Adaptive behavior in infants and toddlers with Down syndrome and fragile X syndrome

Adaptive behavior in infants and toddlers with Down syndrome and fragile X syndrome 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, ; http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Medical Genetics Wiley

Adaptive behavior in infants and toddlers with Down syndrome and fragile X syndrome

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
© 2018 Wiley Periodicals, Inc.
ISSN
1552-4841
eISSN
1552-485X
D.O.I.
10.1002/ajmg.b.32619
Publisher site
See Article on Publisher Site

Abstract

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, ;

Journal

American Journal of Medical GeneticsWiley

Published: Jan 1, 2018

Keywords: ; ; ; ;

References

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