Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability

Tamm, Leanne; Day, Haley A.; Duncan, Amie

doi:10.1007/s10803-021-05013-9

Cited by 32 publications

(20 citation statements)

References 19 publications

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“…Another interesting finding of our study was that VCI, PRI, PSI and FSIQ scores of WISC were positively correlated with all the adaptive behavior domains including Conceptual domain, Social domain, Practical domain and GAC in HFASD group. Research of Lopata et al ( 17 ) and Tamm et al ( 18 ) reported significant discrepancies between IQ scores and adaptive functioning scores for children with HFASD. Kraper et al ( 39 ) observed a similar phenomenon in young adulthood patients of ASD.…”

Section: Discussionmentioning

confidence: 93%

“…All the scales suggested HFASD individuals had significant impairments on adaptive behaviors. Composite scores and all the skill area scores of HFASD group were generally more than one standard deviation (SD) below the population mean ( 17 , 18 ). Social skill area was the most severe impaired part according to ABAS-Second Edition (ABAS-II).…”

Section: Introductionmentioning

confidence: 94%

“…Functional Academics was a relative strength of HFASD compared with other skill areas. Furthermore, results from previous studies revealed significant discrepancies between HFASD people's IQs and their adaptive functions (17,18). Kenworthy et al (20) discovered that communication skills were positively associated with IQs whereas global adaptive functions were negatively associated with autistic symptoms for children with HFASD.…”

Section: Introductionmentioning

confidence: 99%

“…Social skill area was the most severe impaired part according to ABAS-Second Edition (ABAS-II). Daily living skill was another significant weakness of HFASD subjects based on VABS ( 18 – 20 ). Functional Academics was a relative strength of HFASD compared with other skill areas.…”

Section: Introductionmentioning

confidence: 99%

“…Several adaptive behavior measures, including Adaptive Behavior Assessment System (ABAS), Vineland Adaptive Behavior Scales (VABS) and Behavior Assessment System for Children (BASC), have been applied to evaluate the adaptive functions of children and adolescents with HFASD (17)(18)(19)(20). All the scales suggested HFASD individuals had significant impairments on adaptive behaviors.…”

Section: Introductionmentioning

confidence: 99%

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

Jin

et al. 2023

Front. Pediatr.

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ObjectiveThe 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.Methods128 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.ResultsOutcomes 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.ConclusionOur 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.

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Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Jin

et al. 2023

Front. Pediatr.

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Improving real-world skills in people with intellectual disabilities: an immersive virtual reality intervention

et al. 2023

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Virtual reality (VR) is a promising tool for training life skills in people with intellectual disabilities. However, there is a lack of evidence surrounding the implementation, suitability, and effectiveness of VR training in this population. The present study investigated the effectiveness of VR training for people with intellectual disabilities by assessing (1) their ability to complete basic tasks in VR, (2) real-world transfer and skill generalisation, and (3) the individual characteristics of participants able to benefit from VR training. Thirty-two participants with an intellectual disability of varying severity completed a waste management training intervention in VR that involved sorting 18 items into three bins. Real-world performance was measured at pre-test, post-test, and delayed time points. The number of VR training sessions varied as training ceased when participants met the learning target (≈ 90% correct). A survival analysis assessed training success probability as a function of the number of training sessions with participants split by their level of adaptive functioning (as measured on the Adaptive Behaviour Assessment System Third Edition). The learning target was met by 19 participants (59.4%) within ten sessions (Mdn = 8.5, IQR 4–10). Real-world performance significantly improved from pre- to post-test and pre- to delayed test. There was no significant difference from post- to delayed test. Further, there was a significant positive relationship between adaptive functioning and change in the real-world assessment from the pre-test to the post- and delayed tests. VR facilitated the learning of most participants, which led to demonstrations of real-world transfer and skill generalisation. The present study identified a relationship between adaptive functioning and success in VR training. The survival curve may assist in planning future studies and training programs.

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Classification of Preschoolers with Low-Functioning Autism Spectrum Disorder Using Multimodal MRI Data

Kim

Bang

Yang

et al. 2022

J Autism Dev Disord

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Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability

Cited by 32 publications

References 19 publications

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

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

Improving real-world skills in people with intellectual disabilities: an immersive virtual reality intervention

Classification of Preschoolers with Low-Functioning Autism Spectrum Disorder Using Multimodal MRI Data

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