Adaptive Behavior Skills Research Articles

Adult Phenotype of CHD2-Associated Disorders.

Pathogenic CHD2 variants are associated with neurodevelopmental disorders and developmental and epileptic encephalopathy. While pediatric CHD2 phenotypes have been readily explored, adult phenotypes are not well understood. We aimed to investigate the phenotypic spectrum of adult patients with CHD2 variants. Patients 18 years or older with likely pathogenic or pathogenic (LP/P) CHD2 variants were included. We used standardized tools to evaluate current seizures, medication use, sleep, gastrointestinal symptoms, pain response, gait, social communication disorder, and adaptive behavioral skills of patients. In this prospective study, 14 unrelated adult patients (age range: 18-45 years, median: 21 years) with LP/P CHD2 variants were described. Eleven novel variants were identified. No genotype-phenotype correlations were identified. 79% of adults still have ongoing seizures. Photosensitivity was present in 64% of adult patients. Autism spectrum disorder was diagnosed in 71% of patients. Only 29% were able to read and understand material at a sixth-grade level or higher. Behavioral issues were reported in 100% of adult patients, and 71% had internalizing features, such as anxiety. Self-injurious behaviors were present in 50%. Only 43% could ambulate independently. Additional characteristics included reflux (36%), constipation (71%), and abnormal pain responsiveness (43%). 1 patient presented with nonepileptic breath-holding spells leading to cyanosis. No patient could perform all basic activities of daily living independently, all the time. Higher seizure severity was associated with worse nonseizure outcomes (p = 0.04). Most adults with CHD2 continue to have seizures, and seizure severity is associated with worse comorbidities such as maladaptive behaviors, gait, gastrointestinal, sleep, and abnormal pain responsiveness. Longevity has not been systematically studied in this group of patients. Here we describe a group of adult patients (up to 45 years of age) and the natural history of this condition. These data may provide prognostic insights for families of pediatric patients and help identify key points to be addressed in future precision trials for patients with CHD2 variants.

Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills

ABSTRACT Research Findings: In recent years, interest has grown in the potential benefits of outdoor activities (OA) for children’s development, particularly in promoting socioemotional, behavioral, and cognitive regulation skills and reducing stress. However, empirical evidence on the effects of OA programs for children in the first three years of life on these outcomes still needs to be provided. To address this gap, our study involved 95 infants and toddlers (girls = 48, M age = 23.3 months) attending child care centers in north and south Italy and their teachers. Participants were divided into two groups: the Outdoor group (n = 55), actively involved in the OA program for four months, and the Control group (n = 40), who followed the standard curriculum. We assessed the children’s cortisol levels and emotional, behavioral, and cognitive regulation skills before (T1) and after (T2) the implementation of the OA intervention. After the 4-month intervention, improvements in the children’s adaptive behavior (particularly in social interaction) and cognitive-behavioral regulation skills were observed only in the Outdoor group. Children’s stress levels remained stable. Practice or Policy: Our findings show the benefits of daily OA on young children’s self-regulation, suggesting to schools and families that increasing OA from the first years of life may support cognitive and social growth.

Enhancing Social-Communication and Behavior Skills in Adolescents with Intellectual Disabilities through Computerized Cognitive Training

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes.

Uncovering How Sports Influence Adaptive Behavior in People with Disabilities: Examining Gender and Disability Type

This research aimed to investigate the relationship between sports and improvement of the adaptive behavior of people with disabilities, differences in the effect of sports on the improvement of adaptive behavior of people with disabilities in terms of (sex) variable and differences in the effect of sports on the improvement of adaptive behavior of people with disabilities in terms of (type of disability) variable. To achieve these aims, the researcher used the descriptive approach as well as the questionnaire to investigate the effect of practicing sports on the adaptive behavior skills of people with disabilities. The results of the research showed that there are no statistically significant differences at (0.05) concerning “sports and its effect on the adaptive behavior skills of people with disabilities” in terms of (sex) variable and that there are no statistically significant differences at (0.05) concerning “sports and its effect on the adaptive behavior skills of people with disabilities” in terms of (type of disability) variable. The researcher recommended the necessity of encouraging all people regardless of their sex to participate in the sports activities so as to enhance integration and help in improvement of the adaptive behavior skills of all people with disabilities.

Occupational Therapy Program to Develop Sensorimotor Performance and Adaptive Behavior Skills in Children With Moderate Intellectual Disability

Occupational Therapy Program to Develop Sensorimotor Performance and Adaptive Behavior Skills in Children With Moderate Intellectual Disability

Prenatal Nutritional Factors and Neurodevelopmental Disorders: A Narrative Review.

According to the DSM-5, neurodevelopmental disorders represent a group of heterogeneous conditions, with onset during the developmental period, characterized by an alteration of communication and social skills, learning, adaptive behavior, executive functions, and psychomotor skills. These deficits determine an impairment of personal, social, scholastic, or occupational functioning. Neurodevelopmental disorders are characterized by an increased incidence and a multifactorial etiology, including genetic and environmental components. Data largely explain the role of genetic and environmental factors, also through epigenetic modifications such as DNA methylation and miRNA. Despite genetic factors, nutritional factors also play a significant role in the pathophysiology of these disorders, both in the prenatal and postnatal period, underscoring that the control of modifiable factors could decrease the incidence of neurodevelopmental disorders. The preventive role of nutrition is widely studied as regards many chronic diseases, such as diabetes, hypertension, and cancer, but actually we also know the effects of nutrition on embryonic brain development and the influence of prenatal and preconceptional nutrition in predisposition to various pathologies. These factors are not limited only to a correct caloric intake and a good BMI, but rather to an adequate and balanced intake of macro and micronutrients, the type of diet, and other elements such as exposure to heavy metals. This review represents an analysis of the literature as regards the physiopathological mechanisms by which food influences our state of health, especially in the age of development (from birth to adolescence), through prenatal and preconceptional changes, underlying how controlling these nutritional factors should improve mothers' nutritional state to significantly reduce the risk of neurodevelopmental disorders in offspring. We searched key words such as "maternal nutrition and neurodevelopmental disorders" on Pubmed and Google Scholar, selecting the main reviews and excluding individual cases. Therefore, nutrigenetics and nutrigenomics teach us the importance of personalized nutrition for good health. So future perspectives may include well-established reference values in order to determine the correct nutritional intake of mothers through food and integration.

PENGARUH PERILAKU ADAPTIF TERHADAP KETERAMPILAN SOSIAL SISWA DI SMP NEGERI 1 MANDREHE UTARA

This study aims to evaluate the influence of adaptive behavior on the social skills of seventh-grade students at SMP Negeri 1 Mandrehe Utara. In the educational context, adaptive behavior refers to students' ability to adjust to the school environment, both in interactions with peers and teachers. This adaptive behavior develops through social interactions and the ability to adapt to new situations. The research uses an associative method with a quantitative approach and collects data through questionnaires completed by the students. The results show a significant positive influence between adaptive behavior and students' social skills. Students who exhibit good adaptive behavior tend to have higher social skills. This study underscores the importance of developing adaptive behavior in enhancing students' social skills in the school environment. With good adaptive behavior, students can interact, collaborate, and understand others' perspectives more easily, thus creating a harmonious and productive learning environment. Therefore, greater attention is necessary to developing students' adaptive behavior to improve and enhance their social skills in the educational setting.

Description and predictors of self-determination in males and females with fragile X syndrome on the verge of adulthood.

Self-determination refers to setting goals and making decisions regarding one's own life with support from others as needed. Research on people with intellectual and developmental disabilities has established the importance of self-determination for quality of life outcomes, such as increased independence and life satisfaction. However, self-determination has not been characterised specifically in fragile X syndrome (FXS), the leading inherited cause of intellectual disability. Relative to youth with other forms of intellectual and developmental disabilities, youth with FXS may face exceptional barriers to the development of self-determined behaviour. In addition to intellectual disability, the FXS behavioural profile is characterised by high rates of autism and anxiety that may further limit opportunities for youth with FXS. The heritable nature of the condition can also yield a distinctive family environment, with siblings and parents also living with fragile X or its associated conditions. Considering these unique challenges, the present study examined self-determination in young adult males and females with FXS and explored whether factors such as language skills, adaptive behaviour and autism traits were associated with self-determination capacity and opportunities. The present study included 9 females and 36 males with FXS between the ages of 17 and 25years. Caregivers (mothers or fathers) completed the American Institute for Research Self-Determination Assessment, which is a questionnaire that yields three scores: self-determination capacity, opportunities for self-determination at home and opportunities for self-determination at school. Caregivers endorsed a wide range of self-determination capacity and opportunities, with ratings for opportunities at home and school exceeding ratings of capacity. Better adaptive behaviour skills were associated with more self-determination capacity, and the presence of more autism traits was associated with fewer opportunities at school. Results from this study contribute to our understanding of avenues to best support young adults with FXS as they transition to adulthood. Our findings also have implications for practice, such that interventions targeting adaptive behaviours and self-determination may be an effective approach for promoting autonomy and independence for young adults with FXS. Additionally, caregivers and educators should continue to provide opportunities to practise self-determination, regardless of their perception of capacity.

Insomnia Symptoms Are Associated with Measures of Functional Deterioration and Dementia Status in Adults with Down Syndrome at High Risk for Alzheimer's Disease.

While obstructive sleep apnea (OSA) and insomnia symptoms in neurotypical populations are associated with Alzheimer's disease (AD), their association with dementia in adults with Down syndrome (DS) remains less clear, even though these symptoms are prevalent and treatable in DS. Understanding their associations with AD-related dementia status, cognitive impairment, and functional deterioration may lead to interventions to slow decline or disease progression in adults with DS. To characterize differences in OSA and insomnia symptom expression by dementia status, and to determine which sleep factors support dementia diagnosis. Multimodal consensus conference was used to determine dementia status in 52 adults with DS (52.2 ± 6.4 years, 21 women). Cognitive impairment, adaptive behavior skills, and symptoms of OSA and insomnia were quantified using validated assessments for adults with DS and their primary informants. A sex by dementia status interaction demonstrated that older women with DS and dementia had more severe terminal insomnia but not OSA symptoms relative to older women with DS who were cognitively stable (CS). Greater insomnia symptom severity was associated with greater functional impairments in social and self-care domains adjusting for age, sex, premorbid intellectual impairment, and dementia status. Insomnia symptoms are more severe in women with DS with dementia than in women with DS and no dementia, and regardless of dementia status or sex, more severe insomnia symptoms are associated with greater impairment in activities of daily living. These findings underscore the potential importance of early insomnia symptom evaluation and treatment in women with DS at risk of developing AD.

The Association Between Autism Symptomatology and Adaptive Functioning Over Six Months: Findings from the Pilot Phase of the PARC Study.

In the context of developmental trajectories, the association between adaptive functioning and core autism symptomatology remains unclear. The current study examines the associations of adaptive behavior with autism symptom sub-domains and with different facets of symptom expression. Participants include 36 children with a recent diagnosis of autism (33 males; mean age = 56.4 months; SD = 9 months). Families were recruited in the context of the Pediatric Autism Research Cohort (PARC) project. Parents filled out questionnaires at two time points, six months apart, regarding their child's autism symptoms and adaptive functioning. The longitudinal relationship between adaptive functioning and autism symptoms was investigated using Mixed Linear Model analyses: one assessing the relationship between general symptom levels and adaptive functioning, and another examining the associations between symptom frequency and impact with adaptive functioning. We conducted Pearson correlation tests at both time points to assess the associations between symptom sub-domains and adaptive functioning. Findings showed that higher autism symptoms associated with lower adaptive behavior skills, and that this association remained stable over time. Autism impact scores did not significantly relate to adaptive skills, as opposed to frequency scores. Associations between adaptive functioning and autism symptom sub-domains strengthened over time. These findings suggest that adaptive functioning is associated with parent-report autism symptomatology, and that this association changes and, on average, becomes stronger over time. Findings may indicate that frequency and impact of symptoms have differential roles in the development of adaptive skills and are worthy of further exploration.

Exploring the impact of parent-facilitated aquatics on children with developmental disabilities - a mixed-methods study

Children with developmental disabilities often face challenges in adaptive behavior and motor skills. Aquatics is recognized as a beneficial activity for enhancing physical health and social behavior in this population. The aim of the study was to investigate the impact of a parent-facilitated aquatics program for children with developmental disabilities. Fourteen children with developmental disabilities, accompanied by one biological parent (5 mothers, 9 fathers), participated in an eight-week aquatics program. The outcome measures of the study included pre- and post-intervention assessments of adaptive behavior, utilizing the Korea National Institute of Special Education-Scales of Adaptive Behavior (2005) and motor coordination, including balance, agility, and precision of movement, employing the Körperkoordinationstest Für Kinder (1974). Following the intervention, individual semi-structured interviews were conducted with each parent to explore their perceptions and experiences of the parent-facilitated program for children with developmental disabilities. Quantitative data were analyzed using paired t-tests (α = 0.05), while qualitative data underwent thematic coding and content analysis. A significant improvement (p < 0.05) with a small to moderate effect size was observed in hop, jump, and lateral movement skills. Two main themes emerged from the qualitative analysis: (a) ‘Parental presence’ and (b) ‘Parental Transformation’. The findings of study emphasize the crucial role of parent engagement in fostering the motor development and physical activity participation of children with developmental disabilities. Despite study limitations, it offers a valuable model for enhancing adaptive behavior and motor coordination in this population.

The Role of Technology in Enhancing Adaptive Behavior Skills for Students with Intellectual Disabilities

The current study documents key contributions in teaching students with intellectual disabilities using an integrative STEAM approach. This study aimed to understand the role of technology and arts-based methodologies in improving adaptive behavior skills for students with intellectual disabilities. The researcher used descriptive analytical methods to review, analyze, compare, and interpret related theories and literature. The study highlights how technology and arts-based approaches enhance adaptive skills and support development in self-care, mobility, educational skills, independence, performance, and community integration for these students. The promising finding is that an integrative STEAM approach, incorporating technology and arts-based learning, improves adaptive behavior skills for students with intellectual disabilities. Based on the results, the researcher recommends that the Ministry of Education provide guidance, counseling, seminars, and workshops for teachers on using assistive technology and arts-based methodologies due to their importance in rehabilitating and educating individuals with intellectual disabilities.

Infants of mothers with early remitted clinical depression and mothers with no postpartum depression: Adaptive functioning in the second year of life.

Whether and how remitted clinical depression in postpartum motherhood contributes to poor infant adaptive functioning is inconclusive. The present longitudinal study examines adaptive functioning in infants of mothers diagnosed as clinically depressed at 5 months but remitted at 15 and 24 months. Fifty-five U. S. mothers with early, remitted clinical depression and 132 mothers without postpartum depression completed the Vineland Adaptive Behavior Scales about their infants at 15 and 24 months. Between groups, mothers were equivalent in age, ethnicity, marital status, and receptive vocabulary (a proxy for verbal intelligence), and infants were equivalent in age and distribution of gender. Controlling for maternal education and parity, mothers with early, remitted clinical depression and mothers with no postpartum depression rated their infants similarly on communication, daily living skills, and socialization. Mothers with early, remitted clinical depression rated their infants poorer in motor skills. Girls were rated more advanced than boys in communication at 24 months and daily living skills at 15 and 24 months. Rated infant adaptive behavior skills increased from 15 to 24 months. With exceptions, adaptive functioning in infants may be robust to early, remitted maternal depression, and adaptive functioning presents a domain to promote positive development in this otherwise vulnerable population.

Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes

A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34–59 months and an older group (n = 38) aged 60–91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year.Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism.

Exploring Education for Children with 22q11.2 Deletion Syndrome: A Qualitative Study of Mothers Perspectives

22q11.2 deletion syndrome (22q11.2DS) is a complex and widely variable genetic syndrome involving multisystem physical health problems, significant cognitive and psychosocial challenges, all of which may impact upon learning and academic achievement. In the current study, we explored mothers’ perceptions of their child’s learning within early and primary educational contexts. We conducted 3 online focus groups and 1 online semi-structured interview with a total of 9 mothers of children diagnosed with 22q11.2DS. Mothers were included if their child had a genetic diagnosis of 22q11.2DS and was aged from 3 to 12 years old. The mothers were asked a series of open-ended questions to explore the educational experiences of their child. We adopted an inductive approach to our data analysis and conducted a reflexive thematic analysis resulting in the emergence of 4 major themes (1.) The impact of 22q11.2DS on a child’s learning; (2.) The impact of adaptive behaviour skills on their child’s learning; (3.) The level of support available within the educational setting and; (4.) Mothers’ perceptions about their child’s learning. From these themes, the following 12 sub themes were identified: absences affecting learning; the development of specific learning behaviours; the impact of a 22q11.2 DS diagnosis on their child’s self-perception; toileting, motor issues; communication; sleep; school and teacher support and the presence (or absence) of therapists. Finally, the mothers’ confidence about their child’s learning; mothers’ concerns and comparisons of their child; and mothers’ apprehension about their child’s future were all identified as sub-themes. Children with 22q11.2DS require increased and specific psychosocial support to allow them greater opportunities to fully participate in their learning environments. Mothers perceived the level of support their child received was greater during pre-school compared to that received at primary school. It was clear that a greater understanding of the needs of children with 22q11.2DS, by educators, was needed. Implications for tailored support for school-based learning and educational transitions for young children with 22q11.2DS are discussed.

Reduced covariation between brain morphometry and local spontaneous activity in young children with ASD.

While disruptions in brain maturation in the first years of life in ASD are well documented, little is known about how the brain structure and function are related in young children with ASD compared to typically developing peers. We applied a multivariate pattern analysis to examine the covariation patterns between brain morphometry and local brain spontaneous activity in 38 toddlers and preschoolers with ASD and 31 typically developing children using T1-weighted structural MRI and resting-state fMRI data acquired during natural sleep. The results revealed significantly reduced brain structure-function correlations in ASD. The resultant brain structure and function composite indices were associated with age among typically developing children, but not among those with ASD, suggesting mistiming of typical brain maturational trajectories early in life in autism. Additionally, the brain function composite indices were associated with the overall developmental and adaptive behavior skills in the ASD group, highlighting the neurodevelopmental significance of early local brain activity in autism.

Adaptive behavior of school-aged children with Autism Spectrum Disorder

Children with Autism Spectrum Disorder (ASD) face challenges related to their functioning, also known as adaptive behavior. Studies in recent literature explore the association between adaptive behavior and cognitive ability in children with ASD. Aim: The present study investigates adaptive behavior and adaptive skills in children with ASD in relation to their cognitive ability. Methods: In the present study, the sample consisted of 54 children with ASD, with a minimum Intelligence Quotient-IQ of “70”, who were admitted to a Child Psychiatric Hospital Clinic. Screening of functional and cognitive difficulties was performed by administering the Vineland Adaptive Behavior Scales (VABS) and Wechsler's Intelligence Scale for children-III (WISC-III), respectively. Results: Children with ASD exhibited deviations in adaptive behavior, with a pattern of deficits in adaptive skills (p&lt;0.001). The group with high general cognitive score showed higher performance in the areas of Communication and Socialization, compared to the group with low general cognitive score. Both groups showed significant deficits in Daily Living Skills. The relationship between adaptive behavior/adaptive skills was investigated in relation to general, verbal and performance IQ (VIQ-PIQ). The general cognitive score was found to predict the performance of adaptive behavior. In the high cognitive ability group, the verbal and performance cognitive score predicted performance in Communication and Activities of Daily Living, respectively. Conclusions: The functioning of children with ASD is reflected in adaptive behavior, where a pattern of deficits is presented in relation to the cognitive ability.

The Level of Daily Life Skills Among Mild Intellectual Disabilities and its Relations to Demographic Variables in Central Sudan - Gezira State, Sudan

This study aims to indentify the daily life skills (self-skills, house activities, and community skills) as one of adaptive behavior demontions for learning ability (educable)with intellectual disability EID, and its relations to some demographic variables which are: gender, number of family members, order in family in terms of birth, the parents’ educational level, relationship of family communication with school) in Schools and special education centers in Gezira state, Central Sudan. The study adopted the descriptive method and used the adaptive behavior scale which is prepared by Bandar Nasir Alutaybi (2004). The sample consisted of comprehensive one of (133) educable intellectually disabled (78) males and (55) females. Data were analyzed statistically by using (SPSS) program. The study reveales that: the common characteristic of the daily life skills level with EID being low. There is variation in the level of daily life skills in the three dimensions (self-skills, home activities, and community skills). Statistically significant differences in the level of daily life skills with EID according to the gender variable in favor of males. No statistically significant differences in the level of daily life skills according to a variable (number of family members, Order in the family in terms of birth (first, middle, last, single), parents’ educational level, relationship between family communication to school). The study recommends detecting weaknesses and deficiencies in adaptive behavior skills for people with intellectual disabilities to find ways to address it, provide programs for training and guidance for intellectually disabled parents on daily life skills.

Microglia Modulate Neurodevelopment in Autism Spectrum Disorder and Schizophrenia.

Neurodevelopmental disorders (NDDs) include various neurological disorders with high genetic heterogeneity, characterized by delayed or impaired cognition, communication, adaptive behavior, and psychomotor skills. These disorders result in significant morbidity for children, thus burdening families and healthcare/educational systems. However, there is a lack of early diagnosis and effective therapies. Therefore, a more connected approach is required to explore these disorders. Microglia, the primary phagocytic cells within the central nervous system, are crucial in regulating neuronal viability, influencing synaptic dynamics, and determining neurodevelopmental outcomes. Although the neurobiological basis of autism spectrum disorder (ASD) and schizophrenia (SZ) has attracted attention in recent decades, the role of microglia in ASD and SZ remains unclear and requires further discussion. In this review, the important and frequently multifaceted roles that microglia play during neurodevelopment are meticulously emphasized and potential microglial mechanisms that might be involved in conditions such as ASD and SZ are postulated. It is of utmost importance to acquire a comprehensive understanding of the complexities of the interplay between microglia and neurons to design effective, targeted therapeutic strategies to mitigate the effects of NDDs.

Systematic Review: Do adaptive behaviour skills change as people with Down Syndrome age and if so, how?

The systematic review aimed to identify whether changes in adaptive behaviour occur as people with Down Syndrome (DS) age, and if so, when and how these changes occur. Both longitudinal and cross-sectional observational studies were included, if they reported on how adaptive behaviour outcomes change with age, for DS participants older than 30. In 2022, a search of three databases (Pubmed, Web of Science, PsycInfo), a database for unpublished theses (ERIC) and reference lists, found 26 eligible studies. Quality assessment revealed considerable bias in at least 5 studies. Given the extensive heterogeneity amongst studies, thematic synthesis was chosen to synthesise the study findings. Tentative results reveal that declines occur for adaptive behaviour skills after the mid-40s, akin to dementia neuropathology and cognitive declines, with motor skills and receptive language declining first. However, both intra- and inter-individual differences were found, which supports the evidence that dementia in DS is not a normative process and baseline assessments should be utilised to support diagnoses. Other factors such as comorbidities and residential status did not appear to affect declines. Adaptive behaviour assessments should aim to be specific and sensitive to individual baseline functions to avoid ‘floor’ effects, however such measures may be superior to cognitive tests in supporting early detection of dementia in more profoundly intellectually disabled (ID) groups. More research is required to further these findings.