{"title":"Assessment of the Adaptive Behavior of Young Children with Visual Impairments in an Early Intervention Service: A Pilot Study.","authors":"Valerie Caron, Sibilla Badaracco, Geneviève Petitpierre, Saheb Yousefi","doi":"10.3390/children11101263","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Adaptive behavior, defined as a critical set of skills learned and performed throughout daily life to cope with society's age-appropriate expectations, is a central concept for people with disabilities in both clinical and research contexts. As AB is an essential component of daily functioning, assessment is necessary both for the diagnostic process and for intervention, as it enables scores to be compared with the developmental norm, identifies strengths and weaknesses of the persons and monitors the progress of interventions. AB assessment is common in children with developmental delays but less common in children with visual impairment (VI). The aim of this study was to evaluate the AB of young children with VI through a pilot study and descriptive data.</p><p><strong>Methods: </strong>The participants were recruited through an early childhood special needs education service specialized in VI in the French-speaking part of Switzerland. Overall, 10 families gave their consent for their child to be assessed using the Vineland Adaptative Behavior Scale-II (VABS-II) completed by their early childhood educator.</p><p><strong>Results: </strong>Globally, the results showed that participants were rated between the Adapted to Moderately High levels. The highest domains were in the areas of communication, daily living skills and socialization.</p><p><strong>Discussion: </strong>The results showed a trend that is superior to previous studies assessing the AB of a similar population. As a result, one obvious perspective would be to adapt the scale to ensure that the items assessed are more consistent with the specificities of their development and the intervention priorities, enabling them to achieve adaptive behavior and independence in carrying out activities of daily living.</p>","PeriodicalId":48588,"journal":{"name":"Children-Basel","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11506584/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Children-Basel","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3390/children11101263","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PEDIATRICS","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: Adaptive behavior, defined as a critical set of skills learned and performed throughout daily life to cope with society's age-appropriate expectations, is a central concept for people with disabilities in both clinical and research contexts. As AB is an essential component of daily functioning, assessment is necessary both for the diagnostic process and for intervention, as it enables scores to be compared with the developmental norm, identifies strengths and weaknesses of the persons and monitors the progress of interventions. AB assessment is common in children with developmental delays but less common in children with visual impairment (VI). The aim of this study was to evaluate the AB of young children with VI through a pilot study and descriptive data.
Methods: The participants were recruited through an early childhood special needs education service specialized in VI in the French-speaking part of Switzerland. Overall, 10 families gave their consent for their child to be assessed using the Vineland Adaptative Behavior Scale-II (VABS-II) completed by their early childhood educator.
Results: Globally, the results showed that participants were rated between the Adapted to Moderately High levels. The highest domains were in the areas of communication, daily living skills and socialization.
Discussion: The results showed a trend that is superior to previous studies assessing the AB of a similar population. As a result, one obvious perspective would be to adapt the scale to ensure that the items assessed are more consistent with the specificities of their development and the intervention priorities, enabling them to achieve adaptive behavior and independence in carrying out activities of daily living.
导言:适应行为被定义为在日常生活中学习和掌握的一套重要技能,以应对社会对其年龄的期望,在临床和研究中都是残疾人的一个核心概念。由于 AB 行为是日常功能的重要组成部分,因此评估对于诊断过程和干预措施都是必要的,因为评估可以将得分与发育常模进行比较,识别个体的长处和短处,并监测干预措施的进展情况。AB 评估在发育迟缓儿童中很常见,但在视力障碍(VI)儿童中较少见。本研究的目的是通过试点研究和描述性数据,对视障幼儿的 AB 进行评估:方法:参与者是通过瑞士法语区一家专门从事视障儿童早期特殊需求教育服务机构招募的。共有 10 个家庭同意由幼儿教育人员使用维尼兰适应行为量表 II(VABS-II)对其子女进行评估:结果显示,从整体上看,参与者的适应程度介于 "适应 "和 "中等偏上 "之间。讨论:结果表明,参加者的总体评分介于适应到中等偏上水平之间,最高的领域是沟通、日常生活技能和社交:讨论:研究结果显示的趋势优于以往对类似人群进行 AB 评估的研究。因此,一个显而易见的观点是对量表进行调整,以确保所评估的项目更符合他们的发展特点和干预重点,从而使他们在日常生活活动中实现适应性行为和独立性。
期刊介绍:
Children is an international, open access journal dedicated to a streamlined, yet scientifically rigorous, dissemination of peer-reviewed science related to childhood health and disease in developed and developing countries.
The publication focuses on sharing clinical, epidemiological and translational science relevant to children’s health. Moreover, the primary goals of the publication are to highlight under‑represented pediatric disciplines, to emphasize interdisciplinary research and to disseminate advances in knowledge in global child health. In addition to original research, the journal publishes expert editorials and commentaries, clinical case reports, and insightful communications reflecting the latest developments in pediatric medicine. By publishing meritorious articles as soon as the editorial review process is completed, rather than at predefined intervals, Children also permits rapid open access sharing of new information, allowing us to reach the broadest audience in the most expedient fashion.