Adaptive Behavior and ABAS-II: Keys to Autonomy and Functionality 🧠✅

When we talk about development and well-being, we often focus on academic intelligence. However, for a person to fully function in their daily life, we need to look at something else: adaptive behavior .

According to Shalock et al. (2010), adaptive behavior is the set of conceptual, social, and practical skills learned by a person to function effectively in their daily life.

🔎 Beyond IQ

It is essential to understand that the diagnosis of an Intellectual Disability (ID) should not be based solely on the results of intelligence (IQ) tests. It is indispensable to evaluate adaptive behavior from the perspective of:

  • Independence.

  • Functionality.

  • Socialization.

If problems exist in these areas, the patient's adaptation will be affected in multiple environments, such as family, school, work and social settings (Morrison and Flegel, 2018).

Furthermore, this assessment is not exclusive to intellectual disability; it is crucial in other neurodevelopmental disorders such as:

  • Autism Spectrum Disorder ( ASD ).

  • Attention Deficit Hyperactivity Disorder ( ADHD ).

  • Down syndrome, among others.

🧠 The Neuropsychological Approach

From a neuropsychological perspective, we know that executive functions are essential for directing our behavior toward goals. Authors such as Roselló-Miranda (2018) point out that these functions directly influence social skills and communication, pillars of adaptive behavior.

Therefore, when evaluating, we not only look at behavior, but we also apply neuropsychological tests to determine the cognitive profile (strengths and weaknesses), which will be the starting point for any intervention program.

✅ ABAS-II: The Adaptive Behavior Assessment System

To accurately measure these skills, mental health professionals use tools such as the ABAS-II . This test determines a person's level of functioning considering their age and the demands of their environment.

What makes ABAS-II such a valuable tool?

The ABAS-II stands out for two main characteristics:

  1. It is multidimensional: It assesses a wide variety of areas, from communication and leisure to self-care, safety, and motor skills.

  2. It is multi-method: It allows for the collection of information from multiple informants (family, school, and self-report in adults). This provides us with a "360-degree" view of the patient, making the evaluation much more comprehensive and reliable by comparing different contexts.

📊 The 10 Skill Areas and Their Indices

The ABAS-II is broken down into indices that group specific skills:

1. Conceptual Index

  • Communication: Speaking, listening, conversing, and non-verbal communication.

  • Functional academic skills: Reading, writing, and mathematics applied to real life.

  • Self-direction: The ability to perform tasks, meet deadlines, follow instructions, and have self-control.

2. Social Index

  • Leisure: Participation in games and recreational activities.

  • Socialization: Making and maintaining friendships, getting along with others, and communicating emotions appropriately. As Caballo (1986) indicates, it involves expressing feelings and rights while respecting others to minimize conflict.

3. Practical Index

  • Use of community resources: Shopping, transportation, money management.

  • Home/school life: Cleaning, tidying, taking care of objects.

  • Health and safety: Use of medications, caution, follow rules.

  • Self-care: Food, clothing, personal hygiene.

  • Employment (Adults): Compliance with work schedules and instructions.

  • Motor skills (Children <5 years): Fine and gross motor skills.

All of this makes up the General Adaptive Behavior , an overall score that tells us how the person responds to the environment compared to others of the same age.

⚡️ Benefits of a Functional Assessment

In my clinical experience at Neuropsyedu , the use of ABAS-II offers immeasurable advantages:

  • Accurate Diagnosis: Meets the DSM-V criteria for intellectual disability, confirming whether there are deficiencies that prevent an independent life.

  • Intervention Planning: By identifying what specific supports the patient needs, we can create tailored programs for the home, school, and community.

  • Holistic Vision: Useful in cases of autism, learning problems, emotional difficulties, motor disabilities, and genetic disorders.

The main reason? Understanding a person's capacity for independence has a greater impact on their treatment than simply knowing the diagnostic "label." It helps families and schools understand what to do.

🎮 Technology vs. Adaptive Behavior: A Necessary Warning

How do screens influence these skills? A study conducted in Türkiye by Atl et al. (2019) yielded revealing results:

Parental use of technology had a direct impact on the levels of adaptive behavior in children aged 18 to 24 months.

The study found that children whose mothers did NOT encourage technological activities (cell phones, videos) exhibited higher levels of adaptive behavior compared to those exposed to screens.

The "Boredom" Trap 👀👉🏼

From my experience and based on the literature (Gunuc and Atli, 2018), I have noticed that many parents give the cell phone to avoid the child getting bored, seeking immediate gratification.

  • In the short term: It provides relief to parents.

  • In the long term: It can result in a delay in child development and adaptive skills.

Boredom is a part of life. As adults, we must teach functional ways to cope with it. Encouraging games that stimulate neuropsychological development (memory, attention, language) is an excellent way to foster independence without relying on screens.

📩 Do you need guidance?

If you are concerned about your child's development of autonomy or require a specialized evaluation, I am here to help.

📚 Bibliographic References

  • Caballo, V. (Ed.). (2007). Manual of training and evaluation of social skills (7th ed.). Madrid: Siglo XXI.

  • Gunuc, S., and Atli, S. (2018). Parents' views on the impact of technology on 18 to 24-month old infants. Addicta: The Turkish Journal on Addictions , 5, 205–226.

  • Krause, A., et al. (2016). Characterization of adaptive behavior in school children with and without intellectual disability. Diversitas: Perspectives in Psychology , 12(1), 27-36.

  • Morrison, J., & Flegel, K. (2018). The interview in children and adolescents. Skills and strategies for effective DSM-5® diagnosis . Manual Moderno.

  • Sabat, C., et al. (2020). Different abilities needed at home and school: The relationship between executive function and adaptive behavior in adolescents with Down syndrome. Scientific Reports , 10(1), 1683.

  • Schalock, R., et al. (2010). Intellectual Disability: Definition, Classification, And Systems Of Supports (11th Ed.). AAIDD.