Children with Autism Spectrum Disorder (ASD) differ in adaptive functioning, executive functioning, and the distribution of intellectual abilities compared to their typically developing (TD) peers. Research consistently demonstrates a link between executive functions and various aspects of adaptive behavior. This study aims to compare cognitive abilities, executive functions, and adaptive behavior in non- or minimally verbal preschool-aged (3–6 years) children with ASD (n = 53) and TD peers (n = 79). The study examines broad cognitive abilities and executive functions as predictors of adaptive behavior. For this purpose, the Vineland Adaptive Behavior Scales, Third Edition, the Behavior Rating Inventory of Executive Functioning–Preschool Version, and the SON-R 2½-7 intelligence test were utilized. The results indicate that non- or minimally verbal preschoolers with ASD exhibit significant executive difficulties, particularly in working memory, and show marked differences in cognitive abilities compared to TD controls. Significant group differences were observed across all adaptive behavior domains, with the largest effect on Socialization and the smallest on Daily Living Skills. In the ASD group, executive functions and cognitive domains accounted for a substantial portion of the variance in the Communication domain, with slightly less influence observed in Daily Living Skills and Socialization. In contrast, the significant role of cognitive abilities and executive difficulties as predictors of adaptive behavior in everyday functioning was not confirmed for TD children. These findings highlight the critical role of executive functioning as a predictor of adaptive behavior in preschool children with ASD.

This study aimed to analyze the adaptive skills of children with intellectual disabilities in institutional care. We focused on communication, socialization, daily living skills and their relationship with risk factors, and institutional care. Our sample included 197 children aged 5–18 years (M = 12.8, SD = 2.97), 50% boys, with IQ < 85 placed in different types and lengths of stay in institutional care. There were 17% that presented with borderline intellectual functioning (IQ 84–87) and 83% that had intellect disabilities. Adaptive behavior (AB) was assessed by Vineland Adaptive Behavior Scale (VABS-3). The BIF and Mild ID groups did not differ in Socialization. The profile of adaptive behavior for BIF and Mild ID was Daily Living Skills > Communication > Socialization, and for Moderate and Severe ID, Socialization > Daily Living Skills > Communication. Longer institutional care was associated with lower competencies in AB. Gender differences were found, females overperformed males in Socialization, Daily Living Skills, and ABC score. Levels of ID, gender, length of stay in institutional care, and neonatal difficulties were significant predictors in the model which explain the 63% variance of AB. The practical implications of the results are discussed related to the assessment of ID, prevention, and care for institutionalized children.

Assessment of adaptive behavior in Slovak children aged 2 to 10 years using the Vineland Adaptive Behavior Scales (VABS-3) Objectives. Adaptive behavior (AB) is the ability to perform activities that are essential for everyday independent living on both personal and social levels. It encompasses practical, conceptual and social skills. Currently, no standardized tool adapted to the Slovak cultural context is available, although the implementation of ICD-11 in clinical practice and research requires the assessment of AB to determining the severity of intellectual disability or functionality of a child.Hypotheses and analysis. The aim of this paper is to analyse the relationship between AB, demographic and socio-economic factors, and to provide preliminary norms for the Vineland Adaptive Behavior Scales, Third Edition (VABS-3), Parent Form, thus supplementing the missing information about AB in our cultural context.Sample and settings. The Slovak research version of VABS-3, the Comprehensive Parent Questionnaire Form, was used for the analysis. The research sample consisted of 406 children (50% boys) aged 2–10 years (M=5.26; SD=2.47) without identified developmental delays, developmental disorders or other clinical conditions.Results. VABS-3 scales moderately to strongly correlated with age. Gender differences were observed in almost all scales, but only with a small effect. More significant gender differences were found in preschool-age groups. One-way ANCOVA was used to examine differences in AB concerning the parent’s education, family’s financial status and the size of the residence where the child lives, controlling for the childrenʼs age. Expressive and receptive communication varied slightly depending on socio-economic and demographic factors, but the effects were low. In other scales, no significant difference in AB concerning socioeconomic status (SES) was found. Authors present preliminary regression norms with percentile curves for the VABS-3 scale.Limitations. Furthermore, it would be necessary to add more information on AB in children from socially excluded communities, Roma communities and at-risk environments with low SES. For age groups over 6 years, the predictive models of percentile curves are less reliable due to smaller sample sizes and should therefore be interpreted with some caution.