Adaptive Behaviour on the Portuguese Curricula: A Comparison between Children and Adolescents with and without Intellectual Disability
Author(s)
Sofia Santos
ABSTRACT
The main objective of this study was to assess and compare the adaptive behaviour level of children and adolescents with and without intellectual disability trying to understand how the differences in this area could be influenced by contents and curricula. The sample was composed by 589 children and adolescents with and without intellectual disabilities (both ages 6 to 16, randomly selected from special and regular schools, respectively). The Portuguese version of Adaptive Behaviour Scale was used and administered through an interview, to a proxy who knew the individual being evaluated. Controlling for age, gender, diagnosis, and living area we found that there were statistical significant differences between both groups on most of adaptive behaviour domains in all variables. One of the conclusions is that curricula in special and regular schools differ a lot on contents and in participation activities within the community and that might be one of the causes of the non-skills acquisition by the children and adolescents with intellectual disabilities.
Cite this paper
Santos, S. (2014) Adaptive Behaviour on the Portuguese Curricula: A Comparison between Children and Adolescents with and without Intellectual Disability. Creative Education, 5, 501-509. doi: 10.4236/ce.2014.57059.
Santos, S. (2014) Adaptive Behaviour on the Portuguese Curricula: A Comparison between Children and Adolescents with and without Intellectual Disability. Creative Education, 5, 501-509. doi: 10.4236/ce.2014.57059.
References
[1] Bornstein, M., Giusti, Z., Leach, D., & Venuti, P. (2005). Maternal Reports of Adaptive Behaviours in Young Children: Urban-Rural and Gender Comparisons in Italy and United States. Infant Child Development, 14, 403-424.
http://dx.doi.org/10.1002/icd.414 [2] Borthwick-Duffy, S. (2007). Adaptive Behavior. In Jacobson, J., Mulick, J., & Rojahn, J. (Eds.), Handbook of Intellectual and Developmental Disabilities—Issues in Clinical Child Psychology. Springer, 279-293. [3] Costa, A. M. et al. (1996). Curriculos Funcionais—Suacaracterizacao. Instituto de Inovacao Educacional: Desenvolvimento Curricular na Educacao Basica. Vol. 1, Lisboa. [4] Formosinho, J., & Machado, J. (2008). Curriculo e Organizacao: As equipas educativas como modelo de organizacao pedagogica. Curriculosem Fronteiras, 8, 5-16. [5] Grossman, H. (1983). Classification in Mental Retardation. Washington DC: AAMD, EUA. [6] Harries, J., Guscia, R., Nettelbeck, T., & Kirby, N. (2009). Impact of Additional Disabilities on Adaptive Behavior and Support Profiles for People with Intellectual Disabilities. American Journal on Intellectual and Developmental Disability, 114, 237-253.
http://dx.doi.org/10.1352/1944-7558-114.4.237-253 [7] Hill, M., & Hill, A. (2009). Investigacao por Questionario. Edicoes Silabo. [8] Larson, S., Lakin, C., & Hill, S. (2012). Behavioral Outcomes of Moving from Institutional to Community Living for People with Intellectual and Developmental Disabilities: U.S. Studies form 1977 to 2010. Research & Practice for Persons with Severe Disabiliies, 37, 235-246.
http://dx.doi.org/10.2511/027494813805327287 [9] Leite, C. (2008). Politicas de Curriculo em Portugal e (IM)Possibilidades da Escola se assumir como uma instituicao curricularmente inteligente. Curriculosem Fronteiras, 6, 67-81. [10] Leite, T. (2011). Curriculo e Necessidades Educativas Especiais. ColecaoInducao e Desenvolvimento Profissional Docente. Universidade de Aveiro. [11] Lerman, P., Apgar, D.H., & Jordan, T. (2005). Longitudinal Changes in Adaptive Behavior of Movers and Stayers: Findings from a Controlled Research Design. Mental Retardation, 43, 25-42.
http://dx.doi.org/10.1352/0047-6765(2005)43<25:LCIABO>2.0.CO;2 [12] Luckasson, R., & Schalock, R. (2012). The Role of Adaptive Behavior in a Functionality Approach to Intellectual Disability. In Santos, S., & Morato, P. (Eds.), Comportamento Adaptativo—10 anos depois (pp. 9-17). Edicoes FMH. Faculdade de Motricidade Humana. Universidade Tecnica de Lisboa. [13] Nihira, K. (1999). Adaptive Behavior: A Historical Overview. In Schalock, R., & Braddock, D. (Eds.), Adaptive Behavior and Its Measurement (pp. 7-14). Washington DC: American Association on Mental Retardation. [14] Nihira, K. (2012). AAMR Adaptive Behavior Scale: Its History. In Santos, S., & Morato, P. (Eds.), Comportamento Adaptativo—10 anos depois (pp. 75-82). Edicoes FMH. Faculdade de Motricidade Humana. Universidade Tecnica de Lisboa. [15] Nihira, K., Leland, H., & Lambert, N. (1993). Adaptive-Behavior Scale—Residential and Community: Examiner’s Manual (2nd ed.). Pro-Ed. [16] Oliveira, R. (2009). Social Behavior in Context: Hormonal Modulation of Behavioral Plasticity and Social Competence. Integrative and Comparative Biology, 49, 423-440.
http://dx.doi.org/10.1093/icb/icp055 [17] Pestana, M., & Gageiro, J. (2005). Analise dos dados para Ciências Sociais: A complementaridade do SPSS (5th ed.). Edicoes Silabo. [18] Sadrossadat, L., Moghaddami, A., & Sadrossadat, S. (2010). A Comparison of Adaptive Behaviors among Mentally Retarded and Normal Individuals: A Guide to Prevention and Treatment. International Journal of Preventive Medicine, 1, 34-38. [19] Saloviita, T. (2002). The Closure of Nastola Care Home: A Longitudinal Study on Desinstitutionlization. Scandinavian Journal of Disability Research, 42, 138-155.
http://dx.doi.org/10.1080/15017410209510789 [20] Santos, S., & Morato, P. (2012). Comportamento Adaptativo: Dez anos depois. Edicoes FMH. Faculdade de Motricidade Humana. Universidade Tecnica de Lisboa. [21] Santos, S., Morato, P., Costa, D., Duro, V., Saramago, F., & Bruno, P. (2010). Comportamento Adaptativo, Dificuldades Intelectuais e Desenvolvimentais na populacao portuguesa: Replicacao do estudo de 2007. Revista de Educacao Especial e Reabilitacao, 17, 79-102. [22] Sartawi, A., AlMuhairy, O., & Abdat, R. (2011). Behavioral Problems among Students with Disabilities in United Arab Emirades. International Journal for Research in Education, 29, 1-15. [23] Schalock, R.L., Buntinx, W., Borthwick-Duffy, S., Luckasson, R., Snell, M., Tasse, M.J., & Wehmeyer, M. (2007) User’s Guide: Mental Retardation: Definition, Classification and Systems of Supports (10th ed.). Washington DC: AAIDD. [24] Schalock, R.L., Borthwick-Duffy, S.A., Bradley, V.J., Buntinx, W.H.E., Coulter, D.L., Craig, E.M., Gomez, S.C., Lachapelle, Y., Luckasson, R., & Reeve, A. (2010). Intellectual Disability—Definition, Classification, and Systems of Supports. AAIDD. 11a Edicao, Washington DC. [25] Tasse, M., Schalock, R., Balboni, G., Bersani, H., Borthwick-Duffy, S., Spreat, S., Thissen, D., Widaman, K., & Zhang, D. (2012). The Construct of Adaptive Behavior: Its Conceptualization, Measurement and Use in the Field of Intellectual Disability. American Journal of Intellectual and Developmental Disabilities, 117, 291-303.
http://dx.doi.org/10.1352/1944-7558-117.4.291 [26] Thompson, J.R., Bradley, V.J., Buntinx, W.H.E., Schalock, R.L., Shogren, K.A., Snell, M.E. et al. (2009). Conceptualizing Supports and the Support Needs of People with Intellectual Disability. Intellectual and Developmental Disabilities, 47, 135-146.
http://dx.doi.org/10.1352/1934-9556-47.2.135
[1] Bornstein, M., Giusti, Z., Leach, D., & Venuti, P. (2005). Maternal Reports of Adaptive Behaviours in Young Children: Urban-Rural and Gender Comparisons in Italy and United States. Infant Child Development, 14, 403-424.
http://dx.doi.org/10.1002/icd.414 [2] Borthwick-Duffy, S. (2007). Adaptive Behavior. In Jacobson, J., Mulick, J., & Rojahn, J. (Eds.), Handbook of Intellectual and Developmental Disabilities—Issues in Clinical Child Psychology. Springer, 279-293. [3] Costa, A. M. et al. (1996). Curriculos Funcionais—Suacaracterizacao. Instituto de Inovacao Educacional: Desenvolvimento Curricular na Educacao Basica. Vol. 1, Lisboa. [4] Formosinho, J., & Machado, J. (2008). Curriculo e Organizacao: As equipas educativas como modelo de organizacao pedagogica. Curriculosem Fronteiras, 8, 5-16. [5] Grossman, H. (1983). Classification in Mental Retardation. Washington DC: AAMD, EUA. [6] Harries, J., Guscia, R., Nettelbeck, T., & Kirby, N. (2009). Impact of Additional Disabilities on Adaptive Behavior and Support Profiles for People with Intellectual Disabilities. American Journal on Intellectual and Developmental Disability, 114, 237-253.
http://dx.doi.org/10.1352/1944-7558-114.4.237-253 [7] Hill, M., & Hill, A. (2009). Investigacao por Questionario. Edicoes Silabo. [8] Larson, S., Lakin, C., & Hill, S. (2012). Behavioral Outcomes of Moving from Institutional to Community Living for People with Intellectual and Developmental Disabilities: U.S. Studies form 1977 to 2010. Research & Practice for Persons with Severe Disabiliies, 37, 235-246.
http://dx.doi.org/10.2511/027494813805327287 [9] Leite, C. (2008). Politicas de Curriculo em Portugal e (IM)Possibilidades da Escola se assumir como uma instituicao curricularmente inteligente. Curriculosem Fronteiras, 6, 67-81. [10] Leite, T. (2011). Curriculo e Necessidades Educativas Especiais. ColecaoInducao e Desenvolvimento Profissional Docente. Universidade de Aveiro. [11] Lerman, P., Apgar, D.H., & Jordan, T. (2005). Longitudinal Changes in Adaptive Behavior of Movers and Stayers: Findings from a Controlled Research Design. Mental Retardation, 43, 25-42.
http://dx.doi.org/10.1352/0047-6765(2005)43<25:LCIABO>2.0.CO;2 [12] Luckasson, R., & Schalock, R. (2012). The Role of Adaptive Behavior in a Functionality Approach to Intellectual Disability. In Santos, S., & Morato, P. (Eds.), Comportamento Adaptativo—10 anos depois (pp. 9-17). Edicoes FMH. Faculdade de Motricidade Humana. Universidade Tecnica de Lisboa. [13] Nihira, K. (1999). Adaptive Behavior: A Historical Overview. In Schalock, R., & Braddock, D. (Eds.), Adaptive Behavior and Its Measurement (pp. 7-14). Washington DC: American Association on Mental Retardation. [14] Nihira, K. (2012). AAMR Adaptive Behavior Scale: Its History. In Santos, S., & Morato, P. (Eds.), Comportamento Adaptativo—10 anos depois (pp. 75-82). Edicoes FMH. Faculdade de Motricidade Humana. Universidade Tecnica de Lisboa. [15] Nihira, K., Leland, H., & Lambert, N. (1993). Adaptive-Behavior Scale—Residential and Community: Examiner’s Manual (2nd ed.). Pro-Ed. [16] Oliveira, R. (2009). Social Behavior in Context: Hormonal Modulation of Behavioral Plasticity and Social Competence. Integrative and Comparative Biology, 49, 423-440.
http://dx.doi.org/10.1093/icb/icp055 [17] Pestana, M., & Gageiro, J. (2005). Analise dos dados para Ciências Sociais: A complementaridade do SPSS (5th ed.). Edicoes Silabo. [18] Sadrossadat, L., Moghaddami, A., & Sadrossadat, S. (2010). A Comparison of Adaptive Behaviors among Mentally Retarded and Normal Individuals: A Guide to Prevention and Treatment. International Journal of Preventive Medicine, 1, 34-38. [19] Saloviita, T. (2002). The Closure of Nastola Care Home: A Longitudinal Study on Desinstitutionlization. Scandinavian Journal of Disability Research, 42, 138-155.
http://dx.doi.org/10.1080/15017410209510789 [20] Santos, S., & Morato, P. (2012). Comportamento Adaptativo: Dez anos depois. Edicoes FMH. Faculdade de Motricidade Humana. Universidade Tecnica de Lisboa. [21] Santos, S., Morato, P., Costa, D., Duro, V., Saramago, F., & Bruno, P. (2010). Comportamento Adaptativo, Dificuldades Intelectuais e Desenvolvimentais na populacao portuguesa: Replicacao do estudo de 2007. Revista de Educacao Especial e Reabilitacao, 17, 79-102. [22] Sartawi, A., AlMuhairy, O., & Abdat, R. (2011). Behavioral Problems among Students with Disabilities in United Arab Emirades. International Journal for Research in Education, 29, 1-15. [23] Schalock, R.L., Buntinx, W., Borthwick-Duffy, S., Luckasson, R., Snell, M., Tasse, M.J., & Wehmeyer, M. (2007) User’s Guide: Mental Retardation: Definition, Classification and Systems of Supports (10th ed.). Washington DC: AAIDD. [24] Schalock, R.L., Borthwick-Duffy, S.A., Bradley, V.J., Buntinx, W.H.E., Coulter, D.L., Craig, E.M., Gomez, S.C., Lachapelle, Y., Luckasson, R., & Reeve, A. (2010). Intellectual Disability—Definition, Classification, and Systems of Supports. AAIDD. 11a Edicao, Washington DC. [25] Tasse, M., Schalock, R., Balboni, G., Bersani, H., Borthwick-Duffy, S., Spreat, S., Thissen, D., Widaman, K., & Zhang, D. (2012). The Construct of Adaptive Behavior: Its Conceptualization, Measurement and Use in the Field of Intellectual Disability. American Journal of Intellectual and Developmental Disabilities, 117, 291-303.
http://dx.doi.org/10.1352/1944-7558-117.4.291 [26] Thompson, J.R., Bradley, V.J., Buntinx, W.H.E., Schalock, R.L., Shogren, K.A., Snell, M.E. et al. (2009). Conceptualizing Supports and the Support Needs of People with Intellectual Disability. Intellectual and Developmental Disabilities, 47, 135-146.
http://dx.doi.org/10.1352/1934-9556-47.2.135