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A Potpourri of Information from Staff
Published in Norman S. Giddan, Jane J. Giddan, Autistic Adults at Bittersweet Farms, 2020
Bettye Ruth Kay, Thomas O. Karst, Jane J. Giddan, Marion Boss, John Murray
Dr. Karst: Since 1983, there have been a total of twenty-one placements at Bittersweet Farms. We currently have sixteen people in residence. Six placements, four of them females, have not been successful in one way or another; three returned home and three are currently in a more restrictive state institution. During any given year, we also have six to eight day residents, and that increased to eighteen individuals with this summer’s day program. These clients, taken together, represent a full range of cognitive functioning, from severely impaired to mild borderline and then some approaching normal IQ levels. Having just completed evaluations on our residents, we can report that the measures of adaptive behavior, the means of communication, daily living skills and socialization also show a considerable range of functioning. This is particularly true of the adaptive living scale called socialization.
Williams–Beuren Syndrome
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Hui Zhang, Barbara Pober, Cheryl Klaiman, Robert Schultz
Adaptive behavior is defined on the basis of day-to-day activities necessary to take care of oneself and to get along with others. It is measured in terms of typical performance rather than the potential ability of the individual—what a person actually does as opposed to what a person is capable of doing. Children with WBS show relative strengths in adaptive behavior around communication and socialization and relative weaknesses in daily living skill (92). On average, adaptive behavior scores fall slightly below IQ scores indicating moderate levels of adaptive delay for the group as a whole (92) Adults with WBS show conflicting patterns of adaptive skills. Some studies indicate relative strengths in communication and relative weakness in personal self-care (41), others show significantly higher socialization skills and significantly lower communication skills. Overall, adaptive behavior age-equivalents in this adult sample were around a 6-year age level, indicating impaired ability to use their intellectual aptitudes within a general social context. Other data suggest that about 75–80% of adults live at home with their parents (31,93) and most are enrolled in supervised vocational, recreational, or continuing educational programs.
Intellectual disability or mental retardation
Published in Ramar Sabapathi Vinayagam, Integrated Evaluation of Disability, 2019
The American Association on Intellectual and Developmental Disability defines adaptive behavior as a conglomerate of conceptual skills, social skills, and practical skills learned and performed by people in their daily life (5).
Self-management of daily life tasks in diploma-track youth with disabilities
Published in Disability and Rehabilitation, 2022
Elizabeth G. S. Munsell, Gael I. Orsmond, Daniel Fulford, Wendy J. Coster
Much of the research that explores functioning in daily life has utilized the concept of adaptive behavior. Adaptive behavior is defined as “conceptual, social and practical skills performed by people in their everyday lives” [11]. Studies consistently report that youth with disabilities such as autism spectrum disorder, mental health conditions, and attention deficit disorder (ADD/ADHD) are at risk for deficits in adaptive behavior compared to same age peers [12–15]. Further, adaptive behavior challenges are independent of intelligence quotient (IQ) and thus may also be found among youth with disabilities who are academically capable [13,16–19]. Research on adaptive behavior has also established a link between adaptive behavior challenges and poor traditional adulthood outcomes [20,21].
Attention-Deficit/Hyperactivity Disorder Symptoms, Gastrointestinal Symptoms, Sleep Problems, Challenging Behavior, Adaptive Behavior, and Quality of Life in Children and Adolescents with Autism Spectrum Disorder
Published in Developmental Neurorehabilitation, 2022
Geraldine Leader, Emma Dooley, Sally Whelan, Shawn P. Gilroy, June L. Chen, Autumn Farren Barton, Rory Coyne, Arlene Mannion
Adaptive functioning represents an individual’s capacity to perform behavior essential to everyday life.54 Among various areas related to everyday functioning, adaptive behavior represents the ability to communicate, socialize, problem-solve, and perform daily living skills.54 While adaptive behavior is correlated with an individual’s overall cognitive functioning, individuals with ASD generally achieve adaptive skills 1–2 deviations below their same-aged peers.55 This difference from neurotypical peers is correlated with the presence and severity of the symptoms of ASD.56,57 Recent research has found that this difference is further compounded by the presence of other symptoms. Research compared levels of adaptive functioning in individuals with ASD and AD/HD, and ASD alone.56 They found that the combination of these two disorders resulted in significantly lower levels of adaptive functioning. These results and others further highlight the impact of hyperactive and inattentive symptoms in children and adolescents with ASD.
Exploring the profiles of children with autism spectrum disorder: association with family factors
Published in International Journal of Developmental Disabilities, 2022
Álvaro Mira, Carmen Berenguer, Belén Roselló, Inmaculada Baixauli, Ana Miranda
The most widely used measures in the research (ADI-R and ADOS) focus on manifestations of social interactions, communication, and stereotyped behavior, but a large body of literature shows that the problems people with ASD exceed these three core domains. In addition to behavior disorders, particularly Attention Deficit and Hyperactivity Disorder (ADHD) (Boxhoorn et al. 2018, Leitner 2014), children and adolescents with ASD experience higher anxiety and more emotional problems compared to typically developing children, with high-functioning adolescents being especially vulnerable because they are more aware of their difficulties and have greater demands placed on them (Chandler et al. 2016, van Steensel and Heeman 2017). Adaptive behavior, even when the intellectual ability is intact, is also impaired, particularly in terms of Socialization and Daily Living Skills (Golya and McIntyre 2018, Kenworthy et al. 2010, Roselló-Miranda et al. 2018). Finally, the literature has supported Theory of mind deficits as one of the most popular explanations for ASD (Baron-Cohen et al. 1985). These impairments, despite being shared with other neuro-developmental disorders, have a more generalized nature in ASD (Baribeau et al. 2015, Miranda et al. 2017).