Caron Valerie, Badaracco Sibilla, Petitpierre Geneviève, Yousefi Saheb
Department of Special Education, University of Fribourg, 1700 Fribourg, Switzerland.
Faculty of Psychology and Educational Science, Allameh Tabataba'i University, Tehran 1489684511, Iran.
Children (Basel). 2024 Oct 18;11(10):1263. doi: 10.3390/children11101263.
Adaptive behavior, defined as a critical set of skills learned and performed throughout daily life to cope with society's age-appropriate expectations, is a central concept for people with disabilities in both clinical and research contexts. As AB is an essential component of daily functioning, assessment is necessary both for the diagnostic process and for intervention, as it enables scores to be compared with the developmental norm, identifies strengths and weaknesses of the persons and monitors the progress of interventions. AB assessment is common in children with developmental delays but less common in children with visual impairment (VI). The aim of this study was to evaluate the AB of young children with VI through a pilot study and descriptive data.
The participants were recruited through an early childhood special needs education service specialized in VI in the French-speaking part of Switzerland. Overall, 10 families gave their consent for their child to be assessed using the Vineland Adaptative Behavior Scale-II (VABS-II) completed by their early childhood educator.
Globally, the results showed that participants were rated between the Adapted to Moderately High levels. The highest domains were in the areas of communication, daily living skills and socialization.
The results showed a trend that is superior to previous studies assessing the AB of a similar population. As a result, one obvious perspective would be to adapt the scale to ensure that the items assessed are more consistent with the specificities of their development and the intervention priorities, enabling them to achieve adaptive behavior and independence in carrying out activities of daily living.
适应性行为被定义为在日常生活中学习和执行的一组关键技能，用于应对社会对不同年龄段的适当期望，在临床和研究背景下，它都是残疾人的核心概念。由于适应性行为是日常功能的重要组成部分，因此评估对于诊断过程和干预都很有必要，因为它能够将分数与发育标准进行比较，识别个体的优势和劣势，并监测干预的进展。适应性行为评估在发育迟缓儿童中很常见，但在视力障碍（VI）儿童中不太常见。本研究的目的是通过一项试点研究和描述性数据来评估视力障碍幼儿的适应性行为。
通过瑞士法语区一家专门针对视力障碍儿童的幼儿特殊需求教育服务机构招募参与者。总体而言，10个家庭同意让他们的孩子接受由幼儿教育工作者完成的《文兰适应性行为量表第二版》（VABS-II）评估。
总体而言，结果表明参与者的评分处于适应到中等偏高的水平之间。得分最高的领域是沟通、日常生活技能和社交。
结果显示出一种优于以往评估类似人群适应性行为的研究的趋势。因此，一个明显的方向是调整量表，以确保所评估的项目更符合他们的发展特点和干预重点，使他们能够在日常生活活动中实现适应性行为和独立。
