INTRODUCTIONAdaptive behavior facilitates independent functioning across a variety of daily contexts and responsibilities (Schalock et al., ; Tassé, Luckasson, & Shalock, ). Measures of adaptive behavior typically include the areas of communication, daily living, and socialization. A well‐developed adaptive behavior repertoire is a critical foundation for multiple long‐term outcomes, including academic success (Bornstein, Hahn, & Suwalsky, ; Miller et al., ), decreased maladaptive behavior (Racz, Putnick, Suwalsky, Hendricks, & Bornstein, ), response to intervention (Washington, Thomas‐Stonell, McLeod, & Warr‐Leeper, ; Yoder, Woynaroski, Fey, & Warren, ), and independence in adulthood (Woolf, Woolf, & Oakland, ). Individuals with intellectual disability (ID) experience significant challenges in adaptive functioning, with impairment in adaptive behavior as a core diagnostic feature (DSM‐5 American Psychiatric Association, ; Tassé et al., ).Neurogenetic syndromes are characterized by areas of developmental competence and impairment (Hodapp & Dykens, ; Lee, Martin, Berry‐Kravis, & Losh, ) with ID as an almost universal feature in a number of disorders. The presence of ID alone does not result in identical phenotypes across neurogenetic syndromes. Rather, individuals with specific neurogenetic syndromes are predisposed to display unique profiles of impairment and competence across various developmental domains, including adaptive behavior (Di Nuovo & Buono, ;
American Journal of Medical Genetics – Wiley
Published: Jan 1, 2018
Keywords: ; ; ; ;
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