智力与发展性残疾儿童适应性行为特征

doi:10.3969/j.issn.1006-9771.2025.05.012

《中国康复理论与实践》 ›› 2025, Vol. 31 ›› Issue (5): 592-600.doi: 10.3969/j.issn.1006-9771.2025.05.012

智力与发展性残疾儿童适应性行为特征

张晓燕^1a^,²^,³, 曹静^1b, 邱卓英⁴(), 闫自雪⁵, 陈艳珂^1a

1.邯郸学院，a.特殊教育学院；b.教育学院，河北邯郸市 056005
2.河北省特殊教育质量评估与教师发展中心，河北邯郸市 056005
3.河北省特殊教育协同创新中心，河北邯郸市 056005
4.世界卫生组织国际分类家族中国合作中心，北京市 100068
5.邢台市特殊教育学校，河北邢台市 054000

收稿日期:2025-04-23 出版日期:2025-05-25 发布日期:2025-05-26
通讯作者: 邱卓英(1962-)，男，汉族，湖北武汉市人，博士、研究员、教授、世界卫生组织国际分类家族中国合作中心联席主任，主要研究方向：ICF、康复心理学、残疾与康复政策、康复科学、基于ICF的残疾评估、调查与统计。E-mail： qiutiger@hotmail.com
作者简介:张晓燕(1984-)，女，汉族，山西忻州市人，硕士，中国残疾人康复协会残疾分类研究专业委员会常务委员，中国心理学会康复心理学专业委员会会员，主要研究方向：残疾儿童心理测量与功能评估、特殊儿童功能与发展、特殊需求儿童教育与康复、ICF。
基金资助:
1.河北省教育科学"十四五"规划课题(2404309);2.邯郸市教育科学"十四五"规划课题(24ZD007)

Characteristics of adaptive behavior in children with intellectual and developmental disabilities

ZHANG Xiaoyan^1a^,²^,³, CAO Jing^1b, QIU Zhuoying⁴(), YAN Zixue⁵, CHEN Yanke^1a

1a. School of Special Education; b. School of Education, Handan University, Handan, Hebei 056005, China
2. Hebei Provincial Center for Special Education Quality Assessment and Teacher Development, Handan, Hebei 056005, China
3. Hebei Special Education Collaborative Innovation Center, Handan, Hebei 056005, China
4. WHO-FIC Collaborating Center in China, Beijing 100068, China
5. Xingtai Special Education School, Xingtai, Hebei 054000, China

Received:2025-04-23 Published:2025-05-25 Online:2025-05-26
Contact: QIU Zhuoying, E-mail: qiutiger@hotmail.com
Supported by:
Hebei Provincial Education Science Project of 14th Five-Year Plan(2404309);Handan Municipal Education Science Project of 14th Five-Year Plan(24ZD007)

摘要/Abstract

摘要：

目的探讨智力残疾和孤独症谱系障碍(ASD)儿童的适应性行为整体水平、结构特点和教师-家长评分差异，分析适应性行为与智力水平的关系。
方法 2024年3月至6月，选取河北省邯郸市特殊教育中心学校、邢台市特殊教育学校和正定县特殊教育学校的智力与发展性残疾儿童65例，其中有效被试57例，分为智力残疾组(n = 37)和ASD组(n = 20)。采用适应行为评定量表第二版中文版(ABAS-II)评定适应性行为，由熟悉儿童的家长与教师分别填写问卷。比较群体差异，检验教师-家长评分一致性，分析检验适应性行为与智商的关系。
结果儿童一般适应综合分显著低于常模，3大领域及各具体技能均低于常模。ASD组自我管理得分较高，社区应用得分低于智力残疾组。教师-家长评分在各维度均呈中度至高度相关，其中ASD组的相关性普遍高于智力残疾组。智商等级与一般适应总分及3大领域得分均呈显著正相关(rs = 0.82~0.91, P < 0.001)。
结论智力与发展性残疾儿童的适应性行为发展水平明显落后于正常发育儿童，家长对儿童适应性行为的评价普遍高于教师评价。智力残疾儿童和ASD儿童在适应性行为的内部结构上均呈现实用技能最好、社会技能次之、概念技能最弱的发展模式。在具体技能上，自我照顾、健康与安全、学校/居家生活等技能发展较好，学习功能、社交、社区应用等技能发展滞后。ASD儿童的社区应用技能低于智力残疾儿童，自我管理技能优于智力残疾儿童。适应性行为与智力功能密切相关。实践中可将ABAS-II评估结果作为残疾程度判定的参考依据。

关键词: 智力与发展性残疾, 适应性行为, 国际功能、残疾和健康分类, 适应性行为评定系统

Abstract:

Objective To examine overall adaptive behavior, structural profiles and teacher-parent rating differences in children with intellectual disability (ID) and autism spectrum disorder (ASD), and to explore the association between adaptive behavior and intellectual level.
Methods From March to June, 2024, 65 children with intellectual and developmental disabilities from Handan Special Education Center School, Xingtai Special Education School and Zhengding County Special Education School were selected and 57 valid cases were retained, who were divided into ID group (n = 37) and ASD group (n = 20). Adaptive behavior was assessed using the Chinese version of Adaptive Behavior Assessment System-II (ABAS-II) by parents and teachers familiar with the children. Group differences were compared, teacher-parent rating consistency was evaluated, and the relationship between adaptive behavior and intelligence quotient (IQ) was examined.
Results Mean General Adaptive Composite (GAC) scores were significantly below normative values, as well as all three domains and specific skill subsets underperforming. ASD group exhibited higher self-management scores but lower community application scores than in ID group. Teacher-parent ratings showed moderate-to-high correlation across dimensions, which was mainly stronger in ASD group than ID group. IQ demonstrated significant positive correlations with GAC and all three domain scores (rs = 0.82 to 0.91, P < 0.001).
Conclusion Children with intellectual and developmental disabilities show markedly lower levels of adaptive behavior than their typically developing peers. Parents generally rate adaptive behaviors higher than teachers. Both ID and ASD groups exhibited a developmental pattern that practical skills are strongest, followed by social skills, while conceptual skills are weakest. Specific skills such as self-care, health/safety and school/home living were relatively stronger, while learning function, social interaction and community application lagging. ASD children underperform in community application compared to ID peers but outperform in self-management. Adaptive behavior is closely tied to intellectual functioning. ABAS-II results may serve as a reference for assessing disability severity in practice.

Key words: intellectual and developmental disability, adaptive behavior, International Classification of Functioning, Disability and Health, Adaptive Behavior Assessment System-II

中图分类号:

R749.93

张晓燕, 曹静, 邱卓英, 闫自雪, 陈艳珂. 智力与发展性残疾儿童适应性行为特征[J]. 《中国康复理论与实践》, 2025, 31(5): 592-600.

ZHANG Xiaoyan, CAO Jing, QIU Zhuoying, YAN Zixue, CHEN Yanke. Characteristics of adaptive behavior in children with intellectual and developmental disabilities[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(5): 592-600.

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变量	类别	n
性别	男	31
性别	女	26
年龄	7~9岁	16
	10~12岁	19
	13~15岁	22
残疾类型	智力残疾	37
残疾类型	ASD	20
智力残疾等级	一级(智商< 20)	11
	二级(智商20~34)	18
	三级(智商35~49)	19
	四级(智商50~69)	9

分组变量	类别	n	概念技能(教师)	概念技能(家长)	社会技能(教师)	社会技能(家长)	实用技能(教师)	实用技能(家长)	一般适应总分(教师)	一般适应总分(家长)
性别	男	31	55.97±10.00	63.77±16.35	55.48±14.57	65.39±16.39	65.00±9.44	65.52±12.78	57.94±10.13	62.94±14.82
性别	女	26	58.27±12.60	60.65±15.69	59.35±16.56	65.58±17.90	65.23±12.88	68.35±13.81	59.23±13.89	63.04±15.33
年龄	7~9岁	16	50.38±9.72	53.69±10.79	51.69±11.57	56.63±13.13	56.50±11.79	59.19±13.01	50.13±11.37	54.19±13.00
	10~12岁	19	56.95±10.83	58.42±11.32	54.26±13.90	64.68±13.19	66.47±10.27	67.53±12.95	58.42±11.13	61.84±12.36
	13~15岁	22	61.91±10.44	72.05±17.86	63.86±17.36	72.59±19.49	70.18±7.08	71.73±11.45	64.73±9.21	70.36±14.99
残疾类型	智力残疾	37	56.11±10.08	60.92±16.33	56.30±14.40	63.24±16.84	64.86±9.90	66.97±13.13	57.73±10.70	61.97±14.62
残疾类型	ASD	20	58.70±13.19	65.00±15.38	59.00±17.59	69.60±16.77	65.55±13.15	66.50±13.71	60.00±14.03	64.85±15.66

指标	智力残疾组(n = 37)				ASD组(n = 20)
指标	教师评分	家长评分	r值	P值	教师评分	家长评分	r值	P值
一般适应综合分	57.73±10.70	61.97±14.62	0.669	< 0.001	60.00±14.03	64.85±15.66	0.962	< 0.001
概念技能	56.11±10.08	60.92±16.33	0.590	< 0.001	58.70±13.19	65.00±15.38	0.889	< 0.001
社会技能	56.30±14.40	63.24±16.84	0.548	< 0.001	59.00±17.59	69.60±16.77	0.651	0.002
实用技能	64.86±9.90	66.97±13.13	0.549	< 0.001	65.55±13.15	66.50±13.71	0.913	< 0.001
沟通	3.62±2.25	4.22±3.47	0.569	< 0.001	3.85±3.20	4.15±3.00	0.623	0.003
学习功能	1.24±0.76	2.38±2.64	0.147	0.386	1.25±0.55	2.75±2.47	0.746	< 0.001
自我管理	2.41±2.49	3.30±2.55	0.427	0.008	3.55±2.98	4.70±2.83	0.675	0.001
休闲	2.97±2.27	3.97±3.05	0.442	0.006	3.10±2.65	5.30±3.660	0.452	0.045
社交	2.08±2.48	3.32±2.74	0.451	0.005	2.90±2.99	3.85±2.54	0.816	< 0.001
社区应用	2.46±1.68	3.35±3.08	0.593	< 0.001	2.20±1.78	3.35±2.52	0.403	0.078
家庭/学校生活	3.70±1.85	4.59±2.63	0.573	< 0.001	4.00±2.62	4.50±2.46	0.810	< 0.001
自我照顾	4.76±2.31	4.46±2.52	0.319	0.054	5.50±3.24	4.55±2.61	0.802	< 0.001
健康与安全	3.89±2.17	4.51±2.57	0.324	0.050	4.15±2.68	4.25±2.40	0.680	< 0.001

指标	智力残疾组(n = 37)	ASD组(n = 20)	t值	P值
一般适应总分	59.85±11.59	62.42±14.70	0.727	0.470
概念技能	58.51±11.86	61.85±13.88	0.954	0.344
社会技能	59.77±13.75	64.30±15.61	1.132	0.263
实用技能	65.92±10.16	66.03±13.13	0.034	0.973
沟通	3.92±2.55	4.00±2.79	0.111	0.912
学习功能	1.81±1.43	2.00±1.45	0.475	0.637
自我管理	2.85±2.13	4.13±2.66	1.974	0.053
休闲	3.47±2.27	4.20±2.70	1.080	0.285
社交	2.70±2.22	3.38±2.64	1.021	0.312
社区应用	2.91±2.14	2.78±1.82	0.232	0.818
家庭/学校生活	4.15±2.00	4.25±2.41	0.170	0.866
自我照顾	4.61±1.97	5.03±2.77	0.660	0.512
健康与安全	4.20±1.93	4.20±2.34	0.005	0.996

智力与发展性残疾儿童适应性行为特征

Characteristics of adaptive behavior in children with intellectual and developmental disabilities

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指标	rs	P值
一般适应能力	0.909	< 0.001
概念技能	0.851	< 0.001
社会技能	0.853	< 0.001
实用技能	0.824	< 0.001

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