Deficits In Adaptive Behavior Research Articles

Race, Culture, and Autism Spectrum Disorder: Understanding the Role of Diversity in Successful Educational Interventions

The reported prevalence of autism spectrum disorder (ASD) has increased dramatically since the 1980s. In response, researchers, educators, and policy makers have sought to develop effective technologies for assessment and intervention. A focus on evidenced-based practices is logical, given significant deficits in language, social interaction, cognition, and adaptive behavior that comprise these conditions. Although critical, a technology of best practices is insufficient without understanding the important role that diversity plays in helping persons with ASD, particularly those with the most severe impairments, to lead fulfilling lives. The aim of the current article is threefold. First, we explore the concept of diversity with particular attention to neurodiversity among persons with ASD. We describe how cultural and linguistic diversity influence identification of students with ASD in special education, with data to suggest that racially diverse students are underrepresented in the autism category. We then examine the educational process with particular focus on the impact of parent and family culture on perception of disability, the influence of diverse family systems on interventions, and the successful interventions for diverse contexts. We conclude with recommendations for culturally competent practice and research.

Psychopathological manifestations of children with intellectual disabilities according to their cognitive and adaptive behavior profile

Children with intellectual disabilities show deficits in cognitive abilities and adaptive behavior which increase the risk of psychopathological disorders. This exploratory study aims at delineating profiles of children based on their cognitive functioning and adaptive behaviors, and to compare them on psychopathological manifestations. A cognitive assessment and an evaluation of adaptive behaviors are conducted with 52 school-age children receiving services from a rehabilitation center for people with intellectual disabilities. Adaptive behaviors are evaluated by a special educator and a questionnaire concerning psychopathology is filled out by a parent and a teacher. Cluster analyses highlight three profiles among children: Performing, Uncooperative and Non-performing. They differ on cognitive functions, collaboration and in terms of practical abilities of adaptive behaviors. Chi-square tests show significant differences in social competences, but not in problematic behaviors, according to the viewpoint of parents and teachers. Potential explanations are provided to understand the absence of significant differences in problematic behaviors between the three profiles.

Adaptive Behavior Assessment and the Diagnosis of Mental Retardation in Capital Cases

There are essentially three main prongs to the definition and diagnosis of the condition known as mental retardation: deficits in intellectual functioning, deficits in adaptive behavior, and onset of these deficits during the developmental period. The U.S. Supreme Court ruled in 2002 in a decision known as Atkins v. Virginia that it was essentially cruel and unusual punishment to execute a person with mental retardation, thus violating the Eighth Amendment of the American Constitution. For the purpose of this article, we focused on the issues as they relate to the second prong of the definition of mental retardation, that is, adaptive behavior. We present and discuss the primary concerns and issues related to the assessment of adaptive behavior when making a diagnosis of mental retardation in an Atkins claim case. Issues related to standardized assessment instruments, self-report, selection of respondents, use of collateral information, malingering, and clinical judgment are discussed.

PSYCHOPATHY AND A MODEL FOR DISTURBED AFFECTIVE CONSCIOUSNESS

This article deals with the interaction of emotion and consciousness. It focuses on the perception of fearful stimuli and how such a perception can have implications for psychopathy. Amygdala has been found to be lesioned in the disorder and this compromise of integrity leads to deficits in fear perception, moral socialization and curtailing of aggression. This in turn leads to deficits in adaptive behavior as amygdala is responsible for influencing motor and perceptual responses in response to a fearful stimulus. Amygdala also plays an important role in bringing a fearful stimulus, detected at the attentional periphery, to the focus of attention and awareness so that it can receive enhanced processing which is found to be deficient in psychopathy. This role is supported by its connectivity to different cortical and subcortical areas. Hence this article provides an emphasis on the disturbed affective consciousness of psychopathy and its role in adaptive behavior deficits.

Children with Fetal Alcohol Spectrum Disorders: A Descriptive Profile of Adaptive Function

Children with fetal alcohol spectrum disorders (FASD) demonstrate neurobehavioral impairments that affect function and participation. Adaptive behavior deficits have been documented; however, specific functional profiles are less well described. This study compared caregiver-reported adaptive and maladaptive behaviors between a clinic-referred sample of 25 five- through eight-year-old children with FASD and a sample of 23 children with typical development. Children with FASD were rated significantly lower on the Scales of Independent Behavior-Revised in social interaction and communication, personal-living skills, and community-living skills and significantly higher on maladaptive behavior scales. Exploratory contrasts revealed strengths and needs within specific functional domains, along with the need for more support and supervision than peers with typical development to perform day-to-day adaptive skills and manage behavior. Children with FASD and their caregivers need support for daily activities involving personal and social performance. Awareness of specific strengths and needs can guide interventions that promote function and participation.

An Integrated Literature Review on the Adaptive Behavior of Individuals With Asperger Syndrome

The diagnostic definition of Asperger syndrome (AS) is surrounded by debate and controversy, because it does not address many of the broader characteristics of individuals with AS. For example, neither the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, nor the International Classification of Diseases , 10th revision, includes adaptive behavior deficits as part of the diagnosis of AS, yet many studies have reported adaptive behavior problems in people with AS. This study reviews eight empirical investigations of the adaptive behavior of individuals with AS in an effort to assess current research findings.

The Renaming ofMental Retardation: Understanding the Change to the TermIntellectual Disability

There is considerable and intense discussion in the field of intellectual disability/mental retardation about the construct of disability, how intellectual disability fits within the general construct of disability, and the use of the term intellectual disability (Glidden, 2006; Greenspan, 2006; MacMillan, Siperstein, & Leffert, 2006; Schalock & Luckasson, 2004; Switzky & Greenspan, 2006b). This discussion is occurring within the context of competing world views of the philosophical and epistemological underpinnings of the conceptions of intellectual disability/mental retardation (Switzky & Greenspan, 2006a). Increasingly, the term intellectual disability is being used instead of mental retardation. This transition in terminology is exemplified by organization names (e.g., the American Association on Intellectual and Developmental Disabilities—AAIDD, International Association for the Scientific Study of Intellectual Disabilities, President’s Committee for People With Intellectual Disabilities), journal titles, and published research (Parmenter, 2004; Schroeder, Gertz, & Velazquez, 2002). A number of questions have emerged with the increased use of the term intellectual disability:

Eight case reports of learning recovery in children with pervasive developmental disorders after early intervention

AbstractEarly intensive behavioral intervention (EIBI) is often recommended for children with Pervasive Developmental Disorders (PDD). It is an empirically supported treatment designed to address the core symptoms of autism including language delays, social and play skills, and restricted and repetitive behaviors as well as other related deficits in cognition and adaptive behavior. Though there are a growing number of research studies supporting EIBI, many questions remain about the nature and stability of best outcomes. The current study provides case descriptions of eight children previously diagnosed with an autism spectrum disorder and mental retardation who, after EIBI treatment, no longer met behavioral criteria for mental retardation or a PDD. The average gain in IQ standard scores was 34.6 ( ± 13.2) points; and, the average gain in adaptive behavior standard scores was 43 ( ± 25.3) points. Nonverbal IQ standard scores (mean = 93 ± 12.6) and academic achievement standard scores (mean = 105.3 ± 18.7) ended within the average range. Language skills remained impaired for seven children. The cases support findings of other researchers that learning recovery in autism and PDD is possible and may be related to intensive behavioral treatment. Individual differences in response to EIBI treatment are discussed. Copyright © 2006 John Wiley & Sons, Ltd.

Hepatitis C virus infection and neurocognitive function

Hepatitis C virus (HCV) infection may be associated with neurocognitive deficits. The Hemophilia Growth and Development Study enrolled HIV-infected and HIV-uninfected patients and a group of nonhemophiliac siblings. After controlling for multiple factors, HCV monoinfection was not associated with deficits in adaptive behavior, intelligence, or attention/concentration.

Community involvement and socialization among individuals with mental retardation

Mental retardation, a condition characterized by significantly lower than average intellectual ability and adaptive behavior deficits, currently affects between 2% and 3% of the population. Individuals with mental retardation experience many difficulties throughout their lives, with one such difficulty being that they have few opportunities for community involvement and often have few social relationships. To determine if increased community involvement and increased socialization are among the most common desires expressed by individuals with mental retardation, we conducted a study examining pre-existing data of 1348 individuals. The study focused on specific desires expressed by individuals with mental retardation—including, but not limited to, increased community involvement and increased socialization. Although these individuals expressed a wide variety of desires, they expressed a desire for increased community involvement most frequently. Individuals also frequently expressed a desire for increased socialization, change of residence, work-related changes, increased personal belongings, and increased personal activities. We discuss the importance of community involvement and socialization, the link between the two, interactions that could potentially exist among other expressed desires, and ways of increasing community involvement while addressing other desires that individuals with mental retardation expressed.

Genetics and pathophysiology of mental retardation

Mental retardation (MR) is defined as an overall intelligence quotient lower than 70, associated with functional deficit in adaptive behavior, such as daily-living skills, social skills and communication. Affecting 1-3% of the population and resulting from extraordinary heterogeneous environmental, chromosomal and monogenic causes, MR represents one of the most difficult challenges faced today by clinician and geneticists. Detailed analysis of the Online Mendelian Inheritance in Man database and literature searches revealed more than a thousand entries for MR, and more than 290 genes involved in clinical phenotypes or syndromes, metabolic or neurological disorders characterized by MR. We estimate that many more MR genes remain to be identified. The purpose of this review is to provide an overview on the remarkable progress achieved over the last decade in delineating genetic causes of MR, and to highlight the emerging biological and cellular processes and pathways underlying pathogeneses of human cognitive disorders.

Adaptive and Maladaptive Behavior in Children with Smith-Magenis Syndrome

Children with Smith-Magenis Syndrome (SMS) exhibit deficits in adaptive behavior but systematic studies using objective measures are lacking. This descriptive study assessed adaptive functioning in 19 children with SMS using the Vineland Adaptive Behavior Scales (VABS). Maladaptive behavior was examined through parent questionnaires and the Childhood Autism Rating Scale. Cognitive functioning was evaluated with an age-appropriate test. Children scored below average on VABS Communication, Daily Living Skills, and Socialization scales. Learning problems and hyperactivity scales on the Conner's Parent Rating Scale were elevated, and girls were more impulsive than boys. Stereotypic and self-injurious behaviors were present in all children. Cognitive functioning was delayed and consistent with communication and daily living skills, while socialization scores were higher than IQ.

Service to the Mentally Challenged: The Case of Twin-City Special School for the Mentally Handicapped, Sekondi-Takoradi

Educating individuals with mental retardation is one of the priorities for most governments in contemporary societies and Ghana is no exception in this endeavour. In the United States of America, Heward (1996) reports that mental retardation is the "oldest" field and that the first public school special education programmes began in 1896 with classes for children with mental retardation (p. 134). By definition, mental retardation refers to "significant sub-average general intellectual functioning resulting in or associated with deficits in adaptive behaviour, and manifested during the developmental period" (Grossman, 1983, p. 11). Classification system formerly used for mentally retarded which is applicable to some extent these days puts the mentally retarded into four categories namely: mild, moderate, severe, and profound. The mildly retarded are educable; they can perform academic tasks just like the average child provided instructions are tailored to their needs. The moderately retarded are trainable. This group of the mentally retarded need functional or daily living skills. In giving instruction on academic skills, it has to be confined to basic sight words. The severe-profoundly retarded need great care if they can live to enjoy life. Kaplan (1996) states that people with mental retardation need different levels of support to enhance their independence, productivity and integration within the community. The writer is of the conviction that if services provided for the mentally retarded are accessible and adequate, it eases the adjustments problems the retarded have to face after their training. It is against this background that a look is given to a school for the handicapped. IFE PsychologIA Vol 9, No 2 September 2001, pp. 127-134

Mentally Retarded Sex Offenders

The coexistence of mental retardation and sex-related criminality among retarded criminal offenders creates substantial difficulties to the criminal justice system in determining the defendant's criminal responsibility and to human service professionals in designing effective treatment programs. Regardless of criminal charges, sex-related or not, this study shows that offenders are more likely to be diagnosed as having severe mental retardation if they have a severe deficit in adaptive behavior or a low IQ score. This study's results also indicate that mentally retarded sex offenders are rarely distinguishable from other retarded offenders in terms of mental retardation, IQ, and deficits in adaptive behavior.

Adaptive Behavior in Autism

The concept of adaptive behavior refers to the capacity of an individual to meet the demands of daily life. Deficits in adaptive behavior are particularly common in autism and represent an important focus of assessment and treatment. A sample case is presented to illustrate this process.

Identifying intellectual disability: Some problems in the measurement of intelligence and adaptive behaviour

Abstract Definitions of intellectual disability have traditionally depended on psychometric conceptions of intelligence and the use, with varying degrees of flexibility, of cut-off scores on intelligence tests. More recently, deficits in adaptive behaviour as well as in intelligence have been incorporated into definitions of intellectual disability in Australia as well as overseas, and identification is directed towards establishing support needs rather than identifying group or category membership. This paper explores some of the difficulties inherent in the use of psychometric concepts and measurements to identify intellectual disability from a needs perspective. Problems of test reliability and the implications of changes over time in intelligence test norms are discussed. The concept of adaptive behaviour, its construct validity, and the utility of a psychometric definition of adaptive behaviour are questioned. It is concluded that a more fruitful definition of intellectual disability might be found i...

Assessment of retardation among mentally retarded criminal offenders: An examination of racial disparity

Racial disparity among incarcerated retarded offenders presents a complex issue for the criminal justice system. The major criticism is that ethnic minorities might be mistakenly identified as being mentally retarded because of the inherent cultural insensitivity in the assessment instruments used. The present study, which includes 288 criminal offenders diagnosed as mentally retarded and admitted to the Mentally Retarded Defendant Program (MRDP), Florida State Hospital, during 1977–1991, examines the interrelationship between mental retardation and racial disparity in its contributing factors. Results show that deficits in adaptive behavior and intelligence quotient (IQ) are two primary factors in defining mental retardation. Race is not statistically correlated with mental retardation. Regardless of race, offenders are consistently diagnosed as having severe mental retardation if they had a severe deficit in adaptive behavior or a low IQ score. This study's results also suggest that assessment instruments, such as IQ tests, which were employed to measure mental retardation among MRDP retarded criminal offenders, are not racially discriminatory.

Using behavioral questionnaires to identify adaptive deficits in elementary school children

Adaptive skills are the practical skills used for negotiating one's physical and social environment, including communication skills, daily living skills, and social skills. Adaptive skills are commonly assessed only in children suspected of mental retardation or developmental delay. In this article, it is demonstrated that many other types of children referred for psychometric evaluation, including children with emotional disturbance and/or learning disabilities, also have deficits in adaptive behavior, and that commonly used behavioral scales can predict these deficits. In this investigation, responses to two widely used parent-completed behavioral questionnaires, the Child Behavior Checklist (CBCL) and the revised Personality Inventory for Children (PIC-R), were obtained from a sample of 88 boys 6–11 years old. Scales from the CBCL and the PIC-R were used to predict the three domain scales and the Adaptive Behavior Composite from the Vineland Adaptive Behavior Scales. These results highlight relations between dimensions of adaptive behavior and CBCL and PIC-R scales and suggest that behavioral questionnaires can be used to efficiently identify persons who demonstrate deficits based upon more in-depth adaptive behavior assessment.

Psychosocial and Family Functioning in Children with Sickle Cell Syndrome and Their Mothers

Objective The purpose of this study was to compare the psychiatric functioning of 61 sickle cell youth and their families with nondiseased sibling controls. Method Functioning assessed by multiple informants included indices of behavioral, cognitive, and family/interpersonal functioning, self-esteem, life events, coping strategies, temperament, adaptive behavior, and parental psychopathology. Results Key findings were that sickle cell patients evidenced more depressive symptoms and associated attributional style, and externalizing behavioral difficulties than did nondiseased siblings. With age, sickle cell youth evidence increasing adaptive behavior deficits and internalizing symptoms. Illness severity was related to symptoms of internalizing behavior and fewer daily living skills. Associations were found between maternal and child coping. Conclusions It is recommended that psychiatric consultations rountinely be conducted with these children, particularly at times of family stress and developmental transitions. Psychiatric interventions should focus on ameliorating emotional difficulties via enhancing adaptive coping strategies. J. Am. Acad. Child Adolesc. Psychiatry, 1993, 32, 3:545–553.

Psychometric characteristics of the Adult Functional Adaptive Behavior Scale (AFABS).

The Adult Functional Adaptive Behavior Scale (AFABS) was administered to 432 individuals who received geriatric support services as inpatients or senior city apartment dwellers. Factor analysis confirmed that the AFABS assesses a unified underlying dimension. Item analysis yielded strong indices of internal consistency. Supplementary analyses using the AFABS data and patients' placement level suggested that the AFABS provides precise measurement of adaptive behavior of elders who exhibit adaptive behavior deficits.