Factors that Influence the Daily Living Skills of Autistic Adults: The Importance of Opportunity.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Shin Er Teh, Le Thao Vy Vo, Vanessa H Bal
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引用次数: 0

Abstract

While existing literature has demonstrated that Daily Living Skills (DLS) performance of autistic individuals is lower than what is expected of their age and cognitive abilities, limited studies have examined DLS in autistic adults. This study aimed to understand the influence of intellectual function (IQ) and contextual factors (i.e., provision of opportunities) on autistic individuals' DLS performance. Participants included 33 autistic individuals ranging in age from 16 to 35 years. Their caregivers were administered the Vineland Adaptive Behavior Scales, 3rd edition's (Vineland-3) caregiver interview form. A novel coding system was developed to capture the frequency of reasons for participants' non-performance of DLS tasks, based on caregiver's report. "Target" scores reflecting expected possible score if reasons for nonperformance could be addressed were computed. Qualitative analysis of parental responses indicated that, for adults with average or higher IQ, lack of opportunity to learn and/or implement the skill was the most frequent reason for not performing DLS. Lack of opportunity was also the second most common reason provided for adults with NVIQ below 85, following cognitive ability. Taking into account reasons for nonperformance, "Target" scores were, on average, 7.65 points higher for the NVIQ ≥ 85 group. These findings highlight a need for multi-dimensional assessment to go beyond individual strengths and difficulties to also include contextual factors that may influence adults' skill acquisition and performance. It is essential that clinicians ensure that adequate opportunities for learning and performance are available to promote acquisition of important DLS.

Abstract Image

影响自闭症成年人日常生活技能的因素:机会的重要性。
虽然现有文献表明,自闭症患者的日常生活技能(DLS)表现低于对其年龄和认知能力的预期,但对自闭症成年人DLS的研究有限。本研究旨在了解智力功能(IQ)和情境因素(即提供机会)对自闭症患者DLS表现的影响。参与者包括33名自闭症患者,年龄从16岁到35岁不等。他们的护理人员接受了Vineland适应性行为量表,第三版(Vineland-3)护理人员访谈表。根据护理人员的报告,开发了一种新的编码系统来捕捉参与者未完成DLS任务的原因频率。计算“目标”分数,反映出如果不履行的原因能够得到解决,预期可能的分数。对父母反应的定性分析表明,对于智商中等或更高的成年人来说,缺乏学习和/或实施技能的机会是不进行DLS的最常见原因。缺乏机会也是NVIQ低于85的成年人的第二常见原因,仅次于认知能力。考虑到不履约的原因,NVIQ的“目标”得分平均高出7.65分 ≥ 85组。这些发现强调了多维评估的必要性,以超越个人的优势和困难,还包括可能影响成年人技能获取和表现的背景因素。临床医生必须确保有足够的学习和表现机会来促进重要DLS的获得。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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