Project

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Better Understanding Adaptive Behavior: assessment, cross-cultural comparison and relationship with cognitive and general functioning among preschoolers with developmental disabilities

English title Better Understanding Adaptive Behavior: assessment, cross-cultural comparison and relationship with cognitive and general functioning among preschoolers with developmental disabilities
Applicant Straccia Claudio
Number 188865
Funding scheme Project funding (Div. I-III)
Research institution Département de Pédagogie spécialisée Université de Fribourg
Institution of higher education University of Fribourg - FR
Main discipline Applied psychology
Start/End 01.08.2020 - 31.07.2024
Approved amount 286'213.00
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Keywords (9)

Assessment tools development; Transcultural adaptation; Adaptive Behavior; Cross-cultural study; Intellectual functioning; Psychometrics; General functioning; Preschoolers; Developmental disabilities

Lay Summary (French)

Lead
Le comportement adaptatif est l'ensemble des compétences conceptuelles, sociales et pratiques qui ont été acquises par les personnes afin de fonctionner dans leur vie quotidienne. Les limitations du comportement adaptatif, associées aux limitations du fonctionnement intellectuel, sont les critères de diagnostic clés de la déficience intellectuelle. Toutefois, et malgré son importance, le comportement adaptatif reste une dimension relativement peu étudiée et nécessite des recherches plus approfondies.
Lay summary

Contenu et objectifs du projet de recherche

Les principaux objectifs de ce projet de recherche sont les suivants : (1) développer une adaptation en français d’un nouvel outil de mesure créé et validé aux USA ; (2) combler l'écart dans l'évaluation transculturelle du comportement adaptatif en produisant une étude transnationale impliquant cinq pays ; (3) étudier les relations entre le comportement adaptatif et le fonctionnement à la fois intellectuel et général chez les enfants d'âge préscolaire dépistés pour un trouble du développement. Ceci est particulièrement important car les enfants sont évalués pour leur éligibilité dans des environnements cliniques et éducatifs à l'âge préscolaire.

Contexte scientifique et social du projet de recherche

L'élément scientifique sera principalement fourni par des études innovantes sur les comparaisons interculturelles du comportement adaptatif, ainsi que sur les relations entre le comportement adaptatif, le fonctionnement intellectuel et général dans la population sous-étudiée des enfants d'âge préscolaire dépistés pour des troubles du développement. Les praticiens travaillant dans les régions francophones d'Europe bénéficieront d'un nouvel instrument spécialement conçu pour les aider à diagnostiquer les limitations significatives du comportement adaptatif.

Direct link to Lay Summary Last update: 30.06.2020

Responsible applicant and co-applicants

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Abstract

Adaptive Behavior (AB) is defined as “the collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives” (Schalock et al., 2010, p. 15). Limitations in AB, coupled with limitations in intellectual functioning, are key diagnostic criteria for intellectual disability.However, in spite of its importance, AB is still a new construct that requires further investigation. Several instruments for assessing AB are now available and commonly used in clinical and specialized educational settings. However, while IQ assessment is always used in the diagnostic process for intellectual disability, it would appear that the standardized assessment of AB is only rarely taken into consideration (INSERM, 2016; Lecavalier, Tassé, & Lévesque, 2002). Also, the theory underlying the construct of AB has not attracted the level of attention that intelligence has, for example, and consequently the construct requires further examination to enable it to develop to the same extent as intelligence (Price, Morris, & Costello, 2018).Therefore, the main aims of this research project are as follows: (1) to develop a transcultural adaptation of the DABS and test it over a large sample (n = 1164) of French-speaking persons in three European countries; (2) to bridge the gap in the cross-cultural evaluation of AB producing a cross-national study involving five countries; (3) to study the relationships between AB and both intellectual and general functioning in preschoolers screened for developmental disability. This is particularly important because children are evaluated for eligibility in clinical and educational settings at preschool age. This project aims to make an important contribution towards developing a better understanding of the construct of adaptive behavior, which will have a significant impact both on scientific research and in the wider sense. The scientific element will be mainly provided through innovative studies on cross-cultural comparisons of AB, as well as on the relationships between AB, intellectual and general functioning in the under-studied population of preschoolers screened for developmental disabilities. Practitioners working in French-speaking regions of Europe will benefit from a newly available instrument specifically developed to help them in the diagnosis of significant limitations in AB.
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