Adaptive behavior and intelligence in adolescents with down syndrome: An exploratory investigation

Camila Sabat, Marc Tassé, Marcela Tenorio

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Down syndrome (DS) is characterized by difficulties in both intellectual functioning and adaptive behavior. These sets of abilities are considered as separate but related domains with small to moderate correlations. The main objective of this study was to explore the relationship of intellectual functioning and adaptive behavior in adolescents with DS because previous studies have shown different relationship patterns between these constructs across other syndromes. Fiftythree adolescents with DS were assessed regarding their intellectual functioning whereas adaptive behavior was reported by parents and teachers. Participants showed a better performance on verbal than nonverbal tasks when assessing intellectual functioning, contrary to previous findings. Regarding adaptive behavior, higher social skills were reported than conceptual and practical skills. Intellectual functioning and adaptive behavior showed a medium correlation, consistent with observations in typical population. These results support the exploration of the variability across the DS phenotype.

Translated title of the contributionAdaptive behavior and intelligence in adolescents with down syndrome: An exploratory investigation
Original languageSpanish
Pages (from-to)79-94
Number of pages16
JournalIntellectual and Developmental Disabilities
Volume57
Issue number2
DOIs
StatePublished - 1 Apr 2019

Bibliographical note

Funding Information:
SES (low, middle, high) was assessed using the type of funding received by the schools the participants attend. In Chile, schools are classified into three categories, depending on their source of funding: (1) public schools, which are fully funded by the state; (2) combined-funded schools that receive funding from both the state and parents (i.e., private pay); and (3) private schools, which are fully supported by fees paid by the families. Research has shown that the type of school attended by children and adolescents in Chile is directly related to their family’s SES level, particularly their income: low SES families typically enroll their children in public schools, middle SES families typically enroll their children in

Publisher Copyright:
© AAIDD.

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