. Objectives: The present study aimed to examine pragmatic skills through a socio-conversational model, as well as to define the parenting styles of their mothers accordingly. Methods: A total of 21 children with ID enrolled in preschool-grade 2 were included in this study. A comprehensive set of language assessment tools, including the Test of Language Development-Persian: 3 (TOLD-P):3, Conversational Rating Scale, Vineland Social Growth Scale, and Socio-Conversational Analysis of interaction between child-mother was administered. The descriptive indices, including mean, standard deviation (SD), and percentiles were computed using SPSS-24. The Spearman-rho was applied to search for possible correlation between conversational skills and general language indices. Results: The Means for non-verbal age (based on Leiter test) and chronological age were 4.43 and 7.98 years, respectively. According to the composite scores of the TOLD-P:3, children with ID scored below 69, except for semantics. Their language age for eight subscales of the TOLD-P:3 was 3:04, but it was 5:38 for word articulation. The mean ± SD for different variables were: MLU = 1.95 ± 0.88, TTR = 0.64 ± 0.16, the number of total sentences = 14.52 ± 13.35, and the percentage of complex sentences = 19.71 ± 39.94. Over 60 percentages of the participants scored below average in social growth scale. All children scored as “no or infrequent pragmatic skills” or “pragmatic skills are emerging” in the Conversational Rating Scale. Two-thirds of the mothers had “authoritarian” parenting style. Conclusions: A remarkable delay in language skills, especially in conversational skills of children with non-specific ID, was found and highlighted. The most common parenting style was detected to be controlling style; due to the limitations of our study, however, no definite conclusion was drawn concerning the causal relationship between parenting style and children’s language delays. Children with ID played different roles during interaction, but most of them were inclined to be “passive conversationalist”.

Adaptive behaviour in children exposed to topiramate in the womb: An observational cohort study

ObjectiveMany women with epilepsy need to continue anti-seizure medications (ASMs) throughout pregnancy. The current study investigated adaptive behaviour outcomes in children exposed to topiramate in the womb. MethodAn observational, cross-sectional study was designed, recruiting mother-child-pairs from the UK Epilepsy and Pregnancy Register (UKEPR). Health, developmental histories and Vineland Adaptive Behaviour Scale-Third Edition (VABS-III) assessments were administered via telephone by a blinded researcher, supplemented with prospectively collected pregnancy and medication information. Topiramate monotherapy exposed children were compared to VABS-III normative data as recruitment was disrupted by the COVID-19 pandemic. ResultsThirty-four women with epilepsy from 135 (25%) initially agreed to participate in the study, of whom 26 women completed telephone interviews about their children (n = 28). Children ranged from 2.5 to 17 years of age at the time of assessment. Six topiramate-exposed children were born small for gestational age, and there were significant associations between birthweight, dose and VABS-III scores. Significantly lower scores were observed in topiramate-exposed children (n = 21) with a significant dose-response relationship established after adjustment for parental educational level. Daily mean dosage was 280.21 mg, with high dosages of topiramate associated with a 12-point reduction in VABS-III scores. Additionally, four topiramate-exposed children (19.05%) had diagnoses of Autism Spectrum Disorder, which was significantly higher than UK prevalence rates (1.1%). ConclusionsThe findings of poorer adaptive behaviour, higher incidence of ASD and associations with birth weight are of concern and require further validation and replication using larger prospectively-recruited samples and comparator cohorts. Implications for research and clinical practice are discussed.

Intelligence profiles and adaptive behaviors of high-functioning autism spectrum disorder and developmental speech and language disorders.

The present study was aimed at investigating the intelligence profiles and adaptive behaviors of children with high-functioning autism spectrum disorder (HFASD) and developmental speech and language disorders (DSLDs). We compared the similarities and differences of cognitive capabilities and adaptive functions and explored their correlations in the HFASD and DSLDs groups. 128 patients with HFASD, 111 patients with DSLDs and 114 typically developing (TD) children were enrolled into our study. Wechsler Intelligence Scale for Children-IV (WISC-IV) and Adaptive Behavior Assessment System-II (ABAS-II) were respectively applied to evaluate intelligence profiles and adaptive behaviors. Intelligence quotient (IQ) scores and adaptive functioning scores among the HFASD, DSLDs and TD groups were compared through one-way ANOVA. Pearson correlation coefficient was applied to examine the relationships between WISC indices and ABAS domains. Outcomes showed significantly poorer intelligence profiles and adaptive behaviors in HFASD and DSLDs groups. Both children with HFASD and DSLDs demonstrated impairments in verbal comprehension and executive functions. Processing speed and working memory were the predominant defects of children with HFASD and DSLDs in the field of executive functions, respectively. Whereas perceptual reasoning was a relative strength for them. Children with DSLDs had balanced scores of all the domains in ABAS-II; nevertheless, HFASD individuals demonstrated striking impairments in Social domain. Correlation analysis showed IQs of children with HFASD were positively correlated with all the domains and General Adaptive Composite (GAC) of ABAS-II. Additionally, IQs were positively correlated with Conceptual domain and GAC for children with DSLDs. Compared with DSLDs group, intelligence displayed stronger correlations with adaptive behaviors in HFASD group. Our study expanded insights regarding intelligence profiles and adaptive behaviors of children with HFASD and DSLDs. Moreover, this study made breakthroughs in discovering positive correlations between IQs and adaptive functions in the two neurodevelopmental disorders.

Global intellectual ability and adaptive functioning in children with FASD with and without sentinel facial features

ABSTRACT Background: Fetal Alcohol Spectrum Disorder (FASD) is a neurodevelopmental disorder characterized by cognitive and adaptive impairment. FASF can be presented or not with sentinel facial features (SFF). The presence of such SFF have been positively correlated with cognitive impairment in children with FASD. Objectives: The current study explores difference in global intellectual functioning and how cognition affects adaptive behavior in children with and without SFF. Methods: A total of 88 children and adolescents (55 males, 33 females) with confirmed FASD diagnosis were included in the study, of which 16 had sentinel facial features. Childrens’ neuropsychological functioning was assessed using the Wechsler Intelligence Scale for Children (WISC-V) and The Behavioral Assessment of the Dysexecutive Syndromes for Children (BADS-C). Adaptive behavior was explored through the Adaptive Behavior Assessment System (ABAS-3). Results: Children with SFF performed more poorly in tasks assessing processing speed (t = 2.495, t = .020) and executive functioning (t = 4.147, t = .001). Those children also had lower IQ scores than children without SFF (t = 2.658, t = .016). BADS-C overall scaled score was related to three of the four domains of the ABAS scale (conceptual, social, and practical) but only in the group of FASD children without SFF (B = 0.547, t = .020; B = 0.544,t = .049; B = 0.431,t = .040, respectively). Conclusions: The present study founds poorer cognitive outcomes in children who have FASD with sentinel facial features. In children without SFF, stronger executive functioning is also related to significantly stronger reported conceptual, social, and practical adaptive behaviors. Better understanding of cognitive and adaptive functioning in children with FASD may help in the design of tailored evidenced-based interventions.

부모-아동 상호작용치료가 발달지연 아동의 문제행동과 적응행동에 미치는 효과

Objectives The purpose of this study is to examine the effects of parent-child interaction therapy on problem behaviors and adaptive behaviors in children with developmental delay.&#x0D; Methods For this study, parent-child interaction therapy was conducted for a total of 3 pairs of children with developmental delays and their parents at the Child Development Counseling Center located in Gyeonggi-do. For parent-child interaction therapy, a program jointly developed by Sheila Eyberg &amp; Beberly Funderbu (2011) was applied. After that, the child behavior evaluation scale (CBCL) and the adaptive behavior test tool for children (NISE-K⋅ABS) were used to measure the change in problem behavior and adaptive behavior of pre- and post-treatment children.&#x0D; Results After parent-child interaction therapy, child behavior problems were significantly reduced and adaptive behaviors were significantly increased. There were clear positive changes in interpersonal relationships and other-person recognition areas, which are subordinate areas of adaptive behaviors.&#x0D; Conclusions This study is significant in that it empirically validates that parent-child interaction therapy is effective in reducing problem behaviors and improving adaptive behaviors in children with developmental delay.

Disentangling global and domain-level adaptive behavior trajectories among children with autism spectrum disorder.

Heterogeneity in adaptive behavior abilities among people with autism spectrum disorder (ASD) is expressed not only as uneven levels of impairment across domains, but also in the developmental trajectories of adaptive skills. We studied the question of whether, after accounting for global adaptive behavior development, we find evidence of heterogeneity in the trajectories of specific domains of adaptive behavior. A sample of 504 children with ASD was obtained by combining data from two independent natural history studies conducted in North America. We used a factor of curves model to explain growth between 36 and 138 months in Vineland Adaptive Behavior Scales, Second Edition (VABS) age equivalents as a function of domain-specific and global growth processes. The domain-specific trajectories in all three domains (Communication, Daily Living Skills, and Socialization) reflected impairment relative to age expectations as well as slower-than-expected growth with age, and the parameters of these trajectories were moderately-to-strongly correlated across domains. The global adaptive behavior trajectory had an initial (36-41 months of age) developmental level of about 22 age-equivalent months, and eventually slowed after initially increasing by about 6months each year. The global trajectory accounted for the majority of variance in the domain-level processes; however, additional variance remained (14%-38%) in the domain-level intercepts, slopes, and quadratic processes. These results extend existing theoretical and empirical support for the hierarchical structure of adaptive behavior to include its development over time in clinical samples of children with ASD. A latent global trajectory may be sufficient to describe the growth of adaptive behavior in children with ASD; however, the remaining domain-specific variability after accounting for global adaptive behavior development allows for the possibility that differential effects of intervention on specific domains may be possible and detectable.

Intellectual functioning and adaptive behaviour in children with Dravet syndrome: A population-based study.

To identify, on a population basis, the prevalence of intellectual disability in children with Dravet syndrome, profiles on a measure of adaptive behaviour, and factors associated with intellectual functioning and adaptive behaviour. Forty-two out of 48 children with Dravet syndrome living in Sweden, born between 1st January 2000 and 31st December 2018, underwent assessment of intellectual functioning and adaptive behaviour. Factors associated with level of intellectual functioning and adaptive behaviour were analysed. Eight-six per cent (n= 36) of the children fulfilled DSM-5 criteria for intellectual disability (29% [n= 12] mild intellectual disability, 24% [n= 10] moderate intellectual disability, 33% [n= 14] severe intellectual disability, 0% profound intellectual disability) and 93% (n= 39) had an adaptive behaviour composite more than two standard deviations below the mean. Communication was a significant weakness compared with daily living skills (p< 0.001; mean difference 95% confidence interval [CI] -8.193 to -4.092) and socialization (p= 0.001; mean difference 95% CI 6.511 to -1.775) on the Vineland Adaptive Behavior Scales, Second Edition. The only factors significantly associated with both decreased adaptive behaviour and presence of severe intellectual disability was the presence of increased autistic symptoms and younger age. Children with Dravet syndrome have a very high level of intellectual disability and almost all have significant deficits in adaptive behaviour. Greater deficits in adaptive behaviour and greater severity of intellectual disability are associated with the presence of increased autistic symptoms, highlighting the need for comprehensive neurodevelopmental assessment for all affected children. Eighty-six per cent (n=36) of children with Dravet syndrome fulfilled criteria for intellectual disability. Ninety-three per cent (n=39) of children with Dravet syndrome had significant deficits in adaptive behaviour. Communication was a significant weakness on a measure of adaptive behaviour. Increased autistic symptoms were associated with greater deficits in cognition/adaptive behaviour. Older age and earlier status epilepticus were associated with decreased adaptive behaviour.

The association between expressive language skills and adaptive behavior in individuals with Down syndrome

The primary goal of this study was to determine whether expressive language skills contribute to adaptive behavior (e.g., socialization and daily living skills) in children, adolescents, and young adults with Down syndrome (DS) whilst controlling for age and nonverbal cognitive ability. Expressive language was assessed using the psychometrically validated Expressive Language Sampling (ELS) conversation and narration procedures. The language produced was transcribed and analyzed to yield measures of expressive vocabulary, syntax, and intelligibility. Socialization and daily living skills of participants with DS were measured with the Vineland Adaptive Behavior Scales, 2nd edition (VABS-2) parent/caregiver rating form. Our results show that the three ELS measures were significantly correlated with multiple measures from the VABS-2 when controlling for age. Several correlations remained significant even when nonverbal cognitive ability was included as a control variable. Our results suggest that expressive language skills contribute to adaptive behavior in children, adolescents, and young adults with DS regardless of age and some of these associations are not explained solely by overall cognitive delays. Further studies including longitudinal data are needed to extend our results.