Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
J Neurodev Disord. 2022 Mar 12;14(1):18. doi: 10.1186/s11689-022-09430-4.
There is substantial variability in adaptive skills among individuals with Down syndrome. Few studies, however, have focused on the early developmental period or on the potential sources of variability in adaptive skills. This study characterizes adaptive skills in young children with Down syndrome and investigates child characteristics associated with adaptive skills.
Participants were 44 children with Down syndrome ranging in age from 2.50 to 7.99 years (M = 4.66 years, SD = 1.46). The Vineland Adaptive Behavior Scales-3 (VABS-3) Comprehensive Interview Form was used to assess adaptive behavior in the three core domains: socialization, daily living, and communication skills. Caregivers also reported on motor skills and autism spectrum disorder symptoms. Child cognitive abilities were assessed.
Analyses comparing mean standard score performance across the three VABS-3 core domains demonstrated significant differences between all pairs of domains, resulting in a group-level pattern of socialization > daily living > communication skills. At the individual level, 10 different patterns of relative strength and weakness were identified, with only 18% of participants evidencing significant differences between adaptive skill domain standard scores corresponding to the group-level pattern of significant differences. Child characteristics (cognitive abilities, motor skills, and autism spectrum disorder symptoms) were significantly associated with VABS-3 adaptive domain standard scores.
These findings underscore the importance of individualizing intervention programs focused on improving the adaptive skills of young children with Down syndrome based on consideration of the child's relative adaptive strengths and weaknesses.
唐氏综合征患者的适应技能存在很大差异。然而，很少有研究关注早期发展阶段或适应技能变化的潜在来源。本研究描述了唐氏综合征幼儿的适应技能，并调查了与适应技能相关的儿童特征。
参与者为 44 名年龄在 2.50 至 7.99 岁之间（M = 4.66 岁，SD = 1.46）的唐氏综合征儿童。使用《Vineland 适应行为量表-3（VABS-3）综合访谈表》评估了三个核心领域的适应行为：社交、日常生活和沟通技能。照顾者还报告了运动技能和自闭症谱系障碍症状。评估了儿童的认知能力。
对 VABS-3 三个核心领域的平均标准分数表现进行的分析表明，所有领域之间存在显著差异，导致社交>日常生活>沟通技能的组级模式。在个体层面上，确定了 10 种不同的相对强弱模式，只有 18%的参与者在适应技能领域的标准分数上表现出与组级显著差异模式相对应的显著差异。儿童特征（认知能力、运动技能和自闭症谱系障碍症状）与 VABS-3 适应领域的标准分数显著相关。
这些发现强调了根据儿童相对适应能力的强弱来个性化干预计划的重要性，以提高唐氏综合征幼儿的适应技能。
