Adaptive Behavior Profiles of Students with Disabilities

Ditterline, Jeffrey; Banner, Diane; Oakland, Thomas; Becton, Daniel

doi:10.1080/15377900802089973

Cited by 44 publications

(21 citation statements)

References 22 publications

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“…Adaptive functioning includes age-appropriate behaviours that individuals need to complete every-day tasks efficiently and independently. These behaviours can include self-care activities, social skills, functional communication, functional academics, and the use of community facilities [16]. Children complaining of chronic disease have a greater demand when needing to complete daily life tasks, which includes managing their illness [8].…”

Section: Discussionmentioning

confidence: 99%

Adaptive Functioning and Psychosocial Problems in Children with Beta Thalassemia Major

Alzaree¹,

Shehata²,

Wakeel³

et al. 2018

Open Access Maced J Med Sci

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BACKGROUND:Beta thalassemia major is considered one of the serious health problems and the commonest hemoglobinopathy in Egypt that creates a burden not only on health system but also on the affected families and children who become vulnerable to emotional, social, psychological and behavioural problems.AIM:This study was designed to assess the psychosocial burden and the adaptive functioning in children with beta-thalassemia major.SUBJECTS AND METHODS:A group of 50 children with thalassemia major and 50 normal children matched for age and sex were included in a case-control study. Vineland Adaptive Functioning Scale was used to assess the adaptive functions; while the Pediatric Symptom Checklist (PSCL) was used to assess psychosocial morbidity.RESULTS:A group of 50 children aged 5-17 years old with thalassemia major, their mean age was 11.05 ± 3.8, showed a statistically significant lower total adaptive behaviour score and communication subscale score. All the mean values of adaptive behaviour for cases and controls were within the average values. Results from the PSCL revealed no significant difference between mean scores of children with thalassemia and controls. A score of attention domain was markedly higher in children with thalassemia. Internalising behaviour was the most dominant as it was detected in 10% of the patient group.CONCLUSION:Thalassemic patients had a relatively mild affection for adaptive and psychosocial functioning that can be explained by social and medical support they receive, which may increase their competence and psychological wellbeing.

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Section: Discussionmentioning

confidence: 99%

Adaptive Functioning and Psychosocial Problems in Children with Beta Thalassemia Major

Alzaree¹,

Shehata²,

Wakeel³

et al. 2018

Open Access Maced J Med Sci

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“…In children with additional brain defects, as is common in cerebral VI (Rahi et al, 2003), the likelihood of comorbid learning difficulties is greatly increased. This would pose a significant confound as any differences in adaptive behaviour may be potentially linked to the learning disability rather than to the impact of visual impairment as adaptive behaviour progresses developmentally across childhood and is normative (Ditterline, Banner, Oakland, & Becton, 2008). To further minimise the possibility of additional learning difficulties which can commonly occur in children with congenital VI (Alimovic, 2013), a sample of higher functioning children with normal range verbal intelligence (according to standardized age norms for the typically sighted population) were selected for the study.…”

mentioning

confidence: 99%

Adaptive behaviour and quality of life in school-age children with congenital visual disorders and different levels of visual impairment

Bathelt

Haan

Dale

2019

Research in Developmental Disabilities

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Background: Adaptive behaviours are vital skills that allow individuals to function independently and are potentially amenable to behavioural interventions. Previous research indicated that adaptive behaviours are reduced in children and adolescents with severe to profound VI, but it was unclear if this was also the case for children with mild to moderate VI.Aim: The aim of the study was to assess differences in adaptive behaviour in children with congenital visual disorders and different levels of visual impairment and their influence on quality of life and everyday strengths and difficulties. Methods and Procedures: Questionnaires about adaptive behaviour, strengths and difficulties, and quality of life were completed by parents of school-age children with severe-to-profound VI (S/PVI, n=9, 0.9 logMARlight perception only), mild-to-moderate VI (MVI, n=9, 0.1-0.7 logMAR), or typical sight (control, n=18, -0.3-0.1 logMAR). Differences in questionnaire domains by the severity of VI and relationships between adaptive behaviour and quality of life were analysed in general linear models. Outcomes and Results: The questionnaire ratings indicated reduced adaptive behaviour, more difficulties, and reduced quality of life in children with S/PVI compared to typically-sighted peers. Effects were smaller for children with MVI, but indicated a significant reduction in quality of life compared to typically-sighted children. The effect of visual impairment on quality of life in school was partially mediated by adaptive behaviour. Conclusion and Implication: Severe congenital visual impairment affects adaptive behaviour in children with verbal abilities in the typical range. This effect is less pronounced in children with mild-to-moderate VI, but still impacts on quality of life, particularly in school. ADAPTIVE BEHAVIOUR IN VISUAL IMPAIRMENT 4 Keywords: adaptive behaviour, adolescence, childhood, quality of life, visual impairment What this paper adds:  Adaptive behaviour and quality of life are affected by congenital visual impairment (VI) during mid-childhood  The difficulties are most pronounced in children with the more severe to profound VI, with all degrees affected  Adaptive behaviour is partially mediating the effect of VI on difficulties in school

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“…Adaptive Function was chosen as the first decision point because of its pivotal role in behavioral flexibility when encountering novel or difficult situations. Adaptive function is an individual's competence of social and practical daily living skills (De Bildt, Sytema, Kraijer, Sparrow, & Minderaa, 2005;Ditterline, Banner, Oakland, & Becton, 2008;Gresham & Elliott, 1987). Adaptive skills are necessary for an individual to adjust their behavior to novel situations or contexts (i.e., change inappropriate behaviors to more appropriate ones given a change to the encountered situation).…”

Section: Adaptive Functionmentioning

confidence: 99%

Development and Implementation of a Mainstreaming Process to Transition Students from Self-Contained Special Education into General Education Placements

Hunsaker¹

2017

Preprint

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We developed a set of computational tools specifically to guide special education students back into general education. These tools include a decision tree to identify candidate students and elucidate successful placement in general education. Candidate students enter a 7-step process. In 2015-2016, we undertook a pilot implementation of these tools and facilitated the transition of 10 of 20 students from self-contained academic special education classrooms into general education placements. In 2016-2017, we extended this process to include 4 schools. 16 of 53 students from self-contained academic special education classrooms transitioned into general education placements. Extending the model district-wide, 9 of 26 students from behavior/SEL unit classrooms, and 9 of 9 students from Life Skills/SID classrooms transitioned into a general education placement. A high percentage of the remaining candidates received >50% of their day in general education classrooms and/or were placed in less restrictive self-contained classrooms. Overall, 54% of identified candidate students were able to access a less restrictive environment as defined by IDEIA. Further computational analyses using regression tree, unbiased hierarchal clustering, and support vector machine methods are presented to demonstrate the robustness of these methods by recapitulating the results.

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Adaptive Behavior Profiles of Students with Disabilities

Cited by 44 publications

References 22 publications

Adaptive Functioning and Psychosocial Problems in Children with Beta Thalassemia Major

Adaptive Functioning and Psychosocial Problems in Children with Beta Thalassemia Major

Adaptive behaviour and quality of life in school-age children with congenital visual disorders and different levels of visual impairment

Development and Implementation of a Mainstreaming Process to Transition Students from Self-Contained Special Education into General Education Placements

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