Encyclopedia of Autism Spectrum Disorders

Living Edition
| Editors: Fred R. Volkmar

Adaptive Behavior Predicting Postschool Outcomes

Living reference work entry
DOI: https://doi.org/10.1007/978-1-4614-6435-8_102393-1
  • 91 Downloads

Definition

Adaptive Behavior

The construct of adaptive behavior has been defined by both the American Association on Intellectual and Developmental Disabilities (AAIDD) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives. These three domains of adaptive behavior – conceptual, social, and practical skills – have been consistently identified through factor analytic work on adaptive behavior (Tassé et al. 2012). Conceptual skills refer to language abilities, reading and writing, numbers, time, and money concepts. Social skills include interpersonal skills, friendships, social participation, and social problem-solving. Practical skills encompass self-care, activities of daily living, health and safety, ability to use transportation, etc.

Postschool Outcomes

Researchers have struggled over the years to define what it means for a person with autism...

This is a preview of subscription content, log in to check access.

References and Readings

  1. Alvares, G. A., Bebbington, K., Cleary, D., Evans, K., Glasson, E. J., Maybery, M. T., Pillar, S., Uljarević, M., Varcin, K., Wray, J., & Whitehouse, A. J. (2019). The misnomer of ‘high functioning autism’: Intelligence is an imprecise predictor of functional abilities at diagnosis. Autism. Advance online publication.  https://doi.org/10.1177/1362361319852831.CrossRefGoogle Scholar
  2. Bradshaw, J., Gillespie, S., Klaiman, C., Klin, A., & Saulnier, C. (2019). Early emergence of discrepancy in adaptive behavior and cognitive skills in toddlers with autism spectrum disorder. Autism, 23(6), 1485–1496.CrossRefGoogle Scholar
  3. Chiang, H. M., Cheung, Y. K., Hickson, L., Xiang, R., & Tsai, L. Y. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of Autism and Developmental Disorders, 42(5), 685–696.  https://doi.org/10.1007/s10803-011-1297-7.CrossRefPubMedGoogle Scholar
  4. Chiang, H. M., Cheung, Y. K., Li, H., & Tsai, L. Y. (2013). Factors associated with participation in employment for high school leavers with autism. Journal of Autism and Developmental Disorders, 43(8), 1832–1842.  https://doi.org/10.1007/s10803-012-1734-2.CrossRefPubMedGoogle Scholar
  5. Dell’Armo, K., & Tassé, M. J. (2019). The role of adaptive behavior and parent expectations in predicting post-school outcomes for young adults with intellectual disability. Journal of Autism and Developmental Disorders, 49, 1638–1651.  https://doi.org/10.1007/s10803-018-3857-6.CrossRefPubMedGoogle Scholar
  6. Farley, M. A., McMahon, W. M., Fombonne, E., Jenson, W. R., Miller, J., Gardner, M., et al. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109–118.CrossRefGoogle Scholar
  7. Henninger, N. A., & Taylor, J. L. (2013). Outcomes in adults with autism spectrum disorders: A historical perspective. Autism, 17, 103–116.CrossRefGoogle Scholar
  8. Kanne, S. M., Gerber, A. J., Quirmbach, L. M., Sparrow, S. S., Cicchetti, D. V., & Saulnier, C. A. (2011). The role of adaptive behavior in autism spectrum disorders: Implications for functional outcome. Journal of Autism and Developmental Disorders, 41(8), 1007–1018.CrossRefGoogle Scholar
  9. Kirby, A. V., Baranek, G. T., & Fox, L. (2016). Longitudinal predictors of outcomes for adults with autism spectrum disorder: Systematic review. Occupation, Participation, and Health, 36(2), 55–64.CrossRefGoogle Scholar
  10. Klin, A., Saulnier, C. A., Sparrow, S. S., Cicchetti, D. V., Volkmar, F. R., & Lord, C. (2007). Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal of Autism and Developmental Disorders, 37(4), 748–759.CrossRefGoogle Scholar
  11. Kraper, C. K., Kenworthy, L., Popal, H., Martin, A., & Wallace, G. L. (2017). The gap between adaptive behavior and intelligence in autism persists into young adulthood and is linked to psychiatric co-morbidities. Journal of Autism and Developmental Disorders, 47, 3007–3017.  https://doi.org/10.1007/s10803-017-3213-2.CrossRefPubMedGoogle Scholar
  12. Meyer, A. T., Powell, P. S., Butera, N., Klinger, M. R., & Klinger, L. G. (2018). Brief report: Developmental trajectories of adaptive behavior in children and adolescents with ASD. Journal of Autism and Developmental Disorders, 48(8), 2870–2878.CrossRefGoogle Scholar
  13. Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., Wei, X., with Cameto, R., Contreras, E., Ferguson, K., Greene, S., and Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the national longitudinal transition study-2 (NLTS2) (NCSER 2011-3005). Menlo Park: SRI International.Google Scholar
  14. Orsmond, G. I., Shattuck, P. T., Cooper, B. P., Sterzing, P. R., & Anderson, K. A. (2013). Social participation among young adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2710–2719.CrossRefGoogle Scholar
  15. Roux, A. M., Shattuck, P. T., Cooper, B. P., Anderson, K. A., Wagner, M., & Narendorf, S. C. (2013). Postsecondary employment experiences among young adults with an autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 52(9), 931–939.CrossRefGoogle Scholar
  16. Roux, A. M., Shattuck, P. T., Rast, J. E., Rava, J. A., & Anderson, K. A. (2015). National autism indicators report: Transition into young adulthood. Philadelphia: Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University.Google Scholar
  17. Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), 921–929.CrossRefGoogle Scholar
  18. Tassé, M. J., Schalock, R. L., Balboni, G., Bersani, H., Borthwick-Duffy, S. A., Spreat, S., Thissen, D., Widaman, K. F., & Zhang, D. (2012). The construct of adaptive behavior: Its conceptualization, measurement, and use in the field of intellectual disability. American Journal on Intellectual and Developmental Disabilities, 4, 291–303.  https://doi.org/10.1352/1944-7558-117.4.291.CrossRefGoogle Scholar
  19. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181.  https://doi.org/10.1177/0885728809346960.CrossRefGoogle Scholar
  20. Wei, X., Jennifer, W. Y., Shattuck, P., McCracken, M., & Blackorby, J. (2013). Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(7), 1539–1546.CrossRefGoogle Scholar

Authors and Affiliations

  1. 1.The Ohio State University Nisonger Center – UCEDDColumbusUSA