Application of the 1992 AAMR definition: issues for preschool children.
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Biomedical subjects
Publications and source records attributed to S Vig.
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Adaptive behavior was investigated for 497 urban preschool children with developmental disabilities (autism, pervasive developmental disorder, language impairment, mental retardation, attention-deficit hyperactivity disorder, cognitive deficit), ranging in age from 15 to 71 months, 38% of whom were in foster care. Disabilities were identified through comprehensive multidisciplinary evaluation. Adaptive behavior was assessed with the Vineland Adaptive Behavior Scales. Results indicate a strong positive relation between adaptive behavior and intelligence if measured globally. When Vineland domains were assessed separately, this relation varied across domains and disability groups. With intelligence controlled, adaptive behavior patterns differed for disability groups in communication and socialization.
A group of 38 preschool children, first evaluated when 2 to 4 years old, functioning within the borderline or mildly retarded ranges of intelligence, were reevaluated at the ages of 6 or 7 years. It was found that cognitive and linguistic limitations remained fairly stable over time. The most global of the early measures best predicted subsequent attainment, both for children with language skills significantly below performance and for those with more even function. Preschool language deficiencies reflected in a significant discrepancy between verbal and performance abilities in early intelligence testing were not subsequently associated with greater academic difficulties. At the time of reevaluation, receptive understanding of language exceeded expressive competence, and semantic skills were stronger than syntactic abilities.