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The Role of Adaptive Behavior in Evidence-Based Practices for ASD: Translating Intervention into Functional Success

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Evidence-Based Practices and Treatments for Children with Autism

Abstract

The main diagnostic features of autism spectrum disorders (ASD) are defined in terms of qualitative impairments in social interaction, communication, and a pattern of restricted interests or repetitive behaviors. However, the particular constellation of symptoms, number, frequency, and severity differs from individual to individual. For some, an end goal in the treatment of autism spectrum disorders, whether stated explicitly or not, is to reduce autistic symptomatology and “cure” the disorder. One positive step in the discourse around treatment for ASD is a change in focus from symptom expression to measured changes in adaptive functioning. From this perspective, the intransigence of the diagnosis is not an indication of lack of success of a treatment model or educational program; rather, an emphasis is placed on functional outcomes such as helping people with ASD attend school in the least restrictive environment, communicate with family and peers, enjoy leisure activities with others, attend to their daily living needs (e.g., toileting, washing, dressing, eating, and cleaning), regulate emotions and behavior, and establish and maintain relationships with others.

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Abbreviations

ADHD:

Attention deficit hyperactivity disorder

ADLs:

Adaptive daily living skills

ADOS:

Autism Diagnostic Observation Schedule

AS:

Asperger Syndrome

ASDs:

Autism spectrum disorders

CBT:

Cognitive behavioral therapy

EIBI:

Early intensive behavioral intervention

HFA:

High-functioning autism

PDD-NOS:

Pervasive developmental disorder not otherwise specified

SSED:

Single subject experimental design

VSMS:

Vineland Social Maturity Scale

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Author information

Authors and Affiliations

  1. Yale Child Study Center, Yale School of Medicine, New Haven, CT, USA

    Katherine D. Tsatsanis, Celine Saulnier, Sara S. Sparrow & Domenic V. Cicchetti

Authors
  1. Katherine D. Tsatsanis
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  2. Celine Saulnier
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  3. Sara S. Sparrow
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  4. Domenic V. Cicchetti
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Editor information

Editors and Affiliations

  1. Yale Child Study Center, South Frontage Rd. 230, New Haven, 06520, Connecticut, USA

    Brian Reichow

  2. Center for Autism Research, The Children's Hospital of Philadelphia, Market Street 3535, Philadelphia, 19146, Pennsylvania, USA

    Peter Doehring

  3. Yale Child Study Center, South Frontage Rd. 230, New Haven, 06520, Connecticut, USA

    Domenic V. Cicchetti

  4. Yale Child Study Center, South Frontage Rd. 230, New Haven, 06520, Connecticut, USA

    Fred R. Volkmar

Appendix: Vineland-II

Appendix: Vineland-II

The Vineland-II provides several assessments of adaptive behavior, which differ in terms of the range of coverage (survey or expanded), the informant (parent or teacher), and the response format (interview or rating form) as listed in Table 11.1.

Table 11.1 Forms of the Vineland-II
Full size table

As with the Vineland Adaptive Behavior Scales, the 11 Vineland-II subdomains are grouped into four domain composites (see Table 11.2): communication, daily living skills, socialization, and motor skills. Within each domain, the subdomains yield scaled scores that comprise the domain composite scores. The four domain composite scores comprise the Adaptive Behavior Composite for individuals aged from birth through to 6 years 11 months and 30 days; for individuals aged 7 years and older, three domain composites (communication, daily living skills, and socialization) comprise the Adaptive Behavior Composite. Examiners may choose to administer a single domain or any combination of domains to assess an individual’s adaptive functioning in one or more areas. If they choose to administer all the domains required at a given age, they can obtain the Adaptive Behavior Composite.

Table 11.2 Vineland-II domains and subdomains
Full size table

Three subscales – internalizing, externalizing, and other – comprise the optional maladaptive behavior index, which provides a measure of undesirable behaviors that may interfere with an individual’s adaptive behavior. The optional maladaptive critical items do not contribute to a subscale or composite score but provide a brief measure of more severe maladaptive behaviors that examiners may want to consider in the overall assessment of adaptive behavior.

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Tsatsanis, K.D., Saulnier, C., Sparrow, S.S., Cicchetti, D.V. (2011). The Role of Adaptive Behavior in Evidence-Based Practices for ASD: Translating Intervention into Functional Success. In: Reichow, B., Doehring, P., Cicchetti, D., Volkmar, F. (eds) Evidence-Based Practices and Treatments for Children with Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6975-0_11

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