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

Abstract

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

CLC Number:

R749.93

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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References 33

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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

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

Characteristics of adaptive behavior in children with intellectual and developmental disabilities

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