Cognitive Development and Adaptive Skills among Children with Intellectual Disabilities: Assessment and Intervention Approaches

Abstract

The two pillars on which the diagnosis, education and long term support of children with intellectual disabilities (IDs) is founded are cognitive development and adaptive functioning, and these are often assessed and treated separately in practice. It brings them together, outlining the developmental theory that accounts for the emergence and interplay of cognition and adaptive skill, reviewing current assessment measures of the various domains and reviews the intervention approaches that have strong evidence of improving outcomes for children with intellectual disabilities. The review is based on classical developmental theory, current diagnostic and classification systems and contemporary intervention research on early intervention, applied behavior analysis, cognitive training, working memory training, universal design for learning, and self-determination in transition planning. It finds that there is no single assessment tool or intervention model that is enough alone, but rather coordinated and individualized systems of support that start early, engage families, and span the school career that are necessary to promote cognitive and adaptive gains. Implications for clinicians, educators and policy makers are discussed and priorities for future research are identified.

Keywords: Intellectual Disability, Cognitive Development, Adaptive Behavior, Assessment, Early Intervention, Special Education.