Influence of Family and Institutional Environment on the Adaptive Behaviour of Children with Mild Intellectual Disability

Abstract

The development of adaptive skills is determined by factors inherent to a person, as well as by opportunities and expectations of the socio-cultural environment in which the person grows up. This paper analyses the adaptive behaviour of children with mild intellectual disability (MID) living with families or in institutions for children without parental care. The sample consisted of 95 children with MID, aged between 10 and 13.11. Data on their adaptive skills were obtained during standardized interviews with special education teachers, through using the AAMR Adaptive Behaviour Scale School, Second Edition (ABS-S:2). Analysing the domain scores and factor scores regarding the first part of ABS-S:2 scale, it was possible to determine that the children with MID who lived with families achieved much better results in practical and social skills than the children who lived in institutions. Score differences in the Maladaptive Behaviour Scale between the two above-mentioned groups of children with MID were statistically significant in all domains.