Predicting ASD risk through adaptive behavioural indicators
Article Sidebar
Main Article Content
Abstract
Adaptive behavior refers to the effectiveness with which a person responds to the natural and social demands of their environment. It includes the learned conceptual, social and practical skills that enable a person to respond to everyday circumstances, and is one of the most important criteria used to determine a person’s level of disability. The aim of this study is to analyze the ability to predict the risk of ASD (Autism Spectrum Disorder) using GARS-2 and ICAP indicators of adaptive behavior. The study involved a sample of 209 people from Galicia (Spain). One group (n = 111) comprised subjects with a prior diagnosis of ASD (37 females and 74 males) aged 2-20 years. The second group (n=98) consisted of normotypical subjects (56 females and 42 males) aged 3-23 years. The two instruments showed significant correlations, while non-parametric analyses of variance showed age-related differences in the dimensions and skills assessed. A tree analysis allowed 75.1% of the cases to be correctly classified. 74.8% of participants with ASD were correctly identified by the analysis, as were 75.5% of the normotypical sample. The predictive variables revealed by the analysis were ICAP Social and Communication Skills and GARS-2 Communication Dimension. The findings confirm that adaptive behavior is a good risk predictor for ASD, which may contribute to early identification.
Keywords:
Downloads
Article Details
References
AAIDD (2011). Discapacidad Intelectual. Definición, Clasificación y Sistemas de Apoyo Social. Alianza Editorial.
AMERICAN PSYCHIATRIC ASSOCIATION (APA) (2022). A Diagnostic and statistical manual of mental disorders: DSM-5-TR (DSM-5) (5th Ed.). American Psychiatric Association Publishing. https://doi.org/10.1176/appi.books.9780890425787
BAÑA, Manoel (2015). El rol de la familia en la calidad de vida y la autodeterminación de las personas con trastorno del espectro del autismo. Ciencias Psicológicas 9(2), 19-25. https://doi.org/10.22235/cp.v9i2.623
BRUININKS, Robert H.; HILL, Bradleuy K.; W., WEATHERMAN, Richard F., & WOODCOCK, Richard (1986). ICAP. Inventory for Client and Agency Planning. Examiner’s Manual. DLM Teaching Resources. [Traducción y adaptación al español de Delfín Montero: Inventario para la Planificación de Servicios y Programación Individual (ICAP). ICE, Universidad de Deusto, 1993].
CORTÉS Javier.; SOTOMAYOR, Eva María, & PASTOR, Enrique (2018). Reflexiones sobre la atención de los menores con trastorno de espectro autista en los centros educativos. Revista Electrónica de Investigación y Docencia, Monográfico, 3, 31-44. https://doi.org/10.17561/reid.m3.3
CRESWELL, Jonh (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications. https://doi.org/10.7748/nr.12.1.82.s2
FERNÁNDEZ-MENÉNDEZ, Elena; PIQUERAS, José A., & SOTO-SANZ, Victoria (2022). Intervenciones cognitivo-conductuales para reducir conductas autolesivas en niños y jóvenes con TEA. Revista de Psicología Clínica con Niños y Adolescentes, 9(3), 84-91. https://doi.org/10.21134/rpcna.2022.09.3.8
GARRIDO, Dunia; CARBALLO Gloria; ORTEGA Elena, & GARCÍA, Rocío (2020). Conducta adaptativa en niños con trastorno del espectro autista y su efecto sobre la calidad de vida familiar. Revista de Neurología, 71(04). https://doi.org/10.33588/rn.7104.2019401
GILLIAM, James (2006). GARS-2: Gilliam Autism Rating Scale–Second Edition. PRO-ED [Traducción al español: Escala de Evaluación de Autismo (GARS-2). PRO-ED Latinoamérica, 2010].
HOWELL, Melanie; BRADSHAW, Jill, & LANGDON, Peter (2020). Asking the teachers: A Delphi study on the selection of skills and behaviours for an assessment of barriers to learning for pupils on the autism spectrum with intellectual disabilities. British Journal of Learning Disabilities, 50(1), 3-12. https://doi.org/10.1111/bld.12350
KRAUSE, Arlett, ROMÁN, Francisca; ESARZA, Yennifer; NOVOA, Marjorie; SALINAS, Pamela; TOLEDO, Fernando, & VALLEJOS, Arlyn (2016). Caracterización de la conducta adaptativa en escolares con y sin discapacidad intelectual de la región de la Araucanía. Diversitas: Perspectivas en Psicología, 12(1), 27-36. https://doi.org/10.15332/s1794-9998.2016.0001.02
LOPERA, Enma del Pilar (2015). Estudio psicométrico de la Conducta Repetitiva y Adaptativa en sujetos con Trastorno del Espectro Autista [Tesis Doctoral. Universidad de Murcia]. Digitum: Repositorio Institucional de la Universidad de Murcia http://hdl.handle.net/10201/47719
LOSADA, María Luisa, & BAÑA, Manoel (2022). Assesment of Adaptative Behavior in People with Autism Spectrum Disorders through the ICAP. Behavioral Sciences, 12(333). https://doi.org/10.3390/bs12090333
LUCKASSON, Ruth; BORTHWICK, Sharon; BUNTINX, Will; COULTER, David; CRAIG, Ellis; REEVE, Alya; SCHALOCK, Robert; SNELL, Martha; SPITALNIK, Deborah; SPREAT Scott, & TASSÉ, Marc (2002). Mental retardation: Definition, classification, and systems of supports (10 th edition). American Association on Mental Retardation (AAMR).
MARTÍNEZ, Agustín E., & PIQUERAS, José A. (2019). Diferencias en la gravedad de los síntomas del Trastorno del Espectro Autista según el contexto educativo. European Journal of Education and Psychology, 12(2), 153-164. https://doi.org/10.30552/ejep.v12i2.280
MATTIE, Laura J.; LOVEALL, Susan J.; CHANNELL, Marie, & RODGERS, Derek (2023). Perspectives on adaptative functioning and intellectual functioning measures for intellectual disabilities behavioral reserch. Frontiers in Psychology, 1-7. https://doi.org/10.3389/fpsyg.2023.1084576
MCSTAY, Rebecca; TREMBATH, David, & DISSANAYAKE, Cheryl (2014). Stress and family Quality of life in parents of children with autism spectrum disorder: parent gender and the double ABCX Model. Journal of Autism and Developmental Disorders, 44, 3101-3118. https://doi.org/10.1007/s10803-014-2178-7
MONTERO, Delfín (1996). Evaluación de la conducta adaptativa en personas con discapacidades. Adaptación y validación del ICAP (3ª ed.). Mensajero.
NAVARRETE, Ignacio (2015). Estudio caracterológico y diferenciado de adolescentes con trastornos del espectro del autismo, otras discapacidades y desarrollo típico [Tesis doctoral, Universidade da Coruña]. RUC: Repositorio Universidade da Coruña. https://hdl.handle.net/2183/16462
NAVAS, Patricia; VERDUGO, Miguel Ángel, & GÓMEZ, Laura E. (2008). Diagnóstico y clasificación en discapacidad intelectual. Psychosocial Intervention, 17(2), 143-152. https://doi.org/10.4321/s1132-05592008000200004
PÉREZ, María Fernanda; RUZ, Adriana; BARRERA, Karina, & MOO, Jesús (2018). Medidas directas e indirectas de las funciones ejecutivas en niños con trastorno de espectro autista. Acta Pediátrica de México, 39(1), 157-178. https://doi.org/10.18233/apm39no1pp13-221536
POZO, María del Pilar; SARRIÁ, Encarnación & BRIOSO, Ángeles (2014). Family quality of life and psychological well-being in parents of children with autism spectrum disorders: a double ABCX model. Journal of Intellectual Disability Research, 58(5), 442-458. https://doi.org/10.1111/jir.12042
RICCIO, Cynthia; HEVITT, Lisa, & BLAKE, Jamilia (2011). Relation of measures of executive function to aggressive behavior in children. Applied Neuropsychology, 18(1), 1-10. https://doi.org/10.1080/09084282.2010.525143
RIVERA, Viviana (2018). Empatía en autismo: concepto y medición. Revista CS, 25, 191-211. https://doi.org/10.18046/recs.i25.2707
ROSELLÓ, Belén; FORNER, Carmen, & CASAS, Ana María (2018). Conducta adaptativa y aprendizaje en niños con trastornos del neurodesarrollo (trastornos del espectro autista y trastornos por déficit de atención/ hiperactividad). Efectos del funcionamiento ejecutivo. Revista de Neurología, 66(1), S127-S132. https://doi.org/10.33588/rn.66s01.2017530
SÁNCHEZ, María A.; MARTÍNEZ, Eduardo; MORIANA, Juan A.; LUQUE, Bárbara, & ALÓS, Francisco (2015). La atención temprana en los trastornos del espectro autista (TEA). Psicología Educativa, 21(1), 55-63. https://doi.org/10.1016/j.pse.2014.04.001
SATTLER, Jerome (2008). Assessment of children. Cognitive foundations (5th Edition). Jerome M. Sattler, Publisher, Inc.
SCHALOCK, Robert L. (2009). La nueva definición de discapacidad intelectual, apoyos individuales y resultados personales. Revista Española sobre Discapacidad Intelectual, Siglo Cero, 40(1), 22-39. Disponible en: https://sid-inico.usal.es/articulo/la-nueva-definicion-de-discapacidad-intelectual-apoyos-individuales-y-resultados-personales/
SCHALOCK, Robert L.; LUCKASSON, Ruth, & TASSÉ, Marc J. (2019). The contemporary view of intelectual and developmental disabilities: implications for psychologists. Psicothema, 31(3), 223-228. https://doi.org/10.7334/psicothema2019.119
SCHOEMAKER, Kim; MULDER, Hanna; DEVOKIC, Maja, & MATTHYS, Walter (2013). Executive functions in preschool children with externalizing behavior problems: A meta-analysis. Journal of Abnormal Child Psychology, 41 (3), 457-471. https://doi.org/10.1007/s10802-012-9684-x
SPARROW, Sara S., CICCHETTI, Domenic V., & SAULNIER, Celine A. (2016). Vineland-3: Vineland Adaptive Behavior Scales. PsychCorp.
SUZUMURA, Shunsuke (2015). Quality of life in mothers of preschoolers with high-functioning pervasive developmental disorders. Pediatrics International, 57(1), 149-154. https://doi.org/10.1111/ped.12560
TASSÉ, Marc J., SCHALOCK, Robert L., BALBONI, Giulia, BERSANI, Hank, BORTHWICK-DUFFY, Sharon A., SPREAT, Scott, & ZHANG, Dalun (2012). The construct of adaptive behavior: Its conceptualization, measurement, and use in the field of intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(4), 291-303. https://doi.org/10.1352/1944-7558-117.4.291
TASSÉ, Marc, & KIM, Minje (2023). Examining the Relationship between Adaptive Behavior and Intelligence. BehavSci, 13(3), 252. https://doi.org/10.3390/bs13030252
VELARDE-INCHÁUSTEGUI, Myriam, IGNACIO-ESPÍRITU, María Elena, & CÁRDENAS-SOZA, Aland (2021). Diagnóstico de Trastorno del Espectro Autista-TEA, adaptándonos a la nueva realidad, Telesalud. Revista de Neuro-Psiquiatría, 84(3), 175-182. https://doi.org/10.20453/rnp.v84i3.4034
WOLTERING, Steven; LISHAK, Victoria; HODGSON, Nick; GRANIC, Isabela, & ZELARO, Philip (2015). Executive function in children with externalizing and comorbid internalizing behavior problems. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(1), 30-38. https://doi.org/10.1111/jcpp.12428